20 CFR 627.245 - Work experience.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false Work experience. 627.245 Section 627.245... PROGRAMS UNDER TITLES I, II, AND III OF THE ACT Program Requirements § 627.245 Work experience. (a) Definition. Work experience means a short-term or part-time training assignment with a public or private...

20 CFR 638.507 - Work experience.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false Work experience. 638.507 Section 638.507... TITLE IV-B OF THE JOB TRAINING PARTNERSHIP ACT Center Operations § 638.507 Work experience. (a) The center operator shall emphasize and implement programs of work experience for students through center...

20 CFR 638.507 - Work experience.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 20 Employees' Benefits 3 2011-04-01 2011-04-01 false Work experience. 638.507 Section 638.507... TITLE IV-B OF THE JOB TRAINING PARTNERSHIP ACT Center Operations § 638.507 Work experience. (a) The center operator shall emphasize and implement programs of work experience for students through center...

Effects of Skill Training on Working Memory Capacity

ERIC Educational Resources Information Center

Lee, Yuh-shiow; Lu, Min-ju; Ko, Hsiu-ping

2007-01-01

In this study we examined the effects of skill training, in particular mental abacus and music training, on working memory. Two groups of participants--children who had received mental abacus training and their controls--participated in Experiment 1. All participants performed the following span tasks: forward digit span, backward digit span,…

Early Career Experiences of Pediatricians Pursuing or Not Pursuing Fellowship Training.

PubMed

Byrne, Bobbi J; Katakam, Shesha K; Frintner, Mary Pat; Cull, William L

2015-10-01

Choosing career paths can be difficult decisions for residents contemplating fellowship training. This study compares the experiences of early career pediatricians who did and did not pursue fellowships. We analyzed national, weighted data from pediatricians 8 to 10 years after residency (n = 842). Work environment, work-life balance, and satisfaction were compared for pediatricians who had pursued fellowship training (fellowship trained) and those who did not pursue fellowship training (generalist trained). Logistic and linear regression examined the independent effects of fellowship training while controlling for demographic differences. A total of 39% of the pediatricians (328/842) pursued fellowship training. The fellowship-trained group was less likely than the generalist-trained group to spend time in direct patient care and more likely to report learning opportunities in their work environment. This group was also more likely to report an income of ≥$150,000, although no difference was found when only full-time pediatricians were examined. Generalist-trained pediatricians were more likely to work <50 hours per week, have flexibility with their schedules, and be satisfied with time spent with their own children. Pediatricians in both the fellowship-trained and generalist-trained groups generally found their work to be rewarding and were satisfied with their lives. Although residents need to consider important life and career differences when contemplating fellowship training and general care, pediatricians in both groups can achieve overall life and career satisfaction. Copyright © 2015 by the American Academy of Pediatrics.

Reentry Program and Social Work Education: Training the Next Generation of Criminal Justice Social Workers.

PubMed

Franke, Nancy D; Treglia, Dan; Cnaan, Ram A

2017-01-01

Social work plays a marginal role in opposing the trend of mass incarceration and high rates of recidivism, and social work education offers limited opportunities for students to specialize in working with people who are currently or were previously incarcerated. How to train students of social work to work against mass-incarceration is still challenging. The authors devised and implemented an in-school social service agency devoted to working with people pre and post release from a prison system. The agency is a field practicum setting where interested students study and practice reentry work. In this article, the authors describe and assess the educational merit of this in-school agency. Findings from surveys of students and alumni suggest that the program attained its educational goals of connecting classroom education to practice experience and training students for careers in the criminal justice system. The authors also discuss pending challenges. The experience of the Goldring Reentry Initiative suggests that by developing their own social work agencies, the authors may be able to heighten their students educational experience and expand their contribution to social work practice broadly.

Fostering understanding of multimedia messages through pre-training: evidence for a two-stage theory of mental model construction.

PubMed

Mayer, Richard E; Mathias, Amanda; Wetzell, Karen

2002-09-01

Students received a narrated animation explaining the workings of a car's braking system (Experiments 1 and 2) or a bicycle tire pump (Experiment 3) and then took retention and transfer tests. Some students received pre-training concerning each of the components in the system before receiving the narrated animation (pre-training group), whereas others received no pre-training (no pre-training group) or--only in Experiment 3--training after the narrated animation (post-training group). The pre-training described or depicted the possible states of each part. Students in the pre-training group performed better than did students in other groups on tests of transfer (in all 3 experiments) and retention (in Experiments 1 and 2). Results are consistent with a 2-stage theory of mental model construction.

The general surgery chief resident operative experience: 23 years of national ACGME case logs.

PubMed

Drake, Frederick Thurston; Horvath, Karen D; Goldin, Adam B; Gow, Kenneth W

2013-09-01

The chief resident (CR) year is a pivotal experience in surgical training. Changes in case volume and diversity may impact the educational quality of this important year. To evaluate changes in operative experience for general surgery CRs. Review of Accreditation Council for Graduate Medical Education case logs from 1989-1990 through 2011-2012 divided into 5 periods. Graduates in period 3 were the last to train with unrestricted work hours; those in period 4 were part of a transition period and trained under both systems; and those in period 5 trained fully under the 80-hour work week. Diversity of cases was assessed based on Accreditation Council for Graduate Medical Education defined categories. Total cases and defined categories were evaluated for changes over time. The average total CR case numbers have fallen (271 in period 1 vs 242 in period 5, P < .001). Total CR cases dropped to their lowest following implementation of the 80-hour work week (236 cases), but rebounded in period 5. The percentage of residents' 5-year operative experience performed as CRs has decreased (30% in period 1 vs 25.6% in period 5, P < .001). Regarding case mix: thoracic, trauma, and vascular cases declined steadily, while alimentary and intra-abdominal operations increased. Recent graduates averaged 80 alimentary and 78 intra-abdominal procedures during their CR years. Compared with period 1, in which these 2 categories represented 47.1% of CR experience, in period 5, they represented 65.2% (P < .001). Endocrine experience has been relatively unchanged. Total CR cases declined especially acutely following implementation of the 80-hour work week but have since rebounded. Chief resident cases contribute less to overall experience, although this proportion stabilized before the 80-hour work week. Case mix has narrowed, with significant increases in alimentary and intra-abdominal cases. Broad-based general surgery training may be jeopardized by reduced case diversity. Chief resident cases are crucial in surgical training and educators should consider these findings as surgical training evolves.

The General Surgery Chief Resident Operative Experience

PubMed Central

Drake, Frederick Thurston; Horvath, Karen D.; Goldin, Adam B.; Gow, Kenneth W.

2014-01-01

IMPORTANCE The chief resident (CR) year is a pivotal experience in surgical training. Changes in case volume and diversity may impact the educational quality of this important year. OBJECTIVE To evaluate changes in operative experience for general surgery CRs. DESIGN, SETTING, AND PARTICIPANTS Review of Accreditation Council for Graduate Medical Education case logs from 1989–1990 through 2011–2012 divided into 5 periods. Graduates in period 3 were the last to train with unrestricted work hours; those in period 4 were part of a transition period and trained under both systems; and those in period 5 trained fully under the 80-hour work week. Diversity of cases was assessed based on Accreditation Council for Graduate Medical Education defined categories. MAIN OUTCOMES AND MEASURES Total cases and defined categories were evaluated for changes over time. RESULTS The average total CR case numbers have fallen (271 in period 1 vs 242 in period 5, P < .001). Total CR cases dropped to their lowest following implementation of the 80-hour work week (236 cases), but rebounded in period 5. The percentage of residents’ 5-year operative experience performed as CRs has decreased (30% in period 1 vs 25.6% in period 5, P < .001). Regarding case mix: thoracic, trauma, and vascular cases declined steadily, while alimentary and intra-abdominal operations increased. Recent graduates averaged 80 alimentary and 78 intra-abdominal procedures during their CR years. Compared with period 1, in which these 2 categories represented 47.1% of CR experience, in period 5, they represented 65.2% (P < .001). Endocrine experience has been relatively unchanged. CONCLUSIONS AND RELEVANCE Total CR cases declined especially acutely following implementation of the 80-hour work week but have since rebounded. Chief resident cases contribute less to overall experience, although this proportion stabilized before the 80-hour work week. Case mix has narrowed, with significant increases in alimentary and intra-abdominal cases. Broad-based general surgery training may be jeopardized by reduced case diversity. Chief resident cases are crucial in surgical training and educators should consider these findings as surgical training evolves. PMID:23864049

Multicultural Training Applied in Clinical Practice: Reflections from a Euro-American Female Counselor-in-Training Working with Mexican Immigrants

ERIC Educational Resources Information Center

Paynter, Clara K.; Estrada, Diane

2009-01-01

The clinical experience of a Euro-American female counselor-in-training providing bilingual family therapy services to Mexican immigrants is described. Cultural themes encountered when applying academic discourse to clinical work are raised in the context of case studies in which the student therapist works from a postmodern client-as-expert…

Decisive Action Training Environment at the Joint Multinational Readiness Center, Volume 3: Multinational Interoperability

DTIC Science & Technology

2016-09-01

training in the decisive action training environment, with rotations routinely featuring several thousand participants from many nations and operating in...teams work with exercise participants before they arrive at the training center. The goal is to ensure all formations understand — and are able to...capabilities, location, and extensive experience working with NATO and partner countries, the JMTC is uniquely positioned to implement NATO training

Vocational training: work in a developing country and British general practice

PubMed Central

Peppiatt, Roger

1981-01-01

I present evidence from my personal experience of vocational training followed by 18 months' work in an African hospital, to show that: 1. By extending and reinforcing vocational training, my time abroad was relevant to my future career as a British general practitioner. 2. Vocational training is a good preparation for any doctor intent on spending a limited time working in a developing country. ImagesFigure 1.Figure 2.Figure 3.Figure 4. PMID:7299727

An Examination of the Job Training and Job Experiences of High School Students as They Exit School

ERIC Educational Resources Information Center

Andrews, Wilbur Drew

2010-01-01

The purpose of this investigation was (a) to determine the level of satisfaction that exiting high school students felt regarding the job preparation and training they received in high school, (b) gather data on work experiences during high school, (c) gather data on job training experiences during high school, and (d) gather data on students…

Foundation doctors working at night: what training opportunities exist?

PubMed

Coomber, R; Smith, D; McGuinness, D; Shao, E; Soobrah, R; Frankel, A H

2014-07-01

Foundation Training is designed for doctors in their first two years of post-graduation. The number of foundation doctors (FD) in the UK working nights has reduced because of a perception that clinical supervision at night is unsatisfactory and that minimal training opportunities exist. We aimed to assess the value of night shifts to FDs and hypothesised that removing FDs from nights may be detrimental to training. Using a survey, we assessed the number of FDs working nights in London, FDs views on working nights and their supervision at night. We evaluated whether working at night, compared to daytime working provided opportunities to achieve foundation competencies. 83% (N = 2157/2593) of FDs completed the survey. Over 90% of FDs who worked nights felt that the experience they gained improved their ability to prioritise, make decisions and plan. FDs who worked nights reported higher scores for achieving competencies in history taking (2.67 vs. 2.51; p = 0.00), examination (2.72 vs. 2.59; p = 0.01) and resuscitation (2.27 vs. 1.96; p = 0.00). The majority (65%) felt adequately supervised. Our survey has demonstrated that FDs find working nights a valuable experience, providing important training opportunities, which are additional to those encountered during daytime working.

Perceptions and experiences of nurse preceptors regarding their training courses: a mixed method study.

PubMed

Chang, Chia-Chi; Lin, Li-Min; Chen, I-Hui; Kang, Chun-Mei; Chang, Wen-Yin

2015-01-01

Although the benefits of preceptor training programs on the performance of nurse preceptors have been reported, research related to nurse preceptors' perceptions of and experiences with preceptor training courses is relatively limited. To explore nurse preceptors' perceptions of preceptor training courses and obtain information on their experiences in working as preceptors. A mixed method design was conducted. Nurse preceptors who currently work at one of eight hospitals in northern Taiwan were recruited to participate in this study. A questionnaire survey and focus group interviews were conducted. A training course perception scale was developed and generated based on the current nurse preceptor training programs offered in eight hospitals. Focus group interviews were conducted to obtain additional information on nurse preceptors' experiences in working as preceptors. The survey data were analyzed using descriptive statistics. Interview data were transcribed and analyzed using a qualitative content analysis approach. The results from the surveys of 386 nurse preceptors revealed that most courses included in the current preceptor training programs did not fulfill the learning needs of nurse preceptors and were clinically impractical. The most necessary and clinically useful course was the communication skills course, whereas the least useful course was the adult learning theory and principles course. Three themes were identified as problems based on the three focus group interviews conducted with 36 nurse preceptors: inadequate training was received before nurses were appointed as nurse preceptors, the courses were more theoretical rather than practical, and the preceptors experienced stress from multiple sources. The results revealed that the current preceptor training courses are impractical; therefore, the content of preceptor training courses must be altered to fulfill nurse preceptors' training needs. Furthermore, problems identified through the focus group interviews reinforce the survey results. Copyright © 2014 Elsevier Ltd. All rights reserved.

Processing speed and working memory training in multiple sclerosis: a double-blind randomized controlled pilot study.

PubMed

Hancock, Laura M; Bruce, Jared M; Bruce, Amanda S; Lynch, Sharon G

2015-01-01

Between 40-65% of multiple sclerosis patients experience cognitive deficits, with processing speed and working memory most commonly affected. This pilot study investigated the effect of computerized cognitive training focused on improving processing speed and working memory. Participants were randomized into either an active or a sham training group and engaged in six weeks of training. The active training group improved on a measure of processing speed and attention following cognitive training, and data trended toward significance on measures of other domains. Results provide preliminary evidence that cognitive training with multiple sclerosis patients may produce moderate improvement in select areas of cognitive functioning.

China's Social Work Education in the Face of Change

ERIC Educational Resources Information Center

Fang, Yuan

2013-01-01

Between 1952 and 1979, social work was banned as an academic discipline, and social workers relied on experience alone in carrying out their duties. Since then social work training has been offered in universities and vocational schools; and existing social workers have received in-service training. However, social work education is still in its…

Rhythm synchronization performance and auditory working memory in early- and late-trained musicians.

PubMed

Bailey, Jennifer A; Penhune, Virginia B

2010-07-01

Behavioural and neuroimaging studies provide evidence for a possible "sensitive" period in childhood development during which musical training results in long-lasting changes in brain structure and auditory and motor performance. Previous work from our laboratory has shown that adult musicians who begin training before the age of 7 (early-trained; ET) perform better on a visuomotor task than those who begin after the age of 7 (late-trained; LT), even when matched on total years of musical training and experience. Two questions were raised regarding the findings from this experiment. First, would this group performance difference be observed using a more familiar, musically relevant task such as auditory rhythms? Second, would cognitive abilities mediate this difference in task performance? To address these questions, ET and LT musicians, matched on years of musical training, hours of current practice and experience, were tested on an auditory rhythm synchronization task. The task consisted of six woodblock rhythms of varying levels of metrical complexity. In addition, participants were tested on cognitive subtests measuring vocabulary, working memory and pattern recognition. The two groups of musicians differed in their performance of the rhythm task, such that the ET musicians were better at reproducing the temporal structure of the rhythms. There were no group differences on the cognitive measures. Interestingly, across both groups, individual task performance correlated with auditory working memory abilities and years of formal training. These results support the idea of a sensitive period during the early years of childhood for developing sensorimotor synchronization abilities via musical training.

Improving Reasoning Skills in Secondary History Education by Working Memory Training

ERIC Educational Resources Information Center

Ariës, Roel Jacobus; Groot, Wim; van den Brink, Henriette Maassen

2015-01-01

Secondary school pupils underachieve in tests in which reasoning abilities are required. Brain-based training of working memory (WM) may improve reasoning abilities. In this study, we use a brain-based training programme based on historical content to enhance reasoning abilities in history courses. In the first experiment, a combined intervention…

Work-Experience and Work-Study Programs for Students with Special Needs: Quality Indicators of Transition Services.

ERIC Educational Resources Information Center

Wisniewski, Lech A.; And Others

1991-01-01

This article proposes a continuum of employment training options for students with special needs and identifies program quality indicators in the areas of assessment and the Individual Education Plan; the employment training program; community-based settings; provisions for on-site training and evaluation; and interagency cooperation. (DB)

Component Repair Experiment-1: An Experiment Evaluating Electronic Component-Level Repair During Spaceflight

NASA Technical Reports Server (NTRS)

Easton, John W.; Struk, Peter M.

2012-01-01

The Component Repair Experiment-1 (CRE-1) examines the capability for astronauts to perform electronics repair tasks in space. The goal is to determine the current capabilities and limits for the crew, and to make recommendations to improve and expand the range of work that astronauts may perform. CRE-1 provided two-layer, functional circuit boards and replacement components, a small tool kit, written and video training materials, and 1 hr of hands on training for the crew slated to perform the experiment approximately 7 months prior to the mission. Astronauts Michael Fincke and Sandra Magnus performed the work aboard the International Space Station (ISS) in February and March 2009. The astronauts were able to remove and replace components successfully, demonstrating the feasibility of performing component-level electronics repairs within a spacecraft. Several unsuccessful tasks demonstrated areas in need of improvement. These include improved and longer training prior to a mission, an improved soldering iron with a higher operating temperature and steady power source, video training and practice boards for refresher work or practice before a repair, and improved and varied hand tools and containment system.

Child health in low-resource settings: pathways through UK paediatric training.

PubMed

Goenka, Anu; Magnus, Dan; Rehman, Tanya; Williams, Bhanu; Long, Andrew; Allen, Steve J

2013-11-01

UK doctors training in paediatrics benefit from experience of child health in low-resource settings. Institutions in low-resource settings reciprocally benefit from hosting UK trainees. A wide variety of opportunities exist for trainees working in low-resource settings including clinical work, research and the development of transferable skills in management, education and training. This article explores a range of pathways for UK trainees to develop experience in low-resource settings. It is important for trainees to start planning a robust rationale early for global child health activities via established pathways, in the interests of their own professional development as well as UK service provision. In the future, run-through paediatric training may include core elements of global child health, as well as designated 'tracks' for those wishing to develop their career in global child health further. Hands-on experience in low-resource settings is a critical component of these training initiatives.

[Specifics of working with chronic mentally ill patients in Specialised Social Help Services--experiences in training and supervision meetings].

PubMed

Paszko, Jolanta; Wnek, Beata; Załuska, Maria

2004-01-01

Information was presented on the development and efficiency of The Specialised Psychiatric Social Help Services for the mentally ill in Poland. It took into consideration the specifics of this work and formal requirements for special training of the staff. The experiences of the 3.5 years of work of the specialised services in the Warszawa Targówek district (October 1997 - June 2001) were discussed. Organisational solutions and basic data about clients and staff and establishments and experiences coming from training and supervision meetings were discussed. Problems and difficulties most often experienced by the staff workers at their work with chronic mentally ill patients were described. Consideration was put from one side on the big rotation of the staff and from the other on the need of the extension of the theoretical and practical knowledge as well as of supervision and support was often mentioned in the questionnaire. A need of elaborating the programme of training and professional courses for workers of the specialised psychiatric social help services was also pointed out.

Work experiences of internationally trained pharmacists in Great Britain.

PubMed

Ziaei, Zainab; Hassell, Karen; Schafheutle, Ellen I

2015-04-01

Internationally trained health professionals are an important part of the domestic workforce, but little is known about the working experiences of internationally trained pharmacists (ITPs) in Great Britain (GB). The purpose of this study is to explore the work experiences of ITPs practising in the community or hospital sector in GB. Twenty-five semi-structured, face-to-face interviews were conducted with a sample of European Economic Area (EEA) and non-EEA pharmacists who, at the time of the study, practised in the community (n = 20) or hospital sector (n = 5) in the North West England from March to May 2009. In general, ITPs complained about their heavy workload, long working hours and lack of support from their employers. Specifically, EEA pharmacists in most cases felt excluded from the professional network and sensed colleagues saw them as 'foreigners' while some non-EEA pharmacists had to deal with a level of hostility from patients. This novel research provides a foundation for future work on ITPs in GB and could assist employers to better target their efforts in development of standards to support the working experiences of ITPs in GB. © 2014 Royal Pharmaceutical Society.

Effects of intelligibility on working memory demand for speech perception.

PubMed

Francis, Alexander L; Nusbaum, Howard C

2009-08-01

Understanding low-intelligibility speech is effortful. In three experiments, we examined the effects of intelligibility on working memory (WM) demands imposed by perception of synthetic speech. In all three experiments, a primary speeded word recognition task was paired with a secondary WM-load task designed to vary the availability of WM capacity during speech perception. Speech intelligibility was varied either by training listeners to use available acoustic cues in a more diagnostic manner (as in Experiment 1) or by providing listeners with more informative acoustic cues (i.e., better speech quality, as in Experiments 2 and 3). In the first experiment, training significantly improved intelligibility and recognition speed; increasing WM load significantly slowed recognition. A significant interaction between training and load indicated that the benefit of training on recognition speed was observed only under low memory load. In subsequent experiments, listeners received no training; intelligibility was manipulated by changing synthesizers. Improving intelligibility without training improved recognition accuracy, and increasing memory load still decreased it, but more intelligible speech did not produce more efficient use of available WM capacity. This suggests that perceptual learning modifies the way available capacity is used, perhaps by increasing the use of more phonetically informative features and/or by decreasing use of less informative ones.

Paid carers' experiences of caring for mechanically ventilated children at home: implications for services and training.

PubMed

Maddox, Christina; Pontin, David

2013-06-01

UK survival rates for long-term mechanically ventilated children have increased and paid carers are trained to care for them at home, however there is limited literature on carers' training needs and experience of sharing care. Using a qualitative abductive design, we purposively sampled experienced carers to generate data via diaries, semi-structured interviews, and researcher reflexive notes. Research ethics approval was granted from NHS and University committees. Five analytical themes emerged - Parent as expert; Role definition tensions; Training and Continuing Learning Needs; Mixed Emotions; Support Mechanisms highlighting the challenges of working in family homes for carers and their associated learning needs. Further work on preparing carers to share feelings with parents, using burnout prevention techniques, and building confidence is suggested. Carers highlight the lack of clinical supervision during their night-working hours. One solution may be to provide access to registered nurse support when working out-of-office hours.

Employees in Nursing and Personal Care Homes: Number, Work Experience, Special Training, and Wages, United States, May-June 1964. Publication No. 1000, Series 12, No. 6.

ERIC Educational Resources Information Center

Taube, Carl A.; Bryant, E. Earl

This report of the findings of a survey of a sample of 1,073 resident institutions which provide nursing or personal care to the aged or chronically ill emphasizes employee work experience, special training, and wages. The median total experience for all nursing and professional employees in the type of job held at the time of the survey was 4.1…

Transition Program: The Challenges Faced by Special Needs Students in Gaining Work Experience

ERIC Educational Resources Information Center

Alias, Aliza

2014-01-01

Transition program for special needs students is known to open opportunities for students with learning disabilities to gain work experience in actual work environment. The program provides training activities and also an opportunity to go for internship to gain work experience. Therefore, this study is to identify the challenges faced by special…

Accelerating Research Productivity in Social Work Programs: Perspectives on NIH's Postdoctoral T32 Research Training Mechanism

ERIC Educational Resources Information Center

Matthieu, Monica M.; Bellamy, Jennifer L.; Pena, Juan B.; Scott, Lionel D., Jr.

2008-01-01

This article describes the experiences of four social work researchers who pursued an alternative career path immediately following their doctorate in social work by accepting a postdoctoral training fellowship funded by the National Institutes of Health (NIH). As schools of social work look for creative ways to build research capacity, this…

Results of the 2005-2008 Association of Residents in Radiation Oncology Survey of Chief Residents in the United States: Clinical Training and Resident Working Conditions

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

Gondi, Vinai, E-mail: gondi@humonc.wisc.edu; Bernard, Johnny Ray; Jabbari, Siavash

2011-11-15

Purpose: To document clinical training and resident working conditions reported by chief residents during their residency. Methods and Materials: During the academic years 2005 to 2006, 2006 to 2007, and 2007 to 2008, the Association of Residents in Radiation Oncology conducted a nationwide survey of all radiation oncology chief residents in the United States. Chi-square statistics were used to assess changes in clinical training and resident working conditions over time. Results: Surveys were completed by representatives from 55 programs (response rate, 71.4%) in 2005 to 2006, 60 programs (75.9%) in 2006 to 2007, and 74 programs (93.7%) in 2007 tomore » 2008. Nearly all chief residents reported receiving adequate clinical experience in commonly treated disease sites, such as breast and genitourinary malignancies; and commonly performed procedures, such as three-dimensional conformal radiotherapy and intensity-modulated radiotherapy. Clinical experience in extracranial stereotactic radiotherapy increased over time (p < 0.001), whereas clinical experience in endovascular brachytherapy (p <0.001) decreased over time. The distribution of gynecologic and prostate brachytherapy cases remained stable, while clinical case load in breast brachytherapy increased (p = 0.006). A small but significant percentage of residents reported receiving inadequate clinical experience in pediatrics, seeing 10 or fewer pediatric cases during the course of residency. Procedures involving higher capital costs, such as particle beam therapy and intraoperative radiotherapy, and infrequent clinical use, such as head and neck brachytherapy, were limited to a minority of institutions. Most residency programs associated with at least one satellite facility have incorporated resident rotations into their clinical training, and the majority of residents at these programs find them valuable experiences. The majority of residents reported working 60 or fewer hours per week on required clinical duties. Conclusions: Trends in clinical training and resident working conditions over 3 years are documented to allow residents and program directors to assess their residency training.« less

Autism Spectrum Disorders: Experience, Training, and Confidence Levels of School-Based Speech-Language Pathologists

ERIC Educational Resources Information Center

Plumb, Allison M.; Plexico, Laura W.

2013-01-01

Purpose: To investigate the graduate training experiences of school-based speech-language pathologists (SLPs) working with children with autism spectrum disorders (ASDs). Comparisons were made between recent graduates (post 2006) and pre-2006 graduates to determine if differences existed in their academic and clinical experiences or their…

Homelessness and Work Experience: Two Years in Saint Paul. Final Report.

ERIC Educational Resources Information Center

Davis, Dennis R.

A study explored the role of work experience in addressing problems of homeless people in Saint Paul (Minnesota) during the 1989-91 grant cycles of the McKinney Job Training for the Homeless Demonstration Program. The program included a number of elements: outreach, intake, assessment and enrollment, orientation, work experience, basic…

Eyes-on training and radiological expertise: an examination of expertise development and its effects on visual working memory.

PubMed

Beck, Melissa R; Martin, Benjamin A; Smitherman, Emily; Gaschen, Lorrie

2013-08-01

Our aim was to examine the specificity of the effects of acquiring expertise on visual working memory (VWM) and the degree to which higher levels of experience within the domain of expertise are associated with more efficient use of VWM. Previous research is inconsistent on whether expertise effects are specific to the area of expertise or generalize to other tasks that also involve the same cognitive processes. It is also unclear whether more training and/or experience will lead to continued improvement on domain-relevant tasks or whether a plateau could be reached. In Experiment I, veterinary medicine students completed a one-shot visual change detection task. In Experiment 2, veterinarians completed a flicker change detection task. Both experiments involved stimuli specific to the domain of radiology and general stimuli. In Experiment I, veterinary medicine students who had completed an "eyes-on" radiological training demonstrated a domain-specific effect in which performance was better on the domain-specific stimuli than on the domain-general stimuli. In Experiment 2, veterinarians again showed a domain-specific effect, but performance was unrelated to the amount of experience veterinarians had accumulated. The effect of experience is domain specific and occurs during the first few years of training, after which a plateau is reached. VWM training in one domain may not lead to improved performance on other VWM tasks. In acquiring expertise, eyes-on training is important initially, but continued experience may not be associated with further improvements in the efficiency of VWM.

[Work-related behaviour and experience patterns and mental health: a study in psychotherapy trainees].

PubMed

Grundmann, Johanna; Sude, Kerstin; Löwe, Bernd; Wingenfeld, Katja

2013-03-01

In view of the fact that many reports have been published that emphasize the difficult conditions of the German psychotherapy training, the aim of this study was to investigate psychotherapy trainees´ work stress as well as work-related psychosocial risks and resources. Variables of interest were work-related behaviour and experience patterns (AVEM), effort-reward-imbalance, chronic stress and health-related quality of life. 321 participants completed an online survey. The distribution of work-related behaviour and experience patterns as well as the results regarding work overload and mental health are evidence of psychotherapy trainees' strain. AVEM-risk patterns are associated with effort-reward-imbalance, chronic stress and reduced mental health. These results clearly support claims for a modification of the psychotherapy training in Germany. © Georg Thieme Verlag KG Stuttgart · New York.

Employment training for disadvantaged or dependent populations.

PubMed

Stern, H

1982-01-01

The vocational rehabilitation process is viewed as having two dominant work-related components: the actual work-training experience and employability skills. The paper argues that both components are critical and must be integrated. The major role of the vocational rehabilitation agency is viewed as that of provider of employability (or job-seeking) skills programs. These programs consist of: (1) employability skills courses, (2) work performance demand standard setting, and (3) on-the-job rotational task schemes. Actual work skills can only be provided in the "real world" of work. Centralized work-training programs are viewed as creating inappropriate socialization and only moderately transferable skills.

30 CFR 48.27 - Training of miners assigned to a task in which they have had no previous experience; minimum...

Code of Federal Regulations, 2010 CFR

2010-07-01

... RETRAINING OF MINERS Training and Retraining of Miners Working at Surface Mines and Surface Areas of... shall not be required for miners who have been trained and who have demonstrated safe operating... required for miners who have performed the new work tasks and who have demonstrated safe operating...

Challenges and Strategies of Working with Learners with Low Vision: Implications for Teacher Training

ERIC Educational Resources Information Center

Yalo, J. A.; Indoshi, F. C.; Agak, J. O.

2012-01-01

Learners with low vision can be trained to increase their visual functioning through a planned programme of visual experiences. Such a low vision training programme was introduced in Kenya in 1994. However, despite its implementation over the last 15 years, challenges still persist among teachers who work with such learners. The purpose of this…

Burnout among pilots: psychosocial factors related to happiness and performance at simulator training.

PubMed

Demerouti, Evangelia; Veldhuis, Wouter; Coombes, Claire; Hunter, Rob

2018-06-18

In this study among airline pilots, we aim to uncover the work characteristics (job demands and resources) and the outcomes (job crafting, happiness and simulator training performance) that are related to burnout for this occupational group. Using a large sample of airline pilots, we showed that 40% of the participating pilots experience high burnout. In line with Job Demands-Resources theory, job demands were detrimental for simulator training performance because they made pilots more exhausted and less able to craft their job, whereas job resources had a favourable effect because they reduced feelings of disengagement and increased job crafting. Moreover, burnout was negatively related to pilots' happiness with life. These findings highlight the importance of psychosocial factors and health for valuable outcomes for both pilots and airlines. Practitioner Summary: Using an online survey among the members of a European pilots' professional association, we examined the relationship between psychosocial factors (work characteristics, burnout) and outcomes (simulator training performance, happiness). Forty per cent of the participating pilots experience high burnout. Job demands were detrimental, whereas job resources were favourable for simulator training performance/happiness. Twitter text: 40% of airline pilots experience burnout and psychosocial work factors and burnout relate to performance at pilots' simulator training.

"It's about Having Exposure to This": Investigating the Training Needs of Therapists in Relation to the Issue of Anomalous Experiences

ERIC Educational Resources Information Center

Roxburgh, Elizabeth C.; Evenden, Rachel E.

2016-01-01

Two focus groups, consisting of six participants each, were conducted to explore the training needs of therapists when working with clients reporting anomalous experiences (AEs). AEs are those that "depart from our own familiar personal experiences or from the more usual, ordinary, and expected experiences of a given culture and time"…

Psychiatric education in the correctional setting: challenges and opportunities.

PubMed

Holoyda, Brian J; Scott, Charles L

2017-02-01

As the need for mental healthcare services within correctional settings in the US increases, so does the need for a mental health workforce that is motivated to work within such systems. One potentially effective method by which to increase the number of psychiatrists working in jails, prisons, and parole clinics is to provide exposure to these environments during their training. Correctional settings can serve as unique training sites for medical students and psychiatric residents and fellows. Such training experiences can provide a host of benefits to both trainees and staff within the correctional mental health system. Alongside many potential benefits exist substantial potential barriers to coordinating correctional training experiences, including both programme directors' and residents' concerns regarding safety and enjoyment and negative perceptions of inmate and prisoner patients. The establishment of academic affiliations with correctional institutions and didactic instruction on commonly encountered clinical issues with inmate populations may be methods of diffusing these concerns. Improving residents' and fellows' training experiences offers a hope for increasing the attractiveness of a career in correctional psychiatry.

Accelerating Research Productivity in Social Work Programs: Perspectives on NIH's Postdoctoral T32 Research Training Mechanism.

PubMed

Matthieu, Monica M; Bellamy, Jennifer L; Peña, Juan B; Scott, Lionel D

2008-12-01

This article describes the experiences of four social work researchers who pursued an alternative career path immediately following their doctorate in social work by accepting a postdoctoral training fellowship funded by the National Institutes of Health (NIH). As schools of social work look for creative ways to build research capacity, this article describes the authors' perspectives regarding the considerations to accept postdocs, key elements in their training programs, lessons learned, and outcomes from training. To provide an overview of the funding mechanism and distribution of funds to institutes and centers relevant to social work, data were obtained from databases that list NIH training grants awarded each year. Study results showed a limited amount of variation in fellows' training plans. The majority of training time was spent building skill in manuscript preparation, grant development, and socialization to the NIH culture. Above all other themes, the desire for advanced research training was a critically important factor in accepting a postdoctoral training position. Finally, the outcomes of training may have a profound effect on professional development, yet the long-term trajectory of postdoctoral fellows in academic positions as compared with people without postdoctoral training in social work programs requires further study.

TRAINING OLDER WORKERS FOR TECHNOLOGY-BASED EMPLOYMENT.

PubMed

Lee, Chin Chin; Czaja, Sara J; Sharit, Joseph

2009-01-01

An increasingly aging workforce and advances in technology are changing work environments and structures. The continued employability of older adults, particularly those of lower socioeconomic status (SES), requires them to participate in training programs to ensure their competence in today's workplace. Focus groups with 37 unemployed adults (51-76 years old) were conducted to gather information about barriers and obstacles for returning to work, training needs and formats, work experiences, and perceptions of the characteristics of an ideal job. Overall, results indicated that participants experienced age discrimination and lack of technology skills. They also expressed a desire to receive additional training on technology and a preference for classroom training.

Global Mental Health: Five Areas for Value-Driven Training Innovation.

PubMed

Kohrt, Brandon A; Marienfeld, Carla B; Panter-Brick, Catherine; Tsai, Alexander C; Wainberg, Milton L

2016-08-01

In the field of global mental health, there is a need for identifying core values and competencies to guide training programs in professional practice as well as in academia. This paper presents the results of interdisciplinary discussions fostered during an annual meeting of the Society for the Study of Psychiatry and Culture to develop recommendations for value-driven innovation in global mental health training. Participants (n = 48), who registered for a dedicated workshop on global mental health training advertised in conference proceedings, included both established faculty and current students engaged in learning, practice, and research. They proffered recommendations in five areas of training curriculum: values, competencies, training experiences, resources, and evaluation. Priority values included humility, ethical awareness of power differentials, collaborative action, and "deep accountability" when working in low-resource settings in low- and middle-income countries and high-income countries. Competencies included flexibility and tolerating ambiguity when working across diverse settings, the ability to systematically evaluate personal biases, historical and linguistic proficiency, and evaluation skills across a range of stakeholders. Training experiences included didactics, language training, self-awareness, and supervision in immersive activities related to professional or academic work. Resources included connections with diverse faculty such as social scientists and mentors in addition to medical practitioners, institutional commitment through protected time and funding, and sustainable collaborations with partners in low resource settings. Finally, evaluation skills built upon community-based participatory methods, 360-degree feedback from partners in low-resource settings, and observed structured clinical evaluations (OSCEs) with people of different cultural backgrounds. Global mental health training, as envisioned in this workshop, exemplifies an ethos of working through power differentials across clinical, professional, and social contexts in order to form longstanding collaborations. If incorporated into the ACGME/ABPN Psychiatry Milestone Project, such recommendations will improve training gained through international experiences as well as the everyday training of mental health professionals, global health practitioners, and social scientists.

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

PubMed

Clark, Steven

2011-01-01

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

Worksite Training. ERIC Digest No. 109.

ERIC Educational Resources Information Center

Lankard, Bettina A.

Economic, social, and technological changes highlight the value of human resources and employee training. Acquiring the knowledge and skills demanded of today's workers represents a lifelong learning experience that must be nurtured through work-related learning activities and workplace training. For the employer, training supports organizational…

77 FR 28405 - Office of the Secretary

Federal Register 2010, 2011, 2012, 2013, 2014

2012-05-14

... addition to the main NLSY79, the biological children of female NLSY79 respondents have been surveyed since... same individuals over many years in order to trace their education, training, work experience... areas of education, training, employment programs, and school-to-work transitions. This information...

Evaluation of the William S. Hall Psychiatric Institute Clinical Psychology Internship: a replication and extension.

PubMed

Stader, Sandra R; Myers, DeRosset; Forand, Angela Q; Holmes, George R; McNulty, George F; Frey, Linda; Bolton, Staci S

2010-12-01

This study extends three earlier investigations involving participants who completed their predoctoral clinical psychology internship at the William S. Hall Psychiatric Institute. Intern graduates (N = 37) evaluated how effectively their internship training prepared them for seven aspects of their current work as practicing psychologists. Participants also rated the relevancy of 24 different internship training experiences to their current work and how much these experiences contributed to their development as clinical psychologists. The present study, in conjunction with the three previous studies, covers most of the 40-year period since the inception of the internship program. Analysis of the current data indicates the internship has improved over time and was deemed an exceptional training experience by its graduates. Findings may be of particular interest to internship directors and faculty interested in improving their training program and those who plan to conduct a self-study to maintain their accreditation for clinical psychology internship.

20 CFR 627.440 - Classification of costs.

Code of Federal Regulations, 2011 CFR

2011-04-01

... to: (A) Salaries, fringe benefits, equipment, supplies, space, staff training, transportation, and... participants; (iii) Equipment and materials used in providing training to participants; (iv) Classroom space... work experience, vocational exploration, limited internships, and entry employment. (2) Direct training...

20 CFR 627.440 - Classification of costs.

Code of Federal Regulations, 2012 CFR

2012-04-01

... to: (A) Salaries, fringe benefits, equipment, supplies, space, staff training, transportation, and... participants; (iii) Equipment and materials used in providing training to participants; (iv) Classroom space... work experience, vocational exploration, limited internships, and entry employment. (2) Direct training...

20 CFR 627.440 - Classification of costs.

Code of Federal Regulations, 2010 CFR

2010-04-01

... to: (A) Salaries, fringe benefits, equipment, supplies, space, staff training, transportation, and... participants; (iii) Equipment and materials used in providing training to participants; (iv) Classroom space... work experience, vocational exploration, limited internships, and entry employment. (2) Direct training...

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.

Employer Training of Work-Bound Youth: An Historical Review and New Results. Background Paper No. 43.

ERIC Educational Resources Information Center

Alsalam, Nabeel; Stacey, Nevzer

A study of the training opportunities of high school graduates (about 825,000 in 1988) who work immediately after leaving school identified which members of that group get trained, by whom, and with what earnings consequences, based on the experiences of a sample of graduates from their graduation in 1972 until 1986. The following are among the…

Occupational Training Plans for Disadvantaged and Handicapped Students in Vocational Education. A Manual for Use in Cooperative Work Experience Programs.

ERIC Educational Resources Information Center

Eley, Robert K., Ed.

This manual, developed to provide vocational instructors or coordinators with model training plans to be used to conduct concurrent work and education programs for disadvantaged and handicapped students, has the purposes of: (1) serving as a description of the kinds of content that should be included in a training plan, (2) serving as an example…

MEN WANT WORK. REPORT TO THE UNITED STATES DEPARTMENT OF LABOR, OFFICE OF MANPOWER AUTOMATION AND TRAINING.

ERIC Educational Resources Information Center

LOLLIS, DAVID L.

THE COUNCIL OF THE SOUTHERN MOUNTAINS MADE A ONE-YEAR STUDY OF THE MANPOWER DEVELOPMENT AND TRAINING ACT IN APPALACHIA AND HELPED ESTABLISH THE YOUTH, EDUCATION, JOB DEVELOPMENT, WORK EXPERIENCE, VISTA, AND ON THE JOB TRAINING PROGRAMS WHICH ARE REVIEWED AND EVALUATED IN THIS REPORT. IT WAS CONCLUDED THAT--(1) MEN WANT JOBS, (2) WHILE UNFILLED…

STS-47 MS Jemison trains in SLJ module at MSFC Payload Crew Training Complex

NASA Technical Reports Server (NTRS)

1992-01-01

STS-47 Endeavour, Orbiter Vehicle (OV) 105, Mission Specialist (MS) Mae C. Jemison, wearing Autogenic Feedback Training System 2 suit, works with the Frog Embryology Experiment in a General Purpose Workstation (GPWS) in the Spacelab Japan (SLJ) module mockup at the Payload Crew Training Complex. The experiment will study the effects of weightlessness on the development of frog eggs fertilized in space. The Payload Crew Training Complex is located at the Marshall Space Flight Center (MSFC) in Huntsville, Alabama. View provided with alternate number 92P-139.

Instructor Training on British Railways

ERIC Educational Resources Information Center

Gibson, J. D.

1970-01-01

The value of instructor training was recognized by British Railways as early as 1950 with the setting up of a training center at Darlington. This article shows the results of this continuous training experience in the benefits to be obtained from re-appraisal techniques and practical work. (Author/EB)

New Counselors' Experiences of Community Health Centers

ERIC Educational Resources Information Center

Freadling, Amy H.; Foss-Kelly, Louisa L.

2014-01-01

This phenomenological study explored 6 new counselors' experiences working in community mental health centers and their experiences of the Council for Accreditation of Counseling and Related Educational Programs-accredited training received in preparation for such work. Three themes from the interviews were identified to provide implications…

Nurses' Lived Experience of Working with Nursing Students in Clinical Wards: a Phenomenological Study

PubMed Central

Parvan, Kobra; Shahbazi, Shahla; Ebrahimi, Hossein; Valizadeh, Susan; Rahmani, Azad; Jabbarzadeh Tabrizi, Faranak; Esmaili, Fariba

2018-01-01

Introduction: Despite being aware of the importance of nurses’ role in providing clinical training to nursing students, studies show that sufficient research has not yet been conducted on the experience of clinical nurses who are engaged in training nursing students outside their normal working hours. The present study aim to describe the experience of these nurses who are training outside their routine working hours. Methods: This study was conducted using descriptive-phenomenology method. Twelve nurses was participated in this research. Data were collected using purposive sampling method and face to face interviews based on nurses’ real life experience of students’ learning in clinical settings through answering open-ended questions. Spiegel burg analysis method was used to analyze the data. Results: The result of data analysis was the derivation of four themes and eight sub-themes. Themes included "nurses as teaching sources", "changes in the balance of doing routine tasks", "professional enthusiasm", and "nurses as students' professional socialization source of inspiration". Sub-themes included "efficient education", "poor education", "support", "interference in the role," "self-efficacy development", "inner satisfaction", "positive imaging" and "being a model". Conclusion: It is necessary that academic centers plan for teaching nurses working on a contractual basis in the field of the evaluation method and various methods of teaching. The findings also suggested the development of individual self-efficacy in clinical nurses who train students. PMID:29637056

Interdisciplinary Training: Preparing Counselors for Collaborative Practice

ERIC Educational Resources Information Center

Okech, Jane E. Atieno; Geroski, Anne M.

2015-01-01

This article utilizes one counselor education program's experience as a framework for exploring how to prepare counselors to work in interdisciplinary teams. Based on an interdisciplinary training program that involves faculty and graduate students from counseling, social work, nursing, internal medicine and family medicine, the article explores…

Perspectives of rural health and human service practitioners following suicide prevention training programme in Australia: A thematic analysis.

PubMed

Jones, Martin; Ferguson, Monika; Walsh, Sandra; Martinez, Lee; Marsh, Michael; Cronin, Kathryn; Procter, Nicolas

2018-05-01

There are well-established training programmes available to support health and human services professionals working with people vulnerable to suicide. However, little is known about involving people with lived experience in the delivery of suicide prevention training with communities with increased rates of suicide. The aim of this paper was to report on a formative dialogical evaluation that explored the views of health and human services workers with regard to a suicide prevention training programme in regional (including rural and remote areas) South Australia which included meaningful involvement of a person with lived experience in the development and delivery of the training. In 2015, eight suicide prevention training workshops were conducted with health and human services workers. All 248 participants lived and worked in South Australian regional communities. We interviewed a subsample of 24 participants across eight sites. A thematic analysis of the interviews identified five themes: Coproduction is key, It is okay to ask the question, Caring for my community, I can make a difference and Learning for future training. The overall meta-theme was "Involvement of a person with lived experience in suicide prevention training supports regional communities to look out for people at risk of suicide." This paper highlights the need for suicide prevention training and other workforce development programmes to include lived experience participation as a core component in development and delivery. © 2018 John Wiley & Sons Ltd.

Combining Education and Work; Experiences in Asia and Oceania: Thailand.

ERIC Educational Resources Information Center

Ministry of Education, Bangkok (Thailand).

Reflected in priorities of secondary vocational training, agricultural education, and nonformal short courses, Thailand's education policy of "productive work experience" helps solve the problems of those who have an incomplete general education, have negative work attitudes and habits, are untrained dropouts, or are vocationally trained…

A survey of exercise professionals' barriers and facilitators to working with stroke survivors.

PubMed

Condon, Marie; Guidon, Marie

2018-03-01

Stroke survivors (SSs) are largely inactive despite the benefits of exercise. Exercise professionals (EPs), skilled in exercise prescription and motivation, may have a role in promoting exercise among SSs. However, the number of EPs working with SSs is estimated to be low. This study aimed to investigate EPs' opinions on working with SSs by rating their agreement of barriers and facilitators to working with SSs. The study also investigated EPs skills, interest and experience working with SSs and the relationship between EPs' barriers and facilitators with their training on stroke. A descriptive cross-sectional study was conducted using a researcher-designed online survey between October and December 2015. Purposive sampling was used to survey EPs on the Register of Exercise Professionals in Ireland (n = 277). The response rate was 31% (87/277). Only 22% (19/86) of EPs had experience working with SSs. The primary barriers rated by EPs included insufficient training on psychological problems post-stroke (84%; 61/73), unsuitable equipment for SSs (69%; 50/73) and the level of supervision SSs require (56%; 41/73). The primary facilitators rated included access to suitable equipment (97%; 69/71), practical (100%; 71/71) and theoretical training (93%; 66/71) on stroke. Respondents with no training on stroke were significantly more likely to agree that insufficient training on psychological problems post-stroke and lack of experience were barriers. Seventy-six per cent of EPs (58/76) were interested in one-to-one exercise sessions with SSs but only 53% (40/76) were interested in group sessions. Eighty-two per cent of EPs (62/76) rated their motivational skills as good or very good but 42% (32/76) indicated having only acceptable skills dealing with psychological problems. Results indicate that EPs are interested in working with SSs despite limited experience and practical barriers. Training opportunities on stroke need to be developed; taking into account EPs' barriers, facilitators and skills along with access to suitable equipment. © 2017 John Wiley & Sons Ltd.

Resident Perceptions of the Impact of Work Hour Limitations

PubMed Central

Beck, David C.; Stewart, Anita L.; Garbutt, Jane M.

2007-01-01

BACKGROUND Mandatory work hour limitations for residents began in July 2003. There has been little evaluation of the impact of the new limitations on Internal Medicine residency training. OBJECTIVE To assess Internal Medicine residents’ perceptions of the impact of work hour limitations on clinical experiences, patient care, resident education, and well-being, and their compliance with the limitations. DESIGN AND PARTICIPANTS Cross-sectional survey administered to Internal Medicine residents at 1 large U.S. teaching hospital. MEASUREMENTS Resident perceptions using 5-point Likert scales, and self-reported compliance. Exploratory factor analysis was used to identify underlying domains and develop scales. RESULTS The survey response rate was 85%. Five domains were identified by factor analysis: 1) clinical experience, 2) patient care and safety, 3) communication, 4) satisfaction with training, and 5) work–rest balance. Residents perceived work hour limitations to have a negative impact on clinical experience (mean scale score 1.84, 1 = negative, 5 = positive), patient care and safety (2.64), and communication domains (1.98). Effects on satisfaction (3.12) and work–rest balance domains (2.95) were more positive. Senior residents perceived more negative effects of work hour limitations than interns. Compliance was difficult; 94% interns and 70% residents reported violating work hour limits. Patient care and teaching duties were the main reasons for work hour violations. CONCLUSIONS This study suggests that the current work hour limitations may be having unintended negative consequences on residency training. Ongoing monitoring to evaluate the impact of program changes as a result of work hour regulation is crucial to improving residency training. PMID:17468888

The influence of learning environment on trainee pharmacy technicians' education and training experiences.

PubMed

Schafheutle, Ellen I; Jee, Samuel D; Willis, Sarah C

2017-12-16

In Great Britain (GB), pharmacy technicians (PTs) are registered professionals, with their education and training regulated; little is known about this or the learning environment in which it takes place. This study aimed to profile recently registered pre-registration trainee pharmacy technicians (PTPTs) in GB and capture views on PTPTs' training experiences, focussing on differences in community and hospital settings. A mixed methods study was conducted in 2013-14, following university ethics approval. One-to-one, semi-structured telephone interviews with face-to-face and distance education providers, and hospital and community pharmacy employers of PTPTs explored views on education delivery, work-based learning, and assessment. Interviews were transcribed verbatim, analysed thematically and findings informed design of a census survey of all 1457 recently registered PTs, investigating satisfaction with various aspects of their training. Quantitative data were analysed using SPSS v20, employing comparative statistics (Mann-Whitney U, Chi-Square). Six-hundred and forty-six questionnaires were returned (response rate 44.3%), 632 were usable. Three-quarters (75.9%) of respondents had trained in community; the majority (88.0%) were female, the average age was 35.26 ± 10.22. Those based in hospitals were more satisfied with their training: hospital trainees worked in larger teams and tended to be better supported, they had more study time, and were more likely to complete their training in the intended two-year period. Interviews with staff in 17 Further Education colleges, 6 distance providers, 16 community pharmacies and 15 NHS organisations confirmed survey findings and offered explanations into why differences in training experiences may exist. This study has identified differences between PTPTs' work-based experiences in hospital and community pharmacy. Perceiving PTPTs as 'apprentices' vs. 'employees' may define how their training is managed by employers. Clarity in PTs' roles, responsibilities, and expected competencies upon registration can ensure training is structured and delivered in a suitable and equitable manner across sectors. Copyright © 2017 Elsevier Inc. All rights reserved.

The Experience of Training Pilots over the Age of 40 Transitioning to Technologically Advanced Aircraft: A Grounded Theory

ERIC Educational Resources Information Center

Kolmos, John A.

2017-01-01

Older adults face many challenges in the workplace, one being the advancement of technologies both in hardware and software development. The purpose of the study was to understand the learned experiences of older adults integrating advanced technologies into their critical decision-making work experience because of training. Literature claimed a…

Global Mental Health: Five Areas for Value-Driven Training Innovation

PubMed Central

Kohrt, Brandon A.; Marienfeld, Carla B.; Panter-Brick, Catherine; Tsai, Alexander C.; Wainberg, Milton L.

2016-01-01

OBJECTIVE In the field of global mental health, there is a need for identifying core values and competencies to guide training programs in professional practice as well as in academia. This paper presents the results of interdisciplinary discussions fostered during an annual meeting of the Society for the Study of Psychiatry and Culture to develop recommendations for value-driven innovation in global mental health training. METHODS Participants (n=48), who registered for a dedicated workshop on global mental health training advertised in conference proceedings, included both established faculty and current students engaged in learning, practice, and research. They proffered recommendations in five areas of training curriculum: values, competencies, training experiences, resources, and evaluation. RESULTS Priority values included humility, ethical awareness of power differentials, collaborative action, and “deep accountability” when working in low-resource settings in both low- and middle-income countries (LMIC) and high-income countries. Competencies included flexibility and tolerating ambiguity when working across diverse settings, the ability to systematically evaluate personal biases, historical and linguistic proficiency, and evaluation skills across a range of stakeholders. Training experiences included didactics, language, self-awareness, and supervision in immersive activities related to professional or academic work. Resources included connections with diverse faculty such as social scientists and mentors other than medical practitioners, institutional commitment through protected time and funding, and sustainable collaborations with partners in low resource settings. Finally, evaluation skills built upon community-based participatory methods, 360-degree feedback from partners in low-resource settings, and observed structured clinical evaluations (OSCEs) with people of different cultural backgrounds. CONCLUSIONS Global mental health training, as envisioned in this workshop, exemplifies an ethos of working through power differentials across clinical, professional, and social contexts in order to form longstanding collaborations. If incorporated into the ACGME/ABPN Psychiatry Milestone Project, such recommendations will improve training gained through international experiences as well as the everyday training of mental health professionals, global health practitioners, and social scientists. PMID:26983416

25 CFR 20.100 - What definitions clarify the meaning of the provisions of this part?

Code of Federal Regulations, 2010 CFR

2010-04-01

..., economic, psychological, interpersonal, and/or other problems, to achieve self-sufficiency and independence... experience and training. Foster care services means those social services provided to an eligible Indian...-governance annual funding agreement, which provides eligible participants with work experience and training...

Cooking and Staff Development: A Blend of Training and Experience.

ERIC Educational Resources Information Center

Koll, Patricia; Anderson, Jim

1982-01-01

The making of a staff developer combines deliberate, systematic training and an accumulation of knowledge, skills, and assumptions based on experience. Staff developers must understand school practices and adult learning theory, shared decision-making and organization of support, and be flexible, creative, and committed to their work. (PP)

TRAINING GUIDE FOR VOCATIONAL HABILITATION.

ERIC Educational Resources Information Center

BITTER, JAMES A.

DESIGNED AS A GUIDE FOR COUNSELORS OF VOCATIONAL HABILITATION CLIENTS (CLIENTS WITH LITTLE OR NO VOCATIONAL EXPERIENCE) THIS MANUAL PRESENTS THE PROGRAM DEVELOPED BY THE WORK EXPERIENCE CENTER (WEC) OF THE ST. LOUIS JEWISH EMPLOYMENT AND VOCATIONAL SERVICE. THE MAJOR TRAINING VEHICLES USED BY WEC ARE HABILITATION WORKSHOPS, EMPLOYER JOB SITES, AND…

The impact of fellowships on surgical resident training in a multispecialty cohort in Australia and New Zealand.

PubMed

Petrushnko, Wilson; Perry, Will; Fraser-Kirk, Grant; Ctercteko, Grahame; Adusumilli, Sanjay; O'Grady, Gregory

2015-12-01

Fellowships in surgery are increasing in number, and concerns have been raised regarding their impact on resident training. Although fellows may contribute to resident education and training, they also compete for operative and other experience. This study aimed to quantify the impact of fellowships on resident training in a binational multispecialty cohort. The operative case volumes and primary operator rates of surgery trainees (residents) in Australia and New Zealand were compared between units with and without fellows. Trainees also were surveyed using Likert Scales to assess quality of operative and other experience in units with and without fellows. Data from 911 trainees over 2 terms was analyzed; survey response rate 42%. Of all trainees, 42% worked with fellows. Trainees in units without fellows were involved in more major (P = .03) and minor (P < .0001) cases. Primary operator rates were comparable, but trainees in units without fellows were less often assistants, reported an increased quality of elective operating experience, and reported more favorable completion of learning objectives (all P < .05). These findings were consistent between tertiary and nontertiary hospitals. Thematic analysis showed positive benefits of fellows in teaching, training and mentorship, but negative impacts on case exposure, competition for operating, and clinical experience. Fellows may assist in the teaching and training of residents, but residents working with fellows experience a decreased quantity of operative experience that may impact several aspects of the quality of training. Surgical educators must actively balance the learning needs of fellows and residents. Copyright © 2015 Elsevier Inc. All rights reserved.

Robotics Technician Training at Macomb Community College.

ERIC Educational Resources Information Center

Lynch, Edward J.

Approved in 1979, the robotics technician training program at Macomb County Community College (MCC) in Warren (Michigan) provides students with training in hydraulics and electronics as well as with hands-on training in the area of robotics. Furthermore, the program faculty includes individuals with work experience in electronics, fluid power, and…

Pre-departure preparation for international clinical work: a handbook.

PubMed

Edwardson, Jill; Owens, Lauren; Moran, Dane; Aluri, James; Kironji, Antony; Chen, Chi Chiung Grace

2015-08-01

International clinical experiences are increasingly popular among medical students, residents, fellows, and practitioners. Adequate pre-departure training is an integral part of a meaningful, productive, and safe international experience. At Johns Hopkins University School of Medicine, we have developed a pre-departure handbook to assist practitioners in preparing for global health work. The handbook draws from current global health education literature, existing handbooks, and expert experiences, and includes information about logistical and cultural preparations. While a pre-departure handbook cannot serve as a substitute for a comprehensive pre-departure training program, it can be a useful introduction to the pre-departure process.

Psychological support for sport coaches: an exploration of practitioner psychologist perspectives.

PubMed

Kelly, Sarah; Thelwell, Richard; Barker, Jamie B; Harwood, Chris G

2018-08-01

In the present study we add to the literature by exploring the degree to which UK practitioner psychologists perceive themselves able to support sport coaches, and how professional training prepares psychologists for coach work across performance domains. Ten participants comprising seven sport and exercise psychologists with Health Care Professions Council (HCPC) practitioner psychologist status and three trainee psychologists studying towards the British Psychological Society (BPS) qualification in sport and exercise psychology (QSEP) were individually interviewed. All participants reported prior experience of working with coaches across all performance domains. We explored: practitioner's understanding of the challenges coaches face within their job; practitioner's experiences of coach work; perspectives about the ways in which practitioners could and should support coaches; and, the degree to which professional training prepares practitioners for coach work. Using recommended procedures of Connelly and Peltzer, content analysis revealed practitioners perceived the challenges faced by coaches are different at grassroots level compared to those working with elite athletes, and that practitioners require skills to provide one-to-one coach support and group-based interventions. All practitioners perceived that training programmes do not adequately equip trainees with skills required for coach work. We discuss the implications for enhancing practitioner training in the UK.

Determining the Relationship between Drivers' Level of Education, Training, Working Conditions, and Job Performance in Kenya.

ERIC Educational Resources Information Center

Nafukho, Fredrick Muyia; Hinton, Barbara E.

2003-01-01

Multiple regression analyses of data from 143 public transportation drivers in Kenya indicated that driver experience and hours worked were significantly related to rates of traffic accidents. Educational level, training, salary, and average speed were not related. (Contains 45 references.) (SK)

20 CFR 628.804 - Authorized services.

Code of Federal Regulations, 2010 CFR

2010-04-01

... exposure to work and the requirements for successful job retention. (2) A limited internship should be... THE JOB TRAINING PARTNERSHIP ACT Youth Training Program § 628.804 Authorized services. (a) The SDA and... participant (section 264(d)(3)(A)). (e) The provision of work experience, job search assistance, job search...

Enhancing Teacher Training Skills by Strengthening the Teaching Practice Component

ERIC Educational Resources Information Center

Phillips, Heather Nadia; Chetty, Rajendra

2018-01-01

Purpose: The ongoing theory vs practice debate reinforces the problems facing teacher training institutions which need to challenge traditional programmes and work towards a tighter coherence between coursework and practical experience. Working more closely with schools to restructure teaching practice is necessary in order to create better…

Increasing the persistence of a heterogeneous behavior chain: Studies of extinction in a rat model of search behavior of working dogs

PubMed Central

Thrailkill, Eric A.; Kacelnik, Alex; Porritt, Fay; Bouton, Mark E.

2016-01-01

Dogs trained to search for contraband perform a chain of behavior in which they first search for a target and then make a separate response that indicates to the trainer that they have found one. The dogs often conduct multiple searches without encountering a target and receiving the reinforcer (i.e., no contraband is present). Understanding extinction (i.e., the decline in work rate when reinforcers are no longer encountered) may assist in training dogs to work in conditions where targets are rare. We therefore trained rats on a search-target behavior chain modeled on the search behavior of working dogs. A discriminative stimulus signaled that a search response (e.g., chain pull) led to a second stimulus that set the occasion for a target response (e.g., lever press) that was reinforced by a food pellet. In Experiment 1 training with longer search durations and intermittent (partial) reinforcement of searching (i.e. some trials had no target present) both led to more persistent search responding in extinction. The loss of search behavior in extinction was primarily dependent on the number of non-reinforced searches rather than time searching without reinforcement. In Experiments 2 and 3, delivery of non-contingent reinforcers during extinction increased search persistence provided they had also been presented during training. Thus, results with rats suggest that the persistence of working dog performance (or chained behavior generally) may be improved by training with partial reinforcement of searching and non-contingent reinforcement during both training and work (extinction). PMID:27306694

Errorless Learning for Training Individuals With Schizophrenia at a Community Mental Health Setting Providing Work Experience

PubMed Central

Kern, Robert S.; Liberman, Robert P.; Becker, Deborah R.; Drake, Robert E.; Sugar, Catherine A.; Green, Michael F.

2009-01-01

The effects of errorless learning (EL) on work performance, tenure, and personal well-being were compared with conventional job training in a community mental health fellowship club offering 12-week time-limited work experience. Participants were 40 clinically stable schizophrenia and schizoaffective disorder outpatients randomly assigned to EL vs conventional instruction (CI) at a thrift-type clothing store. EL participants received training on how to perform their assigned job tasks based on principles of EL, such as error reduction and automation of task performance. CI participants received training common to other community-based entry-level jobs that included verbal instruction, a visual demonstration, independent practice, and corrective feedback. Participants were scheduled to work 2 hours per week for 12 weeks. For both groups, job training occurred during the first 2 weeks at the worksite. Work performance (assessed using the Work Behavior Inventory, WBI) and personal well-being (self-esteem, job satisfaction, and work stress) were assessed at weeks 2, 4, and 12. Job tenure was defined as the number of weeks on the job or total number of hours worked prior to quitting or study end. The EL group performed better than the CI group on the Work Quality Scale from the WBI, and the group differences were relatively consistent over time. Results from the survival analyses of job tenure revealed a non-significant trend favoring EL. There were no group differences on self-esteem, job satisfaction, or work stress. The findings provide modest support for the extensions of EL to community settings for enhancing work performance. PMID:18326529

Errorless learning for training individuals with schizophrenia at a community mental health setting providing work experience.

PubMed

Kern, Robert S; Liberman, Robert P; Becker, Deborah R; Drake, Robert E; Sugar, Catherine A; Green, Michael F

2009-07-01

The effects of errorless learning (EL) on work performance, tenure, and personal well-being were compared with conventional job training in a community mental health fellowship club offering 12-week time-limited work experience. Participants were 40 clinically stable schizophrenia and schizoaffective disorder outpatients randomly assigned to EL vs conventional instruction (CI) at a thrift-type clothing store. EL participants received training on how to perform their assigned job tasks based on principles of EL, such as error reduction and automation of task performance. CI participants received training common to other community-based entry-level jobs that included verbal instruction, a visual demonstration, independent practice, and corrective feedback. Participants were scheduled to work 2 hours per week for 12 weeks. For both groups, job training occurred during the first 2 weeks at the worksite. Work performance (assessed using the Work Behavior Inventory, WBI) and personal well-being (self-esteem, job satisfaction, and work stress) were assessed at weeks 2, 4, and 12. Job tenure was defined as the number of weeks on the job or total number of hours worked prior to quitting or study end. The EL group performed better than the CI group on the Work Quality Scale from the WBI, and the group differences were relatively consistent over time. Results from the survival analyses of job tenure revealed a non-significant trend favoring EL. There were no group differences on self-esteem, job satisfaction, or work stress. The findings provide modest support for the extensions of EL to community settings for enhancing work performance.

Latina/o Food Industry Employees' Work Experiences: Work Barriers, Facilitators, Motivators, Training Preferences, and Perceptions

ERIC Educational Resources Information Center

Kanagui-Munoz, Marlen; Garriott, Patton O.; Flores, Lisa Y.; Cho, Seonghee; Groves, James

2012-01-01

The present study explored the work experiences, job satisfaction, and work behaviors of Latina/o restaurant workers. A total of 10 semistructured focus group (N = 75) interviews were conducted in the Midwest and Southwest. Data were analyzed using a combination of Consensual Qualitative Research (CQR; Hill et al., 2005; Hill, Thompson, &…

Training MSSW Students for Military Social Work Practice and Doctoral Students in Military Resilience Research

ERIC Educational Resources Information Center

DuMars, Tyler; Bolton, Kristin; Maleku, Arati; Smith-Osborne, Alexa

2015-01-01

The demand for social workers with military-related practice and research experience exceeds the current supply. To advance military social work education, we developed an interlevel master's of science in social work (MSSW) field practicum and doctoral research practicum that provides military social work field experiences and contributes to…

Accelerating Research Productivity in Social Work Programs: Perspectives on NIH's Postdoctoral T32 Research Training Mechanism

PubMed Central

Matthieu, Monica M.; Bellamy, Jennifer L.; Peña, Juan B.; Scott, Lionel D.

2014-01-01

This article describes the experiences of four social work researchers who pursued an alternative career path immediately following their doctorate in social work by accepting a postdoctoral training fellowship funded by the National Institutes of Health (NIH). As schools of social work look for creative ways to build research capacity, this article describes the authors' perspectives regarding the considerations to accept postdocs, key elements in their training programs, lessons learned, and outcomes from training. To provide an overview of the funding mechanism and distribution of funds to institutes and centers relevant to social work, data were obtained from databases that list NIH training grants awarded each year. Study results showed a limited amount of variation in fellows' training plans. The majority of training time was spent building skill in manuscript preparation, grant development, and socialization to the NIH culture. Above all other themes, the desire for advanced research training was a critically important factor in accepting a postdoctoral training position. Finally, the outcomes of training may have a profound effect on professional development, yet the long-term trajectory of postdoctoral fellows in academic positions as compared with people without postdoctoral training in social work programs requires further study. PMID:28316462

Transmission of Cognitive Bias and Fear From Parents to Children: An Experimental Study.

PubMed

Remmerswaal, Danielle; Muris, Peter; Huijding, Jorg

2016-01-01

This study explored the role of parents in the development of a cognitive bias and subsequent fear levels in children. In Experiment 1, nonclinical children ages 8-13 (N = 122) underwent a training during which they worked together with their mothers on an information search task. Mothers received instructions to induce either a positive or negative information search bias in their children. Experiment 2 investigated to what extent mothers own cognitive bias predicted children's information search bias. Mothers of 49 nonclinical children ages 9-12 received no explicit training instructions before working together with their child on an information search task. Experiment 1 demonstrated that mothers had a significant impact on children's cognitive bias and fear. More precisely, children who had received a negative parental training displayed an increase in negative information search bias and fear, whereas children who had received a positive parental training showed an increase in positive information search bias and a decrease in fear. In Experiment 2, it was found that children's information search biases after working together with their mothers were predicted by their mothers' initial cognitive bias scores. These findings can be taken as support for the intergenerational transmission of cognitive biases from mothers to children.

Surgical fellowship training in Canada: What is its current status and is improvement required?

PubMed Central

Nousiainen, Markku T.; Latter, David A.; Backstein, David; Webster, Fiona; Harris, Kenneth A.

2012-01-01

This paper examines current issues concerning surgical fellowship training in Canada. Other than information from a few studies of fellowship training in North America, there are scant data on this subject in the literature. Little is known about the demographic characteristics of those who pursue fellowship training in Canada, what the experiences and expectations are of fellows and their supervisors with respect to the strengths and weaknesses of this level of training, or how this level of education fits in with Canadian undergraduate and postgraduate medical training. We summarize current knowledge about fellowship training in Canada as it pertains to demographic characteristics, finances, work hours, residency training, preparation for clinical and research work and satisfaction with training. Most information on surgical fellowship training comes from the United States. As such, we used information from American studies to supplement the Canadian data. Because a surgical fellowship experience in Canada may be different from that in the United States, we propose that Canadian surgical fellows and their supervisors should be surveyed to gain an understanding of such information. This knowledge could be used to improve surgical fellowship training in Canada. PMID:22269304

Fall Prevention in Apprentice Carpenters

PubMed Central

Kaskutas, Vicki; Dale, Ann Marie; Lipscomb, Hester; Gaal, John; Fuchs, Mark; Evanoff, Bradley; Faucette, Julia; Gillen, Marion; Deych, Elena

2013-01-01

Objectives Falls from heights are a leading cause of mortality and morbidity in the construction industry, especially among inexperienced workers. We surveyed apprentice carpenters to identify individual and organizational factors associated with falls from heights. Methods We developed a 72-item fall prevention survey with multiple domains including fall experience, fall prevention knowledge, risk perceptions, confidence in ability to prevent falls, training experience, and perceptions of the safety climate and crew safety behaviors. We administered the questionnaire to apprentice carpenters in this cross-sectional study. Results Of the 1,025 respondents, 51% knew someone who had fallen from height at work and 16% had personally fallen in the past year, with ladders accounting for most of the falls. Despite participation in school-based and on-the-job training, fall prevention knowledge was poor. Ladders were perceived as low risk and ladder training was rare. Apprentices reported high levels of unsafe fall-related behaviors on their work crews. Apprentices working residential construction were more likely to fall than those working commercial construction, as were apprentices working on crews with fewer senior carpenters to provide mentorship, and those reporting more unsafe behaviors among fellow workers. Conclusions Despite participation in a formal apprenticeship program, many apprentices work at heights without adequate preparation and subsequently experience falls. Apprenticeship programs can improve the timing and content of fall prevention training. This study suggests that organizational changes in building practices, mentorship, and safety culture must also occur in order to decrease worker falls from heights. PMID:19953214

Adults with autism spectrum disorder as behavior technicians for young children with autism: Outcomes of a behavioral skills training program.

PubMed

Lerman, Dorothea C; Hawkins, Lynn; Hillman, Conrad; Shireman, Molly; Nissen, Melissa A

2015-01-01

Adults with autism spectrum disorder (ASD), who were interested in working as behavior technicians for young children with autism, participated in 2 experiments. Participants included 5 adults with Asperger syndrome or pervasive developmental disorder not otherwise specified, 19 to 23 years old, and 11 children with autism, 3 to 7 years old. In Experiment 1, training of the adults focused on the implementation of mand training via incidental teaching. Experiment 2 focused on teaching participants to use discrete-trial training (DTT) with children who exhibited problem behavior. Both experiments showed that behavioral skills training was effective for teaching the adult participants the behavioral procedures needed to teach children with autism. In addition, the children acquired skills as a result of training. Results of Experiment 2 further demonstrated that the DTT skills generalized across untrained targets and children. Social validity ratings suggested that some participants' teaching was indistinguishable from that of individuals without ASD. © Society for the Experimental Analysis of Behavior.

20 CFR 668.500 - What services may INA grantees provide to or for employers under section 166?

Code of Federal Regulations, 2010 CFR

2010-04-01

...-employment training; (4) Customized training; (5) On-the-Job training (OJT); (6) Post-employment services, including training and support services to encourage job retention and upgrading; (7) Work experience for... participants, including job restructuring services; (2) Recruitment and assessment of potential employees, with...

What is the perception of biological risk by undergraduate nursing students?

PubMed Central

Moreno-Arroyo, Mª Carmen; Puig-Llobet, Montserrat; Falco-Pegueroles, Anna; Lluch-Canut, Maria Teresa; García, Irma Casas; Roldán-Merino, Juan

2016-01-01

Abstract Objective: to analyze undergraduate nursing students' perception of biological risk and its relationship with their prior practical training. Method: a descriptive cross-sectional study was conducted among undergraduate nursing students enrolled in clinical practice courses in the academic year 2013-2014 at the School of Nursing at the University of Barcelona. Variables: sociodemographic variables, employment, training, clinical experience and other variables related to the assessment of perceived biological risk were collected. Both a newly developed tool and the Dimensional Assessment of Risk Perception at the worker level scale (Escala de Evaluación Dimensional del Riesgo Percibido por el Trabajador, EDRP-T) were used. Statistical analysis: descriptive and univariate analysis were used to identify differences between the perception of biological risk of the EDRP-T scale items and sociodemographic variables. Results: students without prior practical training had weaker perceptions of biological risk compared to students with prior practical training (p=0.05 and p=0.04, respectively). Weaker perceptions of biological risk were found among students with prior work experience. Conclusion: practical training and work experience influence the perception of biological risk among nursing students. PMID:27384468

Mental health training for law enforcement professionals.

PubMed

Vermette, Heidi S; Pinals, Debra A; Appelbaum, Paul S

2005-01-01

The purpose of this pilot study was to determine topics of interest and preferred modalities of training for police officers in their work with persons with mental illness. Police officers across Massachusetts attending in-service mental health training were asked to rate the importance of potential mental health topics and the effectiveness of potential training modalities on a Likert-type scale. Additional data collected included the officer's experience, level of education, motivation for attendance, previous attendance of post-academy mental health training, and preferences for length, frequency, training site, and trainer qualifications. A t test was used to determine if there were significant differences (p < .05) between those who volunteered and those who were mandated to attend the training. Repeated-measures ANOVAs were used to determine if there were significant differences (p < .05) between mental health topics and lecture formats and to determine the effect of education and experience on the results. Although all topics suggested were rated, primarily, as fairly important, the topics of Dangerousness, Suicide by Cop, Decreasing Suicide Risk, Mental Health Law, and Your Potential Liability for Bad Outcomes were given the highest ratings. Role-playing was rated significantly lower than other training modalities, while Videos and Small Group Discussion had the highest mean scores. Level of prior education had no significant effect on the ratings, but officers with more experience rated the importance of mental illness as a training topic significantly higher than officers with less experience. This survey suggests that police officers are interested in learning more about working with persons with mental illness and view it as an important aspect of the job.

Innovations in Social Work Training: A Pilot Study of Interprofessional Collaboration Using Standardized Clients

ERIC Educational Resources Information Center

Olson, Mark D.; Lewis, Melinda; Rappe, Paula; Hartley, Sandra

2015-01-01

A pilot study depicting a collaborative learning experience involving students in the helping professions (i.e., social work and paramedic) is presented, whereby students put discipline-specific practice behaviors into action in a training exercise using standardized clients (SCs). Real world scenarios commonly encountered in emergency response…

Career Paths of Former Apprentices. Making Work-Based Learning Work. Series 2

ERIC Educational Resources Information Center

Perez-del-Aguila, Rossana; Monteiro, Helen; Hughes, Maria

2006-01-01

This report investigates the career paths taken by apprentices after they complete their training, and the extent to which their apprenticeships has been influential in their future success. The project investigated what careers apprenticeship training secures access to; whether the method and quality of the learning experience in apprenticeships;…

Practicum Training for Teachers of Struggling Readers

ERIC Educational Resources Information Center

Morris, Darrell

2011-01-01

Teachers who work with struggling beginning readers need a supervised training experience that leads them to understand both how reading ability develops and how to adapt instruction to meet the needs of individual children. The practicum, in which a teacher works with one struggling reader under the supervision of an experienced and expert…

Work Experience Employability Skills, Junior High.

ERIC Educational Resources Information Center

Mims, Murry; And Others

Educators have long recognized the need for schools to train students adequately for the world of work. This training includes both the necessary technical skills and employability skills. This document, the Employability Skills Guide, is Duval County Schools' part of such a plan to meet this need. The performance objectives utilized in this guide…

Hospital management training and improvement in managerial skills: Serbian experience.

PubMed

Supic, Zorica Terzic; Bjegovic, Vesna; Marinkovic, Jelena; Milicevic, Milena Santric; Vasic, Vladimir

2010-06-01

The purpose of this study was to analyze the improvement of managerial skills of hospitals' top managers after a specific management training programme, and to explore possible predictors and relations. The study was conducted during the years 2006 and 2007 with cohort of 107 managers from 20 Serbian general hospitals. The managers self-assessed the improvement in their managerial skills before and after the training programme. After the training programme, all managers' skills had improved. The biggest improvement was in the following skills: organizing daily activities, motivating and guiding others, supervising the work of others, group discussion, and situation analysis. The least improved were: applying creative techniques, working well with peers, professional self-development, written communication, and operational planning. Identified predictors of improvement were: shorter years of managerial experience, type of manager, type of profession, and recognizing the importance of the managerial skills in oral communication, evidence-based decision making, and supervising the work of others. Specific training programme related to strategic management can increase managerial competencies, which are an important source of competitive advantage for organizations. Copyright (c) 2010 Elsevier Ireland Ltd. All rights reserved.

Impact of new duty-hour rules on residency training.

PubMed

Duran-Nelson, Alisa; Van Camp, Joan; Ling, Louis

2010-11-01

On the surface, changing the rules related to the number of hours residents work per day and per week sounds like a good idea. Theoretically, residents who work fewer hours would be less tired and provide better patient care. But even small changes in residency training programs have implications for the quality of the educational experience and the cost of training, as well as patient care. This article highlights the challenges that two Minnesota residency programs are facing as they adapt to the new rules around residents' work hours.

An investigation into how the European Working Time Directive has affected anaesthetic training.

PubMed

Bowhay, Andrew R

2008-08-12

The European Working Time Directive (EWTD) became law in 1993 but only applied to doctors in training in the United Kingdom in 2004. The trainees have in consequence had a reduction in their working hours but also a change to a shift pattern of working. For craft specialities, such as anaesthesia, there are concerns that a reduction in working hours has also led to a reduction in the time available for learning and that ultimately this may affect patient care. However, there is scant research on the perceptions of trainees concerning the impact of the EWTD on their training and working lives. This study investigated what the anaesthetic Specialist Registrars (SpRs) on the Mersey Deanery SpR rotation perceived to be training and also what effect the EWTD has had on that training and their quality of life, both within and outside work. The project was a cross sectional survey, using a quantitative questionnaire with qualitative free text comments which were aggregated into overarching themes and sub themes. 117 SpRs were sent questionnaires in April 2005; 73 completed questionnaires were returned (response rate 62.4%). Hierarchies of training opportunities emerged with training by consultants being most valued. 71.8% (95% CI 60.7-81.3) of trainees believed the EWTD has had a deleterious effect on their training and experience and 74.3% (95% CI 63.2-83.4) thought that they will be less prepared for a consultant post. 69.9% (95% CI 58.7-79.5) considered that their quality of life outside work had deteriorated, with only 15% (95% CI 8.3-24.6) finding improvement. 38.6% (95% CI 27.8-50.3) felt that they were not functioning as well as doctors, only 14.3% (95% CI 7.6-23.9) noting improvement. The trainees were still positive about anaesthesia and 73.2% (95% CI 62.2-82.5) would recommend this specialty to a student. The majority of anaesthetic SpRs in the Mersey Deanery have not welcomed the changes brought by the EWTD to their training, experience and quality of life outside work.

Safety training for working youth: Methods used versus methods wanted.

PubMed

Zierold, Kristina M

2016-04-07

Safety training is promoted as a tool to prevent workplace injury; however, little is known about the safety training experiences young workers get on-the-job. Furthermore, nothing is known about what methods they think would be the most helpful for learning about safe work practices. To compare safety training methods teens get on the job to those safety training methods teens think would be the best for learning workplace safety, focusing on age differences. A cross-sectional survey was administered to students in two large high schools in spring 2011. Seventy percent of working youth received safety training. The top training methods that youth reported getting at work were safety videos (42%), safety lectures (25%), and safety posters/signs (22%). In comparison to the safety training methods used, the top methods youth wanted included videos (54%), hands-on (47%), and on-the-job demonstrations (34%). This study demonstrated that there were differences in training methods that youth wanted by age; with older youth seemingly wanting more independent methods of training and younger teens wanting more involvement. Results indicate that youth want methods of safety training that are different from what they are getting on the job. The differences in methods wanted by age may aid in developing training programs appropriate for the developmental level of working youth.

Complexity, Training Paradigm Design, and the Contribution of Memory Subsystems to Grammar Learning

PubMed Central

Ettlinger, Marc; Wong, Patrick C. M.

2016-01-01

Although there is variability in nonnative grammar learning outcomes, the contributions of training paradigm design and memory subsystems are not well understood. To examine this, we presented learners with an artificial grammar that formed words via simple and complex morphophonological rules. Across three experiments, we manipulated training paradigm design and measured subjects' declarative, procedural, and working memory subsystems. Experiment 1 demonstrated that passive, exposure-based training boosted learning of both simple and complex grammatical rules, relative to no training. Additionally, procedural memory correlated with simple rule learning, whereas declarative memory correlated with complex rule learning. Experiment 2 showed that presenting corrective feedback during the test phase did not improve learning. Experiment 3 revealed that structuring the order of training so that subjects are first exposed to the simple rule and then the complex improved learning. The cumulative findings shed light on the contributions of grammatical complexity, training paradigm design, and domain-general memory subsystems in determining grammar learning success. PMID:27391085

Learning how to recover from job stress: effects of a recovery training program on recovery, recovery-related self-efficacy, and well-being.

PubMed

Hahn, Verena C; Binnewies, Carmen; Sonnentag, Sabine; Mojza, Eva J

2011-04-01

This quasi-experimental study evaluated the effects of a recovery training program on recovery experiences (psychological detachment from work, relaxation, mastery experiences, and control during off-job time), recovery-related self-efficacy, and well-being outcomes. The training comprised two sessions held one week apart. Recovery experiences, recovery-related self-efficacy, and well-being outcomes were measured before the training (T1) and one week (T2) and three weeks (T3) after the training. A training group consisting of 48 individuals and a waitlist control group of 47 individuals were compared (N = 95). Analyses of covariance revealed an increase in recovery experiences at T2 and T3 (for mastery only at T2). Recovery-related self-efficacy and sleep quality increased at T2 and T3, perceived stress and state negative affect decreased at T3. No training effects were found for emotional exhaustion.

Resident Evaluation of a Required Telepsychiatry Clinical Experience.

PubMed

Teshima, John; Hodgins, Michael; Boydell, Katherine M; Pignatiello, Antonio

2016-04-01

The authors explored resident experiences of telepsychiatry clinical training. This paper describes an analysis of evaluation forms completed by psychiatry residents following a required training experience in telepsychiatry. Retrospective numeric and narrative data were collected from 2005 to 2012. Using a five-point Likert-type scale (1 = strongly disagree and 5 = strongly agree), residents ranked the session based on the following characteristics: the overall experience, interest in participating in telepsychiatry in the future, understanding service provision to underserved areas, telepsychiatry as mode of service delivery, and the unique aspects of telepsychiatry work. The authors also conducted a content analysis of narrative comments in response to open-ended questions about the positive and negative aspects of the training experience. In all, 88% of residents completed (n = 335) an anonymous evaluation following their participation in telepsychiatry consultation sessions. Numeric results were mostly positive and indicated that the experience was interesting and enjoyable, enhanced interest in participating in telepsychiatry in the future, and increased understanding of providing psychiatric services to underserved communities. Narrative data demonstrated that the most valuable aspects of training included the knowledge acquired in terms of establishing rapport and engaging with patients, using the technology, working collaboratively, identifying different approaches used, and awareness of the complexity of cases. Resident desire for more training of this nature was prevalent, specifically a wish for more detail, additional time for discussion and debriefing, and further explanation of the unique aspects of telepsychiatry as mode of delivery. More evaluation of telepsychiatry training, elective or required, is needed. The context of this training offered potential side benefits of learning about interprofessional and collaborative care for the underserved.

Neural Plastic Effects of Cognitive Training on Aging Brain

PubMed Central

Leung, Natalie T. Y.; Tam, Helena M. K.; Chu, Leung W.; Kwok, Timothy C. Y.; Chan, Felix; Lam, Linda C. W.; Woo, Jean; Lee, Tatia M. C.

2015-01-01

Increasing research has evidenced that our brain retains a capacity to change in response to experience until late adulthood. This implies that cognitive training can possibly ameliorate age-associated cognitive decline by inducing training-specific neural plastic changes at both neural and behavioral levels. This longitudinal study examined the behavioral effects of a systematic thirteen-week cognitive training program on attention and working memory of older adults who were at risk of cognitive decline. These older adults were randomly assigned to the Cognitive Training Group (n = 109) and the Active Control Group (n = 100). Findings clearly indicated that training induced improvement in auditory and visual-spatial attention and working memory. The training effect was specific to the experience provided because no significant difference in verbal and visual-spatial memory between the two groups was observed. This pattern of findings is consistent with the prediction and the principle of experience-dependent neuroplasticity. Findings of our study provided further support to the notion that the neural plastic potential continues until older age. The baseline cognitive status did not correlate with pre- versus posttraining changes to any cognitive variables studied, suggesting that the initial cognitive status may not limit the neuroplastic potential of the brain at an old age. PMID:26417460

Group attributional training as an effective approach to human resource development under team work systems.

PubMed

Wang, Z M

1994-07-01

An experimental programme of group attributional training under team work system was conducted as part of human resource development in Chinese industrial enterprises. One hundred and ten shopfloor employees participated in the study. Among them, 58 employees took part in the factorial-designed experiment to find out the effects of attributions on performance, and 52 employees of ten work groups participated in the group attributional training programme twice a week for two months. The results showed that the group attributional training was effective in modifying employees' attributional patterns and enhancing group performance and satisfaction. On the basis of the results, an attributional model of work motivation is proposed, and its theoretical and practical implications for human resource management discussed.

A Study on Measures of Safety and Health against Accidents in Experiments

NASA Astrophysics Data System (ADS)

Hikiji, Rikio; Matsuda, Tadahiro

The purpose of this report is to exclude risk factors based on the instance of Hiyari Hatto (near-miss accidents) experienced by school personnel and students and to make the environment in which students can participate safely in the class and extracurricular activities. By means of the risk assessment and KYT (training for predicting dangers, K : Kiken, Y : Yochi, T : Training) , it has been considered how the college should control the students‧ experiments. As a result, the students have been able to work on the experiments without affecting the school facilities and the students‧ working site, and the number of injuries has decreased.

A Comparison of Training Experience, Training Satisfaction, and Job Search Experiences between Integrated Vascular Surgery Residency and Traditional Vascular Surgery Fellowship Graduates.

PubMed

Colvard, Benjamin; Shames, Murray; Schanzer, Andres; Rectenwald, John; Chaer, Rabih; Lee, Jason T

2015-10-01

The first 2 integrated vascular residents in the United States graduated in 2012, and in 2013, 11 more entered the job market. The purpose of this study was to compare the job search experiences of the first cohort of integrated 0 + 5 graduates to their counterparts completing traditional 5 + 2 fellowship programs. An anonymous, Web-based, 15-question survey was sent to all 11 graduating integrated residents in 2013 and to the 25 corresponding 5 + 2 graduating fellows within the same institution. Questions focused on the following domains: training experience, job search timelines and outcomes, and overall satisfaction with each training paradigm. Survey response was nearly 81% for the 0 + 5 graduates and 64% for the 5 + 2 graduates. Overall, there was no significant difference between residents and fellows in the operative experience obtained as measured by the number of open and endovascular cases logged. Dedicated research time during the entire training period was similar between residents and fellows. Nearly all graduates were extremely satisfied with their training and had positive experiences during their job searches with respect to starting salaries, numbers of offers, and desired practice type. More 0 + 5 residents chose academic and mixed practices over private practices compared with 5 + 2 fellowship graduates. Although longer term data are needed to understand the impact of the addition of 0 + 5 graduating residents to the vascular surgery work force, preliminary survey results suggest that both training paradigms (0 + 5 and 5 + 2) provide positive training experiences that result in excellent job search experiences. Based on the current and future need for vascular surgeons in the work force, the continued growth and expansion of integrated 0 + 5 vascular surgery residency positions as an alternative to traditional fellowship training is thus far justified. Copyright © 2015 Elsevier Inc. All rights reserved.

The impact of training and working conditions on junior doctors’ intention to leave clinical practice

PubMed Central

2014-01-01

Background The shortage of physicians is an evolving problem throughout the world. In this study we aimed to identify to what extent junior doctors’ training and working conditions determine their intention to leave clinical practice after residency training. Methods A prospective cohort study was conducted in 557 junior doctors undergoing residency training in German hospitals. Self-reported specialty training conditions, working conditions and intention to leave clinical practice were measured over three time points. Scales covering training conditions were assessed by structured residency training, professional support, and dealing with lack of knowledge; working conditions were evaluated by work overload, job autonomy and social support, based on the Demand–Control–Support model. Multivariate ordinal logistic regression analyses with random intercept for longitudinal data were applied to determine the odds ratio of having a higher level of intention to leave clinical practice. Results In the models that considered training and working conditions separately to predict intention to leave clinical practice we found significant baseline effects and change effects. After modelling training and working conditions simultaneously, we found evidence that the change effect of job autonomy (OR 0.77, p = .005) was associated with intention to leave clinical practice, whereas for the training conditions, only the baseline effects of structured residency training (OR 0.74, p = .017) and dealing with lack of knowledge (OR 0.74, p = .026) predicted intention to leave clinical practice. Conclusions Junior doctors undergoing specialty training experience high workload in hospital practice and intense requirements in terms of specialty training. Our study indicates that simultaneously improving working conditions over time and establishing a high standard of specialty training conditions may prevent junior doctors from considering leaving clinical practice after residency training. PMID:24942360

Increasing the persistence of a heterogeneous behavior chain: Studies of extinction in a rat model of search behavior of working dogs.

PubMed

Thrailkill, Eric A; Kacelnik, Alex; Porritt, Fay; Bouton, Mark E

2016-08-01

Dogs trained to search for contraband perform a chain of behavior in which they first search for a target and then make a separate response that indicates to the trainer that they have found one. The dogs often conduct multiple searches without encountering a target and receiving the reinforcer (i.e., no contraband is present). Understanding extinction (i.e., the decline in work rate when reinforcers are no longer encountered) may assist in training dogs to work in conditions where targets are rare. We therefore trained rats on a search-target behavior chain modeled on the search behavior of working dogs. A discriminative stimulus signaled that a search response (e.g., chain pull) led to a second stimulus that set the occasion for a target response (e.g., lever press) that was reinforced by a food pellet. In Experiment 1 training with longer search durations and intermittent (partial) reinforcement of searching (i.e. some trials had no target present) both led to more persistent search responding in extinction. The loss of search behavior in extinction was primarily dependent on the number of non-reinforced searches rather than time searching without reinforcement. In Experiments 2 and 3, delivery of non-contingent reinforcers during extinction increased search persistence provided they had also been presented during training. Thus, results with rats suggest that the persistence of working dog performance (or chained behavior generally) may be improved by training with partial reinforcement of searching and non-contingent reinforcement during both training and work (extinction). Copyright © 2016 Elsevier B.V. All rights reserved.

[Training of medical practitioners of Russian Federation for dealing with dangerous infections in Stavropol Institute for plague control and for working under the conditions of the emergency situation].

PubMed

Efremenko, V I; Kal'noĭ, S M; Shvetsova, N M; Bogdanov, I K; Grizhebovskiĭ, G M; Briukhanova, G D; Onatskaia, T G

2001-01-01

There are no doubts at present concerning the necessity of training medical practitioners in Russia for dealing with specially dangerous infections and for work under the conditions of emergency situations. From the day this institute was founded the training of the corresponding personnel was started: first physicians, then biologists and other specialists, including medical assistants and technicians. Additional programs for training specialists were developed, the State License for conducting the course of special post-diploma training was obtained. Research works on improving the methods of the indication and rapid diagnostics of the causative agents of dangerous infections, reflected in training programs for specialists and practically used in the process of the realization of antiepidemic measures in the zones of emergency situations, were carried out. In training the students the experience of the work of the institute on ensuring the epidemiological safety of the population under the conditions of different emergency situations was taken into consideration.

An Evaluation of Aviation Maintenance Fatigue Countermeasures Training

DTIC Science & Technology

2013-05-01

home and work), and reaction to the training experience . METHOD A quasi-experimental5 one - group pretest - posttest design with a follow-up assessment...the instructor led a group discussion and then reviewed the content with the class before conducting a check on understanding and knowledge with...Questionnaires were administered up to one week before training, at the end of training, and six weeks following training. The training was effective in

The Emerging Workforce of International University Student Workers: Injury Experience in an Australian University

PubMed Central

Pisaniello, Dino; Guerin, Cally

2018-01-01

International university students are a growing section of the workforce and are thought to be at greater risk of injury. Qualitative studies have highlighted vulnerabilities, but there is a shortage of quantitative research exploring the injury experience and associated risk factors of this emerging issue. In this study, a total of 466 university student workers across a range of study programs in a single Australian university completed an online survey, with questions relating to their background, working experience, training and injury experience. Risk factors for injury were explored in a multivariate statistical model. More than half had not received any safety training before they started work, and 10% reported having had a work injury. About half of these injuries occurred after training. Statistically significant risk factors for injury included working more than 20 h per week (adjusted odds ratio 2.20 (95% CI 1.03–4.71) and lack of confidence in discussing safety issues (AOR 2.17; 95% CI 1.13–4.16). The findings suggest the need for a more engaging and effective approach to safety education and a limit on working hours. This situation is a moral challenge for universities, in that they are effectively sponsoring young workers in the community. It is recommended that longitudinal studies of international student workers be conducted. PMID:29509703

Digital Storytelling for Inclusive Education: An Experience in Initial Teacher Training

ERIC Educational Resources Information Center

Lazzari, Marco

2016-01-01

We present an experience of digital storytelling conducted as part of a course for initial teacher training. The students of a special education course produced a digital story as partial fulfillment of their distance learning assignment. We describe the structure of the work completed by the students and discuss the results of a questionnaire…

Employing the Disadvantaged: Inland Steel's Experience.

ERIC Educational Resources Information Center

Campbell, Ralph

1969-01-01

Among the various approaches used by the Inland Steel Company in training ghetto youth for jobs, greatest promise has been shown by the Work Experience and Training Program initiated in 1965 at the Joseph T. Ryerson and Son plant, an Inland subsidiary located in the Lawndale (West Side) area of Chicago near the scene of the 1966 riots. Results…

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

NASA Technical Reports Server (NTRS)

Stohrer, Freda F.; Pinelli, Thomas E.

1979-01-01

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

Accidental Government Documents Librarian: A Review of Experiences and Training Needs of Interim Documents Librarians

ERIC Educational Resources Information Center

Yelinek, Kathryn; Hinchcliff, Marilou

2009-01-01

The results of a survey to determine the training needs and normative experiences of temporary government documents librarians are presented. The results indicate that temporary librarians tend to work in academia, have been in librarianship for a shorter time period, and have fewer technical processing skills than permanent documents librarians.…

Summer Training and Education Program (STEP): Report on the 1985 Summer Experience. Executive Summary.

ERIC Educational Resources Information Center

Branch, Alvia Y.

The Summer Training and Education Program (STEP) provides 14 and 15 year olds with a paid summer experience that combines work, remediation in reading and math, and life skills instruction. This national, federally funded program is a response to data which show that poor academic performance and teenage pregnancy are important contributors to…

The Research Training Experiences of Doctoral Students Linked to Australian Cooperative Research Centres.

ERIC Educational Resources Information Center

Harman, Kay

2002-01-01

Examined the research training experiences of Australian doctoral students working in or funded by Cooperative Research Centres (CRCs). Found that CRC-related Ph.D. students fare well compared to their counterparts in regular university departments, and that on a number of indicators CRC-related students recorded higher levels of satisfaction with…

Trainees' self-evaluation of their development as psychotherapists: An Italian contribution to an international collaborative study on psychotherapy training.

PubMed

Messina, Irene; Gelo, Omar C G; Sambin, Marco; Bianco, Francesca; Mosconi, Andrea; Fenelli, Antonio; Curto, Marcello; Gullo, Salvo; Orlinsky, David

2018-03-01

This study presents a pilot contribution to the new collaborative, multinational study of psychotherapy trainee development that was undertaken by the Society for Psychotherapy Research Interest Section on Therapist Training and Development (see Orlinsky, Strauss, Rønnestad, et al., ). Although the main project is longitudinal in design, this preliminary study investigated cross-sectional differences between trainees in different years of training and explored the influence of core training experiences-including supervision and personal therapy-on their perceived development as therapists. Using the trainee current-progress report that was designed for the Society for Psychotherapy Research Interest Section on Therapist Training and Development project, 90 trainees at 4 different 4-year training programs in Italy provided self-evaluations of their development and of their therapeutic work experiences. Perceived development included overall change, progress, deterioration, overcoming past limitations, and realization of potential as a therapist. Therapeutic work experiences were assessed using scales of healing and stressful involvement (Orlinsky & Rønnestad, ). Year in training and support in supervision predicted perceived development and healing involvement, whereas experiencing criticism in supervision was associated with stressful involvement. Having had personal therapy, and especially ratings of benefit from personal therapy, was also associated with perceived development and healing involvement. Results are discussed with regard of their implications for psychotherapy training. Copyright © 2017 John Wiley & Sons, Ltd.

Training Multidisciplinary Biomedical Informatics Students: Three Years of Experience

PubMed Central

van Mulligen, Erik M.; Cases, Montserrat; Hettne, Kristina; Molero, Eva; Weeber, Marc; Robertson, Kevin A.; Oliva, Baldomero; de la Calle, Guillermo; Maojo, Victor

2008-01-01

Objective The European INFOBIOMED Network of Excellence 1 recognized that a successful education program in biomedical informatics should include not only traditional teaching activities in the basic sciences but also the development of skills for working in multidisciplinary teams. Design A carefully developed 3-year training program for biomedical informatics students addressed these educational aspects through the following four activities: (1) an internet course database containing an overview of all Medical Informatics and BioInformatics courses, (2) a BioMedical Informatics Summer School, (3) a mobility program based on a ‘brokerage service’ which published demands and offers, including funding for research exchange projects, and (4) training challenges aimed at the development of multi-disciplinary skills. Measurements This paper focuses on experiences gained in the development of novel educational activities addressing work in multidisciplinary teams. The training challenges described here were evaluated by asking participants to fill out forms with Likert scale based questions. For the mobility program a needs assessment was carried out. Results The mobility program supported 20 exchanges which fostered new BMI research, resulted in a number of peer-reviewed publications and demonstrated the feasibility of this multidisciplinary BMI approach within the European Union. Students unanimously indicated that the training challenge experience had contributed to their understanding and appreciation of multidisciplinary teamwork. Conclusion The training activities undertaken in INFOBIOMED have contributed to a multi-disciplinary BMI approach. It is our hope that this work might provide an impetus for training efforts in Europe, and yield a new generation of biomedical informaticians. PMID:18096914

Industrial Technology Education Teachers' Knowledge, Experience, and Feelings Related To Working with Special Population Students in the Lincoln, Nebraska Public Schools.

ERIC Educational Resources Information Center

Howell, Robert T.

2000-01-01

Survey responses from 20 of 39 industrial technology education teachers in Lincoln, Nebraska, indicated that they felt able to teach special needs students but desired more training. They did not receive adequate support for working with these students and preferred professional days for inservice training. (SK)

A TIME TO TRAIN, AN ACCOUNT OF EXPERIENCE GAINED BY RTB, AT ITS SPENCER WORKS.

ERIC Educational Resources Information Center

BAKER, JAMES; REYNOLDS, O.W.

EDUCATION AND TRAINING, BEGINNING 18 MONTHS BEFORE THE OPENING IN 1962 OF THE NEW SPENCER WORKS STEEL PLANT OF RICHARD THOMAS AND BALDWINS, LTD., IN MONMOUTHSHIRE, ENGLAND, INVOLVED ALL LEVELS OF PERSONNEL. (SOME PROGRAMS, FOR EXAMPLE, FOR CLERICALS, WERE DELAYED UNTIL AFTER THE OPENING.) THE UNDEVELOPED SITE, RADICALLY NEW EQUIPMENT AND…

Adult Training and Education: Results from the National Household Education Surveys Program of 2016. First Look. NCES 2017-103

ERIC Educational Resources Information Center

Cronen, Stephanie; McQuiggan, Meghan; Isenberg, Emily

2017-01-01

This report presents data on adults' training and education in the United States as of 2016. The report focuses on nondegree credentials and work experience programs. Nondegree credentials include two types of work credentials--certifications and licenses--and postsecondary educational certificates. A certification is an occupational credential…

Relationships between Grades in the Components of Freshman Music Theory and Selected Background Variables.

ERIC Educational Resources Information Center

Harrison, Carole S.

1990-01-01

Determines how academic ability, music experience, and musical aptitude contribute to grade prediction in the written-work, ear-training, sight-singing, and keyboard-harmonics portions of two college freshman music theory courses. Finds Scholastic Aptitude Test mathematics scores the best predictor of grades in written work and ear training.…

Welfare to Work: Effectiveness of Tribal JOBS Programs Unknown. Briefing Report to Congressional Committees.

ERIC Educational Resources Information Center

General Accounting Office, Washington, DC. Div. of Human Resources.

This report presents the results of a study of the Job Opportunities and Basic Skills Training (JOBS) programs operated by Indian tribes and Alaska Native organizations. Congress established the JOBS program to give recipients of Aid to Families with Dependent Children (AFDC) the education, training, work experience, and supportive services they…

Selective transfer of visual working memory training on Chinese character learning.

PubMed

Opitz, Bertram; Schneiders, Julia A; Krick, Christoph M; Mecklinger, Axel

2014-01-01

Previous research has shown a systematic relationship between phonological working memory capacity and second language proficiency for alphabetic languages. However, little is known about the impact of working memory processes on second language learning in a non-alphabetic language such as Mandarin Chinese. Due to the greater complexity of the Chinese writing system we expect that visual working memory rather than phonological working memory exerts a unique influence on learning Chinese characters. This issue was explored in the present experiment by comparing visual working memory training with an active (auditory working memory training) control condition and a passive, no training control condition. Training induced modulations in language-related brain networks were additionally examined using functional magnetic resonance imaging in a pretest-training-posttest design. As revealed by pre- to posttest comparisons and analyses of individual differences in working memory training gains, visual working memory training led to positive transfer effects on visual Chinese vocabulary learning compared to both control conditions. In addition, we found sustained activation after visual working memory training in the (predominantly visual) left infero-temporal cortex that was associated with behavioral transfer. In the control conditions, activation either increased (active control condition) or decreased (passive control condition) without reliable behavioral transfer effects. This suggests that visual working memory training leads to more efficient processing and more refined responses in brain regions involved in visual processing. Furthermore, visual working memory training boosted additional activation in the precuneus, presumably reflecting mental image generation of the learned characters. We, therefore, suggest that the conjoint activity of the mid-fusiform gyrus and the precuneus after visual working memory training reflects an interaction of working memory and imagery processes with complex visual stimuli that fosters the coherent synthesis of a percept from a complex visual input in service of enhanced Chinese character learning. © 2013 Published by Elsevier Ltd.

A Focus Group Study Exploring Student Nurse's Experiences of an Educational Intervention Focuse don Working with People with a Diagnosis of Personality Disorder.

PubMed

Stacey, G; Baldwin, V; Thompson, B; Aubeeluck, A

2018-05-21

Negative attitudes exist in practice towards those with a diagnosis of personality disorder. Preregistration training offers the opportunity to address this by developing understanding of the diagnosis, confidence in working with people with the diagnosis and empowering new nurses to challenge prevailing attitudes. Attempts to integrate and evaluate specific educational interventions of this nature into pre-registration nurse education have not been explored elsewhere. To explore preregistration nurses' experience of a programme of training focused on personality disorder and their perception of its influence on attitudes, understanding of clients and their experience of practice. A qualitative study using thematic analysis of two focus groups of pre-registration mental health nursing students. Evidence of positive attitudes and confidence to supportively challenge negative attitudes in practice were found. Students showed a shift away from a focus on changing the perceived 'difficult' behaviour of a client towards an understanding of their own emotional responses to the behaviours. The Knowledge and Understanding Framework training shows potential for students to change attitudes and develop progressive practice working with people with personality disorder. The integration of the Knowledge and Understanding Framework should be considered as part of preregistration training. Further research into the sustained influence of the training post registration is required. This article is protected by copyright. All rights reserved. This article is protected by copyright. All rights reserved.

Graduate Training: Evidence from FUSION Projects in Ireland

ERIC Educational Resources Information Center

Hegarty, Cecilia; Johnston, Janet

2008-01-01

Purpose: This paper aims to explore graduate training through SME-based project work. The views and behaviours of graduates are examined along with the perceptions of the SMEs and academic partner institutions charged with training graduates. Design/methodology/approach: The data are largely qualitative and derived from the experiences of…

The Training of Infant Mental Health Practitioners: The Norway Experience

ERIC Educational Resources Information Center

Slinning, Kari; Vannebo, Unni Tranaas

2015-01-01

Today the infant mental health field includes a multidisciplinary team of practitioners with very different training and education needs. Implementation research has shown that appropriate training is a key factor for successful outcomes of an intervention and that supervision and coaching are crucial. All professionals who work with young…

Gender Differences in Training, Capital, and Wages.

ERIC Educational Resources Information Center

Barron, John M.; And Others

1993-01-01

Employment survey data show that, although training intensity in the first three months of employment is similar for men and women, women are employed in positions with shorter training and less capital. These differences and lower market valuation for women's work experience account for much of the wage gap. (SK)

Service Learning in Schools: Training Counselors for Group Work

ERIC Educational Resources Information Center

Bjornestad, Andrea; Mims, Grace Ann; Mims, Matthew

2016-01-01

The purpose of the study was to explore the experiences of counselors-in-training via student reflection journals as part of a service-learning project in a group counseling course. The counselors-in-training facilitated psychoeducational groups at an alternative high school. The Objective, Reflective, Interpretive, Decisional model was utilized…

Training Substance Use Disorder Counselors in Cognitive Behavioral Therapy for Depression: Development and Initial Exploration of an Online Training Program.

PubMed

Curran, Geoffrey M; Woo, Stephanie M; Hepner, Kimberly A; Lai, Wen Pin; Kramer, Teresa L; Drummond, Karen L; Weingardt, Ken

2015-11-01

Evidence based psychotherapies (EBPs) remain underutilized. Models for EBP training and implementation that are cost-effective, minimally disruptive, and sufficiently flexible are needed. Internet-based technology is a promising platform, but questions remain about how this technology can address the barriers to implementation. We developed and examined the implementation of an online training for the Building Recovery by Improving Goals, Habits, and Thoughts (BRIGHT) intervention-a manualized, sixteen-session group depression treatment for individuals with substance use disorders (SUDs). We explored the feasibility of replacing in-person BRIGHT training with a self-paced, online training. A highly partnered and iterative process was followed to translate the written BRIGHT manual and associated didactic training materials into a media rich, interactive, and detailed (12-16 h) online training. Subsequently, 8 volunteer counselors across 7 Veterans' Affairs SUD programs completed the training. Semi-structured interviews focused on the counselors' experiences and their plans for implementing BRIGHT groups. A template approach, using a mixture of deductive and inductive coding, was used for data analyses. The most important barrier to completing training was a lack of protected time. Most counselors were not afforded protected time and reported a sometimes frustrating and fragmented training experience. Many used personal time at work and at home to complete the work. Facilitators to completing the training included positive reactions/attitudes towards the training modules, supervisor support, counselor dedication, and strong beliefs supporting providing services for depression. Many counselors were also concerned about the feasibility of fitting 16 group sessions (2h each) into their program's clinical schedule, but many had devised potential solutions or "work-arounds" to accommodate or approximate the recommended treatment course (e.g., using lunch times, reducing some content/exercises). This work contributes to the literature on implementation of complex EBPs and addresses the strengths and limitations of web-based technologies in supporting the implementation of EBPs. Published by Elsevier Inc.

Opportunity Costs in Paediatric Training: The Specialist Registrars Experience.

PubMed

O'Neill, M B; Nabialek, T; Kandamany, N

2017-08-08

In the training process, there is a tension between the work life and home life of trainees. This study explored both the personal impact and the opportunity costs of training from the Specialist Paediatric Registrar (SPR) perspective. The survey explored 1) career progression, 2) perceived functional effectiveness at work, 3) psychological impact of hospital based training, and 4) the personal and social cost of training. Fifty-three (71%) SPRs responded of whom 47 (89%)were married or in long term relationships. Seventy-five percent of trainees had a definite career plan with 86% intending to undertake fellowship training. Seventy percent believed they were efficient time managers but 53% had difficulty in making time for academic pursuits and fifty percent experienced negative feelings, which lingered after work and interfered with their relationships at home. Seventy-four percent stated training was undertaken at significant personal cost with only 21% achieving a very satisfactory work/life balance. To address these difficulties trainee wellbeing should be addressed at the Basic Specialist Training (BST) level and the career path clearly explained outlining the challenges that are likely to be encountered.

[Subjective hardship and training by female staff working in direct contact with the elderly in nursing homes: a cross-sectional study].

PubMed

Pélissier, Carole; Fontana, Luc; Fort, Emmanuel; Charbotel, Barbara

2015-12-01

To describe training given and training desired and to assess the relation between training and perceived hard working conditions as experienced by female staff working in direct contact with the elderly in nursing homes. A transverse descriptive study was conducted with the involvement of 78 occupational physicians, and included staff in 105 nursing homes in the Rhône-Alpes Region of France. Data on training received during the previous 5 years and on training needs were collected from staff by self-administered questionnaire. 1,446 nursing assistants, 667 housekeepers and 348 nurses were included. The most frequent form of training during the previous 5 years was in handling. Staff most frequently desired training in palliative care and psychological approaches to residents. Part-time workers had less frequently had training during the previous 5 years. Staff with daytime hours significantly more often had training in the reception of and activities for the elderly and in hygiene than did night-staff. Almost half of respondents reported very hard working conditions related to physical handling of residents or to the physical deterioration of elderly persons. More than two-thirds reported very hard working conditions related to death. In all occupational categories, respondents who had had training in palliative care less often reported experiencing very hard working conditions related to death. Better adaptation of the training offer to the needs expressed by employees could improve the experience of working conditions in nursing homes. A longitudinal study could assess the impact of training in palliative care on reported hard working conditions related to death.

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.

Effects of self-recording on attendance and performance in a competitive swimming training environment

PubMed Central

McKenzie, Thomas L.; Rushall, Brent S.

1974-01-01

Swimmers' attendance at training and work rates were described by their coaches as being poor and irregular. Reinforcement contingencies were developed to remedy these unsatisfactory conditions. Two experiments were conducted. A multiple baseline design verified the effects of publicly marking attendance at practice as a sufficient solution for reducing absenteeism, tardiness, and leaving early. Follow-up analyses showed this contingency to have lasting effects. In the second experiment, a reversal design was used to assess the effects of employing program boards as a means of increasing work output during practice. Work rates in eight selected swimmers were elevated by an average of 27.1% when the boards were instituted. Follow-up evaluations showed that the use of the program boards had lasting effects. Publicly checking the completion of each training unit of work changed the nature of the swimming environment to produce a more productive use of time. The role of the coach was subsequently changed as less time was spent in directing and supervising behaviors. PMID:4436167

Effects of self-recording on attendance and performance in a competitive swimming training environment.

PubMed

McKenzie, T L; Rushall, B S

1974-01-01

Swimmers' attendance at training and work rates were described by their coaches as being poor and irregular. Reinforcement contingencies were developed to remedy these unsatisfactory conditions. Two experiments were conducted. A multiple baseline design verified the effects of publicly marking attendance at practice as a sufficient solution for reducing absenteeism, tardiness, and leaving early. Follow-up analyses showed this contingency to have lasting effects. In the second experiment, a reversal design was used to assess the effects of employing program boards as a means of increasing work output during practice. Work rates in eight selected swimmers were elevated by an average of 27.1% when the boards were instituted. Follow-up evaluations showed that the use of the program boards had lasting effects. Publicly checking the completion of each training unit of work changed the nature of the swimming environment to produce a more productive use of time. The role of the coach was subsequently changed as less time was spent in directing and supervising behaviors.

Surgical training and the European Working Time Directive: The role of informal workplace learning.

PubMed

Giles, James A

2010-01-01

The introduction of European Working Time Directive, limiting doctors' working hours to 48 per week, has caused recent controversy within the profession. The Royal College of Surgeons of England in particular has been one of the loudest critics of the legislation. One of the main concerns is regarding the negative impact on training hours for those embarking on surgical careers. Simulation technology has been suggested as a method to overcome this reduction in hospital training hours, and research suggests that this is a good substitute for operative training in a theatre. However, modern educational theory emphasises the power of informal workplace learning in postgraduate education, and the essential role of experience in training future surgeons. Copyright 2010 Surgical Associates Ltd. Published by Elsevier Ltd. All rights reserved.

In memoriam: Dr. Gary A. Dudley (1952-2006) a modern pioneer in the study of muscle and resistance training.

PubMed

2007-02-01

Dr. Gary Alton Dudley was a modern pioneer in the study of muscle. His work encompassed almost 30 years of study with dramatic discoveries in the areas of muscle physiology, resistance training, and spinal cord injury and therapy. The greater understanding of muscle fiber changes with training, as well as novel experiments using magnetic resonance imaging and single fiber analyses, allowed for many discoveries in the areas of resistance training and detraining, the roles of electrical stimulation in training muscle, the compatibility of different exercise modes, and the characteristics of and treatment interventions for spinal cord injury. His work and insights will provide future investigators a knowledge base from which to work for both basic and applied research in muscle and exercise physiology.

Empowering employees with chronic diseases; development of an intervention aimed at job retention and design of a randomised controlled trial.

PubMed

Varekamp, Inge; de Vries, Gabe; Heutink, Annelies; van Dijk, Frank J H

2008-11-04

Persons with a chronic disease are less often employed than healthy persons. If employed, many of them experience problems at work. Therefore, we developed a training programme aimed at job retention. The objective of this paper is to describe this intervention and to present the design of a study to evaluate its effectiveness. DEVELOPMENT AND DESCRIPTION OF INTERVENTION: A systematic review, a needs assessment and discussions with Dutch experts led to a pilot group training, tested in a pilot study. The evaluation resulted in the development of a seven-session group training combined with three individual counselling sessions. The training is based on an empowerment perspective that aims to help individuals enhance knowledge, skills and self-awareness. These advances are deemed necessary for problem solving in three stages: exploration and clarification of work related problems, communication at the workplace, and development and implementation of solutions. Seven themes are discussed and practised in the group sessions: 1) Consequences of a chronic disease in the workplace, 2) Insight into feelings and thoughts about having a chronic disease, 3) Communication in daily work situations, 4) Facilities for disabled employees and work disability legislation, 5) How to stand up for oneself, 6) A plan to solve problems, 7) Follow-up. Participants are recruited via occupational health services, patient organisations, employers, and a yearly national conference on chronic diseases. They are eligible when they have a chronic physical medical condition, have a paid job, and experience problems at work. Workers on long-term, 100% sick leave that is expected to continue during the training are excluded. After filling in the baseline questionnaire, the participants are randomised to either the control or the intervention group. The control group will receive no care or care as usual. Post-test mail questionnaires will be sent after 4, 8, 12 and 24 months. Primary outcome measures are job retention, self efficacy, fatigue and work pleasure. Secondary outcome measures are work-related problems, sick leave, quality of life, acquired work accommodations, burnout, and several quality of work measures. A process evaluation will be conducted and satisfaction with the training, its components and the training methods will be assessed. Many employees with a chronic condition experience problems in performing tasks and in managing social relations at work. We developed an innovative intervention that addresses practical as well as psychosocial problems. The results of the study will be relevant for employees, employers, occupational health professionals and human resource professionals (HRM). ISRCTN77240155.

Empowering employees with chronic diseases; development of an intervention aimed at job retention and design of a randomised controlled trial

PubMed Central

Varekamp, Inge; de Vries, Gabe; Heutink, Annelies; van Dijk, Frank JH

2008-01-01

Background Persons with a chronic disease are less often employed than healthy persons. If employed, many of them experience problems at work. Therefore, we developed a training programme aimed at job retention. The objective of this paper is to describe this intervention and to present the design of a study to evaluate its effectiveness. Development and description of intervention A systematic review, a needs assessment and discussions with Dutch experts led to a pilot group training, tested in a pilot study. The evaluation resulted in the development of a seven-session group training combined with three individual counselling sessions. The training is based on an empowerment perspective that aims to help individuals enhance knowledge, skills and self-awareness. These advances are deemed necessary for problem solving in three stages: exploration and clarification of work related problems, communication at the workplace, and development and implementation of solutions. Seven themes are discussed and practised in the group sessions: 1) Consequences of a chronic disease in the workplace, 2) Insight into feelings and thoughts about having a chronic disease, 3) Communication in daily work situations, 4) Facilities for disabled employees and work disability legislation, 5) How to stand up for oneself, 6) A plan to solve problems, 7) Follow-up. Methods Participants are recruited via occupational health services, patient organisations, employers, and a yearly national conference on chronic diseases. They are eligible when they have a chronic physical medical condition, have a paid job, and experience problems at work. Workers on long-term, 100% sick leave that is expected to continue during the training are excluded. After filling in the baseline questionnaire, the participants are randomised to either the control or the intervention group. The control group will receive no care or care as usual. Post-test mail questionnaires will be sent after 4, 8, 12 and 24 months. Primary outcome measures are job retention, self efficacy, fatigue and work pleasure. Secondary outcome measures are work-related problems, sick leave, quality of life, acquired work accommodations, burnout, and several quality of work measures. A process evaluation will be conducted and satisfaction with the training, its components and the training methods will be assessed. Discussion Many employees with a chronic condition experience problems in performing tasks and in managing social relations at work. We developed an innovative intervention that addresses practical as well as psychosocial problems. The results of the study will be relevant for employees, employers, occupational health professionals and human resource professionals (HRM). Trial registration ISRCTN77240155 PMID:18983652

Experience of plastic surgery registrars in a European Working Time Directive compliant rota.

PubMed

de Blacam, Catherine; Tierney, Sean; Shelley, Odhran

2017-08-01

Surgical training requires exposure to clinical decision-making and operative experience in a supervised environment. It is recognised that learning ability is compromised when fatigued. The European Working Time Directive requires a decrease in working hours, but compliance reduces trainees' clinical exposure, which has profound implications for plastic surgery training. The aim of this study was to evaluate plastic surgery registrars' experience of an EWTD-compliant rota, and to examine its impact on patient care, education, and logbook activity. An electronic survey was distributed to plastic surgery registrars in a university teaching hospital. Registrars were asked to rate 31 items on a five-point Likert scale, including statements on patient care, clinical and operative duties, training, and quality-of-life. Interquartile deviations explored consensus among responses. Operative caseload was objectively evaluated using eLogbook data to compare activity at equal time points before and after implementation of the EWTD rota. Highest levels of consensus among respondents were found in positive statements addressing alertness and preparation for theatre, as well as time to read and study for exams. Registrars agreed that EWTD compliance improved their quality-of-life. However, it was felt that continuity of patient care was compromised by work hours restriction. Registrars were concerned about their operative experience. eLogbook data confirmed a fall-off in mean caseload of 31.8% compared to activity prior to EWTD rota implementation. While EWTD compliant rotas promote trainee quality-of-life and satisfaction with training, attention needs to be paid to optimising operative opportunities.

Enhanced working memory performance via transcranial direct current stimulation: The possibility of near and far transfer

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

Trumbo, Michael C.; Matzen, Laura E.; Coffman, Brian A.

Although working memory (WM) training programs consistently result in improvement on the trained task, benefit is typically short-lived and extends only to tasks very similar to the trained task (i.e., near transfer). It is possible that pairing repeated performance of a WM task with brain stimulation encourages plasticity in brain networks involved in WM task performance, thereby improving the training benefit. In the current study, transcranial direct current stimulation (tDCS) was paired with performance of a WM task (n-back). In Experiment 1, participants performed a spatial location-monitoring n-back during stimulation, while Experiment 2 used a verbal identity-monitoring n-back. In eachmore » experiment, participants received either active (2.0 mA) or sham (0.1 mA) stimulation with the anode placed over either the right or the left dorsolateral prefrontal cortex (DLPFC) and the cathode placed extracephalically. In Experiment 1, only participants receiving active stimulation with the anode placed over the right DLPFC showed marginal improvement on the trained spatial n-back, which did not extend to a near transfer (verbal n-back) or far transfer task (a matrix-reasoning task designed to measure fluid intelligence). Here, in Experiment 2, both left and right anode placements led to improvement, and right DLPFC stimulation resulted in numerical (though not sham-adjusted) improvement on the near transfer (spatial n-back) and far transfer (fluid intelligence) task. Results suggest that WM training paired with brain stimulation may result in cognitive enhancement that transfers to performance on other tasks, depending on the combination of training task and tDCS parameters used.« less

Enhanced working memory performance via transcranial direct current stimulation: The possibility of near and far transfer

DOE PAGES

Trumbo, Michael C.; Matzen, Laura E.; Coffman, Brian A.; ...

2016-10-15

Although working memory (WM) training programs consistently result in improvement on the trained task, benefit is typically short-lived and extends only to tasks very similar to the trained task (i.e., near transfer). It is possible that pairing repeated performance of a WM task with brain stimulation encourages plasticity in brain networks involved in WM task performance, thereby improving the training benefit. In the current study, transcranial direct current stimulation (tDCS) was paired with performance of a WM task (n-back). In Experiment 1, participants performed a spatial location-monitoring n-back during stimulation, while Experiment 2 used a verbal identity-monitoring n-back. In eachmore » experiment, participants received either active (2.0 mA) or sham (0.1 mA) stimulation with the anode placed over either the right or the left dorsolateral prefrontal cortex (DLPFC) and the cathode placed extracephalically. In Experiment 1, only participants receiving active stimulation with the anode placed over the right DLPFC showed marginal improvement on the trained spatial n-back, which did not extend to a near transfer (verbal n-back) or far transfer task (a matrix-reasoning task designed to measure fluid intelligence). Here, in Experiment 2, both left and right anode placements led to improvement, and right DLPFC stimulation resulted in numerical (though not sham-adjusted) improvement on the near transfer (spatial n-back) and far transfer (fluid intelligence) task. Results suggest that WM training paired with brain stimulation may result in cognitive enhancement that transfers to performance on other tasks, depending on the combination of training task and tDCS parameters used.« less

Sensitive periods in human development: evidence from musical training.

PubMed

Penhune, Virginia B

2011-10-01

One of the primary goals of cognitive neuroscience is to understand the interaction between genes, development and specific experience. A particularly fascinating example of this interaction is a sensitive period - a time during development when experience has a differential effect on behavior and the brain. Behavioral and brain imaging studies in musicians have provided suggestive evidence for a possible sensitive period for musical training; showing that musicians who began training early show better task performance and greater changes in auditory and motor regions of the brain. However, these studies have not controlled for likely differences between early- (ET) and late-trained (LT) musicians in the number of years of musical experience. This review presents behavioral work from our laboratory comparing the performance of ET (before age seven) and LT musicians who were matched for years of experience on the ability to tap in synchrony with auditory and visual rhythms. The results demonstrate the existence of a possible sensitive period for musical training that has its greatest impact on measures of sensorimotor integration. Work on motor learning in children and how this might relate to the observed sensitive period effect is also reviewed. These studies are described in the context of what is currently known about sensitive periods in animals and humans; drawing on evidence from anatomy and physiology, studies of deafness, as well as structural and functional neuroimaging studies in trained musicians. The possible mechanisms underlying sensitive periods for musical training are discussed based on current theories describing the influence of both low-level features of sensory experience and higher-level cognitive processing. Copyright © 2011 Elsevier Srl. All rights reserved.

Enhanced working memory performance via transcranial direct current stimulation: The possibility of near and far transfer.

PubMed

Trumbo, Michael C; Matzen, Laura E; Coffman, Brian A; Hunter, Michael A; Jones, Aaron P; Robinson, Charles S H; Clark, Vincent P

2016-12-01

Although working memory (WM) training programs consistently result in improvement on the trained task, benefit is typically short-lived and extends only to tasks very similar to the trained task (i.e., near transfer). It is possible that pairing repeated performance of a WM task with brain stimulation encourages plasticity in brain networks involved in WM task performance, thereby improving the training benefit. In the current study, transcranial direct current stimulation (tDCS) was paired with performance of a WM task (n-back). In Experiment 1, participants performed a spatial location-monitoring n-back during stimulation, while Experiment 2 used a verbal identity-monitoring n-back. In each experiment, participants received either active (2.0mA) or sham (0.1mA) stimulation with the anode placed over either the right or the left dorsolateral prefrontal cortex (DLPFC) and the cathode placed extracephalically. In Experiment 1, only participants receiving active stimulation with the anode placed over the right DLPFC showed marginal improvement on the trained spatial n-back, which did not extend to a near transfer (verbal n-back) or far transfer task (a matrix-reasoning task designed to measure fluid intelligence). In Experiment 2, both left and right anode placements led to improvement, and right DLPFC stimulation resulted in numerical (though not sham-adjusted) improvement on the near transfer (spatial n-back) and far transfer (fluid intelligence) task. Results suggest that WM training paired with brain stimulation may result in cognitive enhancement that transfers to performance on other tasks, depending on the combination of training task and tDCS parameters used. Copyright © 2016 Elsevier Ltd. All rights reserved.

Medical students in their final six months of training: progress in self-perceived clinical competence, and relationship between experience and confidence in practical skills.

PubMed

Lai, N M; Sivalingam, N; Ramesh, J C

2007-11-01

We evaluated the progress in the self-perceived competence of medical students in a range of common clinical, practical and personal skills, in their final six months of training. The study was conducted on 65 final-year medical students undertaking their senior clerkship training at International Medical University, Malaysia. Questionnaire surveys were conducted at the beginning and the end of the six-month period, with 44 items covering clinical, practical, personal skills and readiness to work. Correlations were performed for experience and self-perceived competence, with the respective skills. 64 students returned the first survey and 63 returned the second survey. When the two survey results were compared, significant increases were found in self-perceived competence for the majority of the skills examined. The items with no significant improvement were divided into those which the students were already proficient in before senior clerkship, and those in which experience and confidence remained poor at the end of training. There were significant, but moderate, correlations between the experience and confidence of all common practical skills (correlation coefficients: 0.348-0.522, p-value is less than 0.001 for all items). At the end of training, students were, in general, more prepared to work as house officers (mean rating in the first survey: 3.05, second survey: 3.97, p-value is less than 0.001). Significant progresses in clinical experience and confidence can be observed in the final stages of medical training. The findings of inadequate improvements in some skills call for dedicated training sessions and strengthening of on-site supervision.

Educating Educators: Perceptions of Preceptors and Clinical Education Coordinators Regarding Training at a Division II Athletic Training Program

ERIC Educational Resources Information Center

Bomar, Renae Ellen; Mulvihill, Thalia

2016-01-01

Context: Clinical experiences give the student athletic trainer the opportunity to relate and apply didactic information to a real-world setting. During these experiences student athletic trainers are supervised by certified, licensed health care providers working in a variety of settings (e.g., hospital, physical therapy clinic, doctor's office).…

The Effects of Special Training and Field Experiences upon Preservice Teachers' Level of Comfort with Multicultural Music Teaching Situations.

ERIC Educational Resources Information Center

Barry, Nancy H.

This paper reports on a study examining preservice teachers' level of comfort in working with students and colleagues of a different race, and exploring the effects of special training and field experience on their level of comfort with multicultural situations. The study involved 55 predominantly white preservice teachers enrolled in 2 different…

The non specialist paediatric training registrar in the healthcare system.

PubMed

O'Neill, M B; Kumar, A

2012-01-01

This study evaluated the experiences of non Specialist Paediatric Training Registrars (nonSPTR) in the Irish Healthcare system. The survey explored their adaptation to the healthcare system, skill development, perceptions of training and career development inclusive of working conditions. Thirty nine (53%) doctors responded. The time spent in Paediatrics ranged from 3 to 19 years with a mean of 8.9 years. Nineteen (49%) had only worked in non regional hospitals and for 20 (51%) the mean time spent in regional hospitals was 2.6 years. The very positives experiences (likert scores 5/6) included journal appraisal for 19 (49%), clinical skill development for 17 (44%) and consultant feedback for 11 (28%).The very negative experiences were difficulty obtaining desired clinical posts for 16 (43%) doctors and only 5 (13%) were happy with their career progression. Thirty one (79.5%) cited specific barriers to career progression, with only 10 (25%) making an application to the Specialist Paediatrics Registrar (SPR) training programme. Solutions for the non SPTR difficulties include the expansion of the SPR programme and the utilization of a criterion based portfolio system to integrate the nonSPTR into formal training.

Investigation of School Professionals' Self-Efficacy for Working with Students with ASD: Impact of Prior Experience, Knowledge, and Training

ERIC Educational Resources Information Center

Corona, Laura L.; Christodulu, Kristin V.; Rinaldi, Melissa L.

2017-01-01

School professionals who work with students with autism spectrum disorder (ASD) play a significant role in the academic experiences of these students, but some evidence suggests that teachers of students with ASD experience a high risk of burnout. Research has begun to examine factors that ameliorate or prevent teacher burnout, including teacher…

Student perspectives on their recent dental outreach placement experiences.

PubMed

Smith, M; Lennon, M A; Brook, A H; Ritucci, L; Robinson, P G

2006-05-01

Dental schools are developing new curricula, with outreach placements enhancing the hospital-based training. To assess the students' experience of outreach as one component of determining the value and feasibility of outreach placements. Six-week block placements for 10 undergraduates and 3 weeks for 11 hygiene and hygiene and therapy students in existing primary care clinics, in areas of need, to work supervised by local dentists. Semi-structured interviews with 20 students by staff independent of the course team. Interviews were audio-recorded, transcribed and content analysed before being verified by a second observer. Findings were triangulated against a peer-run focus group and students' clinical records. Students were very positive about their experience and the potential role of outreach training in dental education. They described: gaining greater experience of new types of patients and their communities; learning from broader clinical experience, alternative approaches and practicing or observing dentistry in different settings; the benefits of team working; and, acquiring a more holistic and pragmatic view of health care. Many students reported gaining greater confidence, wider awareness of potential careers in dentistry and a greater sense of realism in their experience. Some reflected on their own training needs. Students also discussed the importance of preparation for the placements and the merits of different styles of supervision. Dental outreach training can provide students with valuable learning experience in a range of areas. It requires careful management to ensure those experiences match individuals' needs and the programme's purposes.

Untold Stories of Fieldworkers Working Amid Adverse Conditions

ERIC Educational Resources Information Center

Serekoane, Motsaathebe; Sharp, Carla; Skinner, Donald; Marais, Lochner

2014-01-01

Working in unfamiliar contexts and often alone, fieldworkers may face challenges for which their training and previous experience has not prepared them. While there is literature about the technical, ethical and moral aspects of fieldwork, there is little focusing on fieldworkers' actual experiences. Additionally, there is little constructive…

Combining Education and Work: Experiences in Asia and Oceania: Australia.

ERIC Educational Resources Information Center

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

Although there is currently no national approach to career education in Australia, recent economic and labor trends have prompted the reconsideration of work experience and career education programs. Career education does not exist below secondary levels and prevocational training serves only as an introduction to extensive postsecondary technical…

Combining Education and Work; Experiences in Asia and Oceania: Bangladesh.

ERIC Educational Resources Information Center

Dacca Univ., Bangladesh. Inst. of Education and Research.

Bangladesh stresses the importance of education responsive to the country's development needs and capable of producing, through formal or non-formal methods, skilled, employable manpower. Although no pre-vocational training exists, new curricula have introduced practical work experience in the primary schools and have integrated agriculture,…

The Integration of Study and Work-Integrated Learning Experience through the Sequential, Embedded Completion of Tertiary Qualifications

ERIC Educational Resources Information Center

Whannell, Patricia; Humphries, Judy; Whannell, Robert; Usher, Kim

2015-01-01

A number of different models have been developed to integrate both Vocational Education and Training (VET) and university study with a view to producing work-ready graduates. This paper describes one joint initiative which allows students to integrate their theoretical study and work-integrated learning (WIL) experience by supporting a sequential,…

Training of Residential Social Care Staff to Meet the Needs of Older People with Intellectual Disabilities who Develop Age-Related Health Problems: An Exploratory Study.

PubMed

Northway, Ruth; Jenkins, Robert; Holland-Hart, Daniella

2017-09-01

Despite awareness of the age related health needs of people with intellectual disabilities little is known regarding how residential social care staff are prepared to meet such needs. Data were gathered via semi-structured interviews from 14 managers of supported living settings. Transcripts were thematically analysed. Staff may work in supported living settings with no prior experience of care work, and previous knowledge/experience of supporting people in relation to their health is not required. Whilst health related training is provided there is a lack of specific training regarding healthy ageing, and training seems to be reactive to changing needs of tenants meaning that proactive monitoring for changes in health status may not occur. Whilst some training is provided for residential social care staff in relation to health and ageing a more proactive approach is required which should include a focus on healthy ageing. © 2016 John Wiley & Sons Ltd.

Training and Its Impact on the Casual Employment Experience. Research Report

ERIC Educational Resources Information Center

Buddelmeyer, Hielke; Leung, Felix; McVicar, Duncan; Wooden, Mark

2013-01-01

The proportion of people who are employed casually has been stable over the last 15 years at around 20% of the working-age population. For most, casual employment is a relatively temporary state. There are some, though, for whom casual employment is a more enduring state. Does undertaking work-related training help those who are casually employed…

Recent Social Work Practitioners' Understanding and Use of Evidence-Based Practice and Empirically Supported Treatments

ERIC Educational Resources Information Center

Grady, Melissa D.; Wike, Traci; Putzu, Caren; Field, Sara; Hill, Jacqueline; Bledsoe, Sarah E.; Bellamy, Jennifer; Massey, Michael

2018-01-01

The aim of this study was to evaluate how [the Council on Social Work Education's] (CSWE's) 2008 shift placing more emphasis on research have affected newly trained social workers' use of evidence-based practice (EBP). This qualitative study examined the educational and practice experiences of newly trained social workers and how those experiences…

Trust, Shared Goals and Participation in Partnerships: Reflections of Post-16 Education and Training Providers in England

ERIC Educational Resources Information Center

Dhillon, Jaswinder K.

2007-01-01

This paper discusses the role of trust and shared goals in relation to participation in inter-organisational and multi-agency partnerships. It draws on a study of partnership working in England and focuses in particular on the perspectives of senior managers of post-16 education and training providers with substantial experience of working in…

Motivational interviewing: experiences of primary care nurses trained in the method.

PubMed

Östlund, Ann-Sofi; Wadensten, Barbro; Kristofferzon, Marja-Leena; Häggström, Elisabeth

2015-03-01

Motivational interviewing is a person-centered counseling style used to promote behavioral change regarding a wide variety of lifestyle problems. Use of motivational interview is growing worldwide and among many different healthcare professions, including primary care nursing. The study aim was to describe motivational interview trained nurses' experiences of motivational interviewing in primary care settings. The study had a qualitative descriptive design. It was carried out in Swedish primary care settings in two county council districts, with 20 primary care nurses trained in motivational interviewing. Half of them used the method in their work, half did not. Qualitative semi-structured interviews were used. Data were analyzed using qualitative content analysis. The nurses experienced that openness to the approach and an encouraging working climate are required to overcome internal resistance and to increase use of motivational interviewing. They also experienced mutual benefit: motivational interviewing elicits and develops abilities in both nurses and patients. For the nurses using it, motivational interviewing is perceived to facilitate work with patients in need of lifestyle change. Lack of training/education, support, interest and appropriate work tasks/patients are reasons for not using motivational interviewing.

Training in the implementation of prolonged exposure therapy: provider correlates of treatment outcome.

PubMed

Eftekhari, Afsoon; Crowley, Jill J; Ruzek, Josef I; Garvert, Donn W; Karlin, Bradley E; Rosen, Craig S

2015-02-01

The authors examined the degree to which provider characteristics, such as profession, treatment orientation, prior experience in treating posttraumatic stress disorder (PTSD), prior experience with prolonged exposure (PE) therapy, and attitudes about PE, were related to the clinical outcomes of veterans receiving care from clinicians participating in the national Department of Veterans Affairs (VA) PE Training Program. Positive patient outcomes were achieved by providers of every profession, theoretical orientation, level of clinical experience treating PTSD, and prior PE training experience. With 1,105 providers and 32 predictors (13 provider variables), power was at least 90% power to detect an effect of β = .15. Profession was the only provider characteristic significantly related to outcomes, but the mean effect (a 2 point difference on the PTSD Checklist) was too small to be clinically meaningful. The results support the intensive training model used in the VA PE training program and demonstrate that clinicians of varying backgrounds can be trained using interactive training workshops followed by case consultation to deliver PE effectively. Published 2015. This article is a US Government work and is in the public domain in the USA.

Graduate Training in Helping Relationships: Helpful or Harmful?

ERIC Educational Resources Information Center

Spielberg, Gil

1980-01-01

Investigated graduate training experience in psychology and social work, focusing on certain therapist characteristics. Students in both programs improved throughout graduate education. Fourth-year students in psychology, however, showed a slight drop in facilitative responses. (JMF)

The impact of training and delivering alcohol brief intervention on the knowledge and attitudes of community pharmacists: a before and after study.

PubMed

Dhital, Ranjita; Whittlesea, Cate M; Milligan, Peter; Khan, Natasha S; Norman, Ian J

2013-03-01

Alcohol misuse is the third leading cause of ill health in the UK. Alcohol brief intervention can identify risky drinkers and motivate individuals to take action. Community pharmacists have been identified as having a role in providing brief interventions. This study aimed to evaluate: pharmacists' attitudes towards hazardous/harmful drinkers and knowledge before training and after delivering brief intervention; and their experience of training. Pharmacists' attitudes to alcohol problems were assessed using Short Alcohol and Alcohol Problems Perception Questions before training and after brief intervention delivery. Alcohol misuse knowledge was assessed by questionnaire prior to and immediately after training, and after the delivery period. Following brief intervention delivery, pharmacists' experience of training was obtained using a questionnaire and focus groups. Qualitative thematic analysis identified experiences of brief intervention training. Quantitative data were analysed using spss. One hundred and thirty-nine alcohol interventions were delivered by 19 pharmacists over five months (recruiters). Ten pharmacists completed no interventions (non-recruiters). Both groups improved their alcohol knowledge between baseline and immediately following training; and their knowledge decreased between the end of training and following service delivery. Pharmacists who were initially more motivated recruited more participants and increased their work satisfaction. This confirmed findings of previous studies that pharmacists unfamiliar with brief intervention could be trained to deliver this service. Pharmacists with positive attitude towards drinkers delivered a greater number of alcohol interventions and experienced increased work satisfaction than those pharmacists with less positive attitudes. © 2012 Australasian Professional Society on Alcohol and other Drugs.

Simulation and anaesthesia

PubMed Central

Bhagwat, Milind

2012-01-01

Training in anaesthesia relies on the duration and quality of clinical experience. It involves exposure to a range of interventions. This works well in routine cases, but when an uncommon and life-threatening event occurs, the anaesthetist needs to carry out multiple tasks simultaneously. Aviation has remarkable similarities with the practice of anaesthesia. Over the years, the aviation industry has used simulation to train and assess individuals very effectively. Anaesthetists face rapidly evolving clinical situations. This needs appropriate decision-making and communication with others in the theatre team. Simulation, using current technology, offers innovative and reproducible training experience. It enables standardised scenario building and reflective learning. Various non-technical aspects of an anaesthetist's day-to-day work could also be addressed to during such training. The technology could be used very effectively for the assessment of competence too. Simulation has been used for technology development and appraisal over the years. PMID:22529414

Simulation-based education for building clinical teams

PubMed Central

Marshall, Stuart D; Flanagan, Brendan

2010-01-01

Failure to work as an effective team is commonly cited as a cause of adverse events and errors in emergency medicine. Until recently, individual knowledge and skills in managing emergencies were taught, without reference to the additional skills required to work as part of a team. Team training courses are now becoming commonplace, however their strategies and modes of delivery are varied. Just as different delivery methods of traditional education can result in different levels of retention and transfer to the real world, the same is true in team training of the material in different ways in traditional forms of education may lead to different levels of retention and transfer to the real world, the same is true in team training. As team training becomes more widespread, the effectiveness of different modes of delivery including the role of simulation-based education needs to be clearly understood. This review examines the basis of team working in emergency medicine, and the components of an effective emergency medical team. Lessons from other domains with more experience in team training are discussed, as well as the variations from these settings that can be observed in medical contexts. Methods and strategies for team training are listed, and experiences in other health care settings as well as emergency medicine are assessed. Finally, best practice guidelines for the development of team training programs in emergency medicine are presented. PMID:21063559

Computerized training improves verbal working memory in patients with myalgic encephalomyelitis/chronic fatigue syndrome: A pilot study.

PubMed

Maroti, Daniel; Westerberg, Annika Fryxell; Saury, Jean-Michel; Bileviciute-Ljungar, Indre

2015-08-18

Patients with myalgic encephalomyelitis/chronic fatigue syndrome experience cognitive difficulties. The aim of this study was to evaluate the effect of computerized training on working memory in this syndrome. Non-randomized (quasi-experimental) study with no-treatment control group and non-equivalent dependent variable design in a myalgic encephalomyelitis/chronic fatigue syndrome-cohort. Patients with myalgic encephalomyelitis/chronic fatigue syndrome who participated in a 6-month outpatient rehabilitation programme were included in the study. Eleven patients who showed signs of working memory deficit were recruited for additional memory training and 12 patients with no working memory deficit served as controls. Cognitive training with computerized working memory tasks of increasing difficulty was performed 30-45 min/day, 5 days/week over a 5-week period. Short-term and working memory tests (Digit Span - forward, backward, total) were used as primary outcome measures. Nine of the 11 patients were able to complete the training. Cognitive training increased working memory (p = 0.003) and general attention (p = 0.004) to the mean level. Short-term memory was also improved, but the difference was not statistically significant (p = 0.052) vs prior training. The control group did not show any significant improvement in primary outcome measures. Cognitive training may be a new treatment for patients with myalgic encephalomyelitis/chronic fatigue syndrome.

Arkansas People Participating in Lead Education (APPLE): results of a lead-safe training program.

PubMed

Ferguson, Alesia; Bursac, Zoran; Kern, David F

2011-06-01

Lead is still seen as one of the most harmful environmental toxins for young children, with the predominant source being deteriorating lead-based paint. Those at continued risk include those living in homes built before 1978, renovators and remodelers, and especially those with limited access to proper healthcare and diets. Proper training on lead-safe work practices focused on preventing and reducing the spread of lead dust can help reduce lead exposure. Presented in this paper are experiences in delivering lead-safe work practices training in six Arkansas cities, and results from pre- and post- surveys delivered before and immediately after the training. Pre- and post-surveys assess strong and weak areas of training. Participants demonstrated positive shifts in attitude and behavior towards lead-safe work practices following training. However, our research found that more emphasis should be focused on clarifying current lead exposure sources and routes for children.

Control of working memory: effects of attention training on target recognition and distractor salience in an auditory selection task.

PubMed

Melara, Robert D; Tong, Yunxia; Rao, Aparna

2012-01-09

Behavioral and electrophysiological measures of target and distractor processing were examined in an auditory selective attention task before and after three weeks of distractor suppression training. Behaviorally, training improved target recognition and led to less conservative and more rapid responding. Training also effectively shortened the temporal distance between distractors and targets needed to achieve a fixed level of target sensitivity. The effects of training on event-related potentials were restricted to the distracting stimulus: earlier N1 latency, enhanced P2 amplitude, and weakened P3 amplitude. Nevertheless, as distractor P2 amplitude increased, so too did target P3 amplitude, connecting experience-dependent changes in distractor processing with greater distinctiveness of targets in working memory. We consider the effects of attention training on the processing priorities, representational noise, and inhibitory processes operating in working memory. Copyright © 2011 Elsevier B.V. All rights reserved.

CAREER TRAINING IN HOTEL AND RESTAURANT OPERATION...AT CITY COLLEGE OF SAN FRANCISCO.

ERIC Educational Resources Information Center

BATMALE, LOUIS F.; MULLANY, GEORGE G.

THE HOTEL AND RESTAURANT PROGRAM, ONE OF 35 SEMIPROFESSIONAL TRAINING PROGRAMS AT CITY COLLEGE OF SAN FRANCISCO, COMBINES GENERAL EDUCATION, RELATED BUSINESS INSTRUCTION, HOTEL AND RESTAURANT CLASSES, FOOD PREPARATION AND SERVICE TRAINING, AND WORK EXPERIENCE. THIS DESCRIPTION OF THE PROGRAM INCLUDES (1) PURPOSES AND OBJECTIVES, (2) CURRICULUM,…

A Human Dissection Training Program at Indiana University School of Medicine-Northwest

ERIC Educational Resources Information Center

Talarico, Ernest F., Jr.

2010-01-01

As human cadavers are widely used in basic sciences, medical education, and other training and research venues, there is a real need for experts trained in anatomy and dissection. This article describes a program that gives individuals interested in clinical and basic sciences practical experience working with cadavers. Participants are selected…

Apprenticeship, Alternance, Dual System: Dead Ends or Highways to the Future?

ERIC Educational Resources Information Center

Bertrand, Olivier; And Others

1994-01-01

In the face of chronic youth unemployment, decision makers in many countries are questioning the role and effectiveness of alternance between school-based vocational training and in-company work experience. This notion applies to three very different realities: training courses offered as an alternative to traditional school-based training for…

Research to Develop Spiritual Pedagogy, Awareness and Change

ERIC Educational Resources Information Center

Swinton, Valda

2016-01-01

A co-operative inquiry group consisting of 8 counsellors met for 11 months to explore their experience of spirituality in their training and in their work with clients [Swinton, V. (2010). The spiritual in counselling training (Unpublished Thesis). The University of Manchester; Swinton, V. (2015). The spiritual in counselling training. In G. Nolan…

Supervisor as Supervisee: Factors that Influence Doctoral Students' Self-Efficacy as Supervisors

ERIC Educational Resources Information Center

Frick, Melodie Henson

2009-01-01

There have been many studies on supervising counselors-in-training; few researchers, however, have empirically examined the experiences of doctoral students as they train to become supervisors. More specifically, little is known about what factors influence the self-efficacy of doctoral students as supervisors-in-training while they work in the…

Contexts, motives and experiences of Nigerian overseas nurses: understanding links to globalization.

PubMed

Aboderin, Isabella

2007-12-01

Current understanding of the perspectives and experience of overseas trained nurses working in the UK and how these relate to conditions of globalization, is limited. This article (i) presents evidence on the contexts, circumstances and perspectives of Nigerian trained nurses working in the UK and (ii) examines their relationships to globalization by building on prior analyses that use Bauman's concepts of 'global' and 'local' perspectives. The evidence derives from an exploratory qualitative investigation in the UK and Nigeria among a small sample of Nigerian trained registered nurses working in the independent nursing home sector in England (n = 25) and registered nurses, nursing tutors and returnee migrants in Nigeria (n = 7). Nurses' migration motives arise from a deterioration in their economic, work and status situation over the past two decades in the context of a macro-economic decline in Nigeria. Their decisive motivation is to gain financially with a view to achieving certain material standards and prospects for self and children in Nigeria. Contrary to their expectations, they experience a loss in professional and social status in the UK. In their de facto'global' migration, principally for economic reasons, Nigerian nurses hold a decidedly 'local' normative perspective. This is reinforced by their experiences of work tensions, which reflect the globalization of biographies. Further evidence such as that provided, on the contexts and perspectives of overseas nurses, as also of UK staff, will enable the appropriate management of developing world-UK nursing migration and its host system implications.

Dispositional Employability and Online Training Purchase. Evidence from Employees' Behavior in Spain.

PubMed

Torrent-Sellens, Joan; Ficapal-Cusí, Pilar; Boada-Grau, Joan

2016-01-01

This article explores the relationship between dispositional employability and online training purchase. Through a sample of 883 employees working for enterprises in Spain, and a using principal component analysis and binomial logit probabilistic models, the research revealed two main results. First, it was found that dispositional employability is characterized by five factors: "openness to changes at work," "career motivation and work resilience," "work and career proactivity," "optimism and engagement at work," and "work identity." Second, the research also found a double causality in the relationship analysis between dispositional employability and online training purchase. However, this causality is not direct. In explaining dispositional employability, certain motivations and types of behavior of employees participating in online training are significant. In particular, greater sensitivity toward career-related personal empowerment, a greater predisposition toward developing new experiences at work, and a greater awareness of the fact that positive job outcomes are related to preparation conscientiousness. In explaining online training purchase, employees who are more motivated and who better identify with their jobs are more likely to pay. Moreover, employees who spend more time on training and have less contact with new trends in their jobs, find it hard to keep calm in difficult situations, and have a greater predisposition toward effort, and preference for novelty, variety and challenges at work are more likely to purchase online training.

Dispositional Employability and Online Training Purchase. Evidence from Employees' Behavior in Spain

PubMed Central

Torrent-Sellens, Joan; Ficapal-Cusí, Pilar; Boada-Grau, Joan

2016-01-01

This article explores the relationship between dispositional employability and online training purchase. Through a sample of 883 employees working for enterprises in Spain, and a using principal component analysis and binomial logit probabilistic models, the research revealed two main results. First, it was found that dispositional employability is characterized by five factors: “openness to changes at work,” “career motivation and work resilience,” “work and career proactivity,” “optimism and engagement at work,” and “work identity.” Second, the research also found a double causality in the relationship analysis between dispositional employability and online training purchase. However, this causality is not direct. In explaining dispositional employability, certain motivations and types of behavior of employees participating in online training are significant. In particular, greater sensitivity toward career-related personal empowerment, a greater predisposition toward developing new experiences at work, and a greater awareness of the fact that positive job outcomes are related to preparation conscientiousness. In explaining online training purchase, employees who are more motivated and who better identify with their jobs are more likely to pay. Moreover, employees who spend more time on training and have less contact with new trends in their jobs, find it hard to keep calm in difficult situations, and have a greater predisposition toward effort, and preference for novelty, variety and challenges at work are more likely to purchase online training. PMID:27313557

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.

The impact of residents' training in Electronic Medical Record (EMR) use on their competence: report of a pragmatic trial.

PubMed

Reis, Shmuel; Sagi, Doron; Eisenberg, Orit; Kuchnir, Yosi; Azuri, Joseph; Shalev, Varda; Ziv, Amitai

2013-12-01

Even though Electronic Medical Records (EMRs) are increasingly used in healthcare organizations there is surprisingly little theoretical work or educational programs in this field. This study is aimed at comparing two training programs for doctor-patient-computer communication (DPCC). 36 Family Medicine Residents (FMRs) participated in this study. All FMRs went through twelve identical simulated encounters, six pre and six post training. The experiment group received simulation based training (SBT) while the control group received traditional lecture based training. Performance, attitude and sense of competence of all FMRs improved, but no difference was found between the experiment and control groups. FMRs from the experiment group evaluated the contribution of the training phase higher than control group, and showed higher satisfaction. We assume that the mere exposure to simulation served as a learning experience and enabled deliberate practice that was more powerful than training. Because DPCC is a new field, all participants in such studies, including instructors and raters, should receive basic training of DPCC skills. Simulation enhances DPCC skills. Future studies of this kind should control the exposure to simulation prior to the training phase. Training and assessment of clinical communication should include EMR related skills. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

Traditional and nontraditional internships in government

NASA Technical Reports Server (NTRS)

Stohrer, Freda F.; Pinelli, Thomas E.

1980-01-01

Traditional and nontraditional methods for training technical writers-editors within the federal government are discussed. It is concluded that cooperative education that combines work experience with classroom instruction provides an excellent method for locating and training competent and reliable young professionals.

29 CFR 32.27 - Accessibility.

Code of Federal Regulations, 2010 CFR

2010-07-01

... that the program or activity, including those involving Public Service Employment, Work Experience... the Comprehensive Employment and Training Act and any other individual or organization which receives... part. Each regional office of the Department of Labor's Employment and Training Administration which...

Marriage and Family Therapy Students' Experience with Common Factors Training.

PubMed

Fife, Stephen T; D'Aniello, Carissa; Scott, Sarah; Sullivan, Erin

2018-04-27

With the increased empirical and theoretical support for common factors in the psychotherapy literature, marriage and family therapy (MFT) scholars have begun discussing the inclusion of common factors in MFT training. However, there is very little empirical research on common factors training or how to include common factors in MFT curricula. The purpose of this phenomenological study was to investigate MFT students' experience with common factors training. Seventeen master's degree students who received training in common factors participated in the study. Data was comprised of participants' journal reflections and focus group interviews on their experience learning about common factors and how this influenced their work with clients. Participants' responses to the training were overwhelmingly positive and highlighted the ways in which studying common factors enhanced their confidence, understanding of MFT models, conceptual abilities, and clinical practice. Additional results and discussion about incorporating common factors in MFT training are presented. © 2018 American Association for Marriage and Family Therapy.

The European Working Time Directive and training in cardiothoracic surgery in the United Kingdom.

PubMed

West, D; Codispoti, M; Graham, T

2007-04-01

The European Working Time Directive (EWTD) limited average working hours for junior doctors to 58 per week in 2004. The Cardiothoracic Specialty Advisory Board conducted postal and email surveys of cardiothoracic trainees' work patterns and attitudes in 2003 and 2005-6. The results reveal an increase in shift-based working from 15% to 58% of respondents. One hundred per cent of respondents felt that the EWTD had had a negative impact on training, and only 30% were satisfied with their training to date. Satisfied trainees were more likely to work in larger units as assessed by ITU beds (20.6 vs. 8.9, p < 0.001) and cardiac cases/year (1586.2 vs. 828.4, p < 0.001). They had performed more cardiac cases than their peers (72.7 vs. 26.7, p = 0.005). Fifty-two per cent thought that their quality of life improved after EWTD implementation. The EWTD is unpopular amongst cardiothoracic trainees, who perceive it as harming training. Overall trainee satisfaction is low. Larger units and increased personal operative experience are associated with trainee satisfaction. Training programmes must act vigorously to safeguard training quality before implementation of the 48-hour limit in 2009.

Study of working experience in remote rural areas after medical graduation.

PubMed

Thapa, K R; Shrestha, B K; Bhattarai, M D

2014-01-01

Posting of doctors in remote rural areas has always been a priority for Government; however data are scarce in the country about experience of doctors of working in remote areas after medical graduation. A questionnaire survey of doctors was planned to analyze their experience of working after graduation in remote rural areas in various parts of the country. The cross-sectional survey was done by convenience sampling method. A one-page questionnaire with one partially closed-end and five open-end type questions was distributed to the doctors who had worked in remote rural areas after graduation under various governments' postings. Two-third of participants had their home in urban areas and 89.8% had stayed for 1 to 5 years. About half of the participants had difficulty in getting the posting in the remote areas of their choice. Most participants indicated provision of opportunities for Residential (postgraduate) Training as their reasons of going to remote areas as well as their suggestions to encourage young graduates to go there. Similarly most also suggested appropriate career, salary and incentives to encourage doctors to go to work in remote areas. About 85% of participants pointed out the major problem faced while posted in remote areas as difficulty in handling varied situations with no guidance or seniors available around. The notable points indicated by the participants are centered on the opportunity for Residential Training and difficulties faced without such training. Residential Training is a priority to be considered while planning the health policy for optimum health care of people.

[Job-sharing in postgraduate medical training: not automatically a nice duet].

PubMed

Levi, M

2004-02-14

Part-time work is an increasingly common phenomenon amongst medical professionals. Therefore many postgraduate training programmes for resident physicians also offer the opportunity of part-time work, which is usually in the form of an 80% full-time equivalent post. A new initiative has created the possibility of job-sharing, in which each of the participants fulfills 50% of one training position. Although the experience of the participants is mainly positive, it is unclear how this development will impact the quality of patient care and how it will affect the fulfillment of the training objectives. A more systematic evaluation of job-sharing in postgraduate medical training programmes is required to clarify these points.

How do workplaces, working practices and colleagues affect UK doctors’ career decisions? A qualitative study of junior doctors’ career decision making in the UK

PubMed Central

Pearson, Emma; Gibson, Jonathan; Checkland, Kath

2017-01-01

Objectives This study draws on an in-depth investigation of factors that influenced the career decisions of junior doctors. Setting Junior doctors in the UK can choose to enter specialty training (ST) programmes within 2 years of becoming doctors. Their specialty choices contribute to shaping the balance of the future medical workforce, with views on general practice (GP) careers of particular interest because of current recruitment difficulties. This paper examines how experiences of medical work and perceptions about specialty training shape junior doctors’ career decisions. Participants Twenty doctors in the second year of a Foundation Training Programme in England were recruited. Purposive sampling was used to achieve a diverse sample from respondents to an online survey. Results Narrative interviewing techniques encouraged doctors to reflect on how experiences during medical school and in medical workplaces had influenced their preferences and perceptions of different specialties. They also spoke about personal aspirations, work priorities and their wider future. Junior doctors’ decisions were informed by knowledge about the requirements of ST programmes and direct observation of the pressures under which ST doctors worked. When they encountered negative attitudes towards a specialty they had intended to choose, some became defensive while others kept silent. Achievement of an acceptable work-life balance was a central objective that could override other preferences. Events linked with specific specialties influenced doctors’ attitudes towards them. For example, findings confirmed that while early, positive experiences of GP work could increase its attractiveness, negative experiences in GP settings had the opposite effect. Conclusions Junior doctors’ preferences and perceptions about medical work are influenced by multiple intrinsic and extrinsic factors and experiences. This paper highlights the importance of understanding how perceptions are formed and preferences are developed, as a basis for generating learning and working environments that nurture students and motivate their professional careers. PMID:29074517

A qualitative evaluation of occupational therapy-led work rehabilitation for people with inflammatory arthritis: Perspectives of therapists and their line managers.

PubMed

Prior, Yeliz; Amanna, Evangeline A; Bodell, Sarah J; Hammond, Alison

2015-08-01

Occupational therapy-led work rehabilitation for employed people with inflammatory arthritis and work problems was piloted in five hospitals in the United Kingdom. This qualitative study explored the views of participating occupational therapists and their line managers about the work rehabilitation training received and conducting the intervention, with particular focus on the structured interview used, the Work Experience Survey - Rheumatic Conditions. Face-to-face semi-structured interviews were conducted with occupational therapists ( n  = 9), followed by telephone interviews with their line managers ( n  = 2). Interviews were audio-recorded, transcribed verbatim and thematically analysed by three researchers to maximize validity. The main themes emerging from the occupational therapists' interviews were: varying levels of prior knowledge and experience of work rehabilitation, initial concerns about the feasibility of a lengthy work assessment in practice and increased confidence in delivering work rehabilitation as the study progressed. The line managers' interviews generated themes around the positive impact of the work rehabilitation training the occupational therapists received, and changes in their practice. The Work Experience Survey - Rheumatic Conditions was considered a good choice of work assessment which can be implemented in practice. Once therapists had provided the work intervention several times, their confidence and skills increased.

A qualitative evaluation of occupational therapy-led work rehabilitation for people with inflammatory arthritis: Perspectives of therapists and their line managers

PubMed Central

Amanna, Evangeline A; Bodell, Sarah J; Hammond, Alison

2015-01-01

Introduction Occupational therapy-led work rehabilitation for employed people with inflammatory arthritis and work problems was piloted in five hospitals in the United Kingdom. This qualitative study explored the views of participating occupational therapists and their line managers about the work rehabilitation training received and conducting the intervention, with particular focus on the structured interview used, the Work Experience Survey – Rheumatic Conditions. Method Face-to-face semi-structured interviews were conducted with occupational therapists (n = 9), followed by telephone interviews with their line managers (n = 2). Interviews were audio-recorded, transcribed verbatim and thematically analysed by three researchers to maximize validity. Results The main themes emerging from the occupational therapists’ interviews were: varying levels of prior knowledge and experience of work rehabilitation, initial concerns about the feasibility of a lengthy work assessment in practice and increased confidence in delivering work rehabilitation as the study progressed. The line managers’ interviews generated themes around the positive impact of the work rehabilitation training the occupational therapists received, and changes in their practice. Conclusion The Work Experience Survey – Rheumatic Conditions was considered a good choice of work assessment which can be implemented in practice. Once therapists had provided the work intervention several times, their confidence and skills increased. PMID:26321786

Working Memory, Strategy Knowledge, and Strategy Instruction in Children with Reading Disabilities

ERIC Educational Resources Information Center

Swanson, H. Lee; Kehler, Pam; Jerman, Olga

2010-01-01

Two experiments investigated the effects of strategy knowledge and strategy training on the working memory (WM) performance in children (ages 10-11) with and without reading disabilities (RD). Experiment 1 examined the relationship between strategy knowledge (stability of strategy choices) and WM performance as a function of initial, gain (cued),…

Shaking the "Magic 8 Ball": Reflections of a First-Time Teacher

ERIC Educational Resources Information Center

McGranahan, Eileen

2008-01-01

Social work doctoral candidates and others without much or any formal teaching experience or training are frequently invited to teach a variety of graduate-level social work courses. This beginning teaching experience can be quite challenging both personally and professionally. Yet, it is seldom discussed in the literature, especially from a…

A Phenomenological Study of the Experiences of Supervisors Working with Crisis Counselors

ERIC Educational Resources Information Center

Tran, Quoc Dung V. L.

2017-01-01

A phenomenological study was conducted at a Southwestern United States University to examine the experience of nine supervisors who work with crisis counselors. This study examined the training, topics, and difficulties experienced as they sought to support and perform their supervisory duties. Nine themes emerge and described as "Learning…

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

Experiences of Pharmacy Trainees from an Interprofessional Immersion Training.

PubMed

Boland, Daubney; White, Traci; Adams, Eve

2018-04-25

Interprofessional education is essential in that it helps healthcare disciplines better utilize each other and provide team-based collaboration that improves patient care. Many pharmacy training programs struggle to implement interprofessional education. This purpose of the study was to examine the effect of a 30-h interprofessional training that included pharmacy students to determine if the training helped these students build valuable knowledge and skills while working alongside other health care professions. The interprofessional training included graduate-level trainees from pharmacy, behavioral health, nursing, and family medicine programs where the trainees worked within teams to build interprofessional education competencies based on the Interprofessional Education Collaborative core competencies. Sixteen pharmacy trainees participated in the training and completed pre- and post-test measures. Data were collected over a two-year period with participants completing the Team Skills Scale and the Interprofessional Attitudes Scale. Paired sample t -tests indicated that, after this training, pharmacy trainees showed significant increases in feeling better able to work in healthcare teams and valuing interprofessional practice.

External cooperation for the professional management of health services in Romania.

PubMed

Enachescu, D

1998-01-01

Political change in Romania in 1989 played a crucial part in new health system leadership in the country. However, this new leadership had limited managerial experience and knowledge, with trainers using outdated cultural models. External assistance and cooperation from officials in Western Europe and the United States was needed to train a new leadership and reject the socialist system of health care. This article details Romania's external cooperation experience, including descriptions of the need for such training, development of the training project, work with universities in Europe and North America, critical review of the project and realization of external cooperation for the professional training of managers.

Workers with hand dermatitis and workplace training experiences: A qualitative perspective.

PubMed

Zack, Bethany; Arrandale, Victoria H; Holness, Dorothy Linn

2017-01-01

Workplace training may help to prevent contact dermatitis, a common work-related disease. Information on the characteristics of existing workplace training programs and worker perceptions of this training is limited. Fourteen workers with suspected occupational contact dermatitis participated in one-on-one, semi-structured interviews. An inductive thematic analysis approach was used to identify interview themes. Workers expressed a desire for hands-on training with content relevant to their job tasks, favored training from supervisors who had practical experience, and were conflicted about employer motivations for providing training. Few workers had received training on skin protection. In many cases, the training workers had received differed greatly from their desired training. Although, workers with contact dermatitis describe having received workplace training, some question its value and effectiveness. This perspective may be attributed not only to the content and methods of training but also the health and safety culture of the workplace. Am. J. Ind. Med. 60:69-76, 2017. © 2016 Wiley Periodicals, Inc. © 2016 Wiley Periodicals, Inc.

The impact of the European Working Time Regulations on Ophthalmic Specialist Training--a national trainee survey.

PubMed

O'Gallagher, M K; Lewis, G; Mercieca, K; Moutray, T

2013-01-01

To assess ophthalmic trainees' perspective of the impact of the European Working Time Regulations (EWTR) on their training. All trainees in ophthalmology in the UK were emailed a link to an electronic survey asking about their experiences of the EWTR. 324 trainees (46% of those invited) responded to the survey. 44.4% of trainees reported that their posts were compliant with the EWTR. 40.7% felt that training had been adversely affected. 49.1% thought that ophthalmic trainees should opt out of the EWTR to work more than 48 h per week, with 57 the mean number of hours suggested appropriate. Many ophthalmic trainees in the United Kingdom are working in rotas which are not compliant with the European Working Time Directive. Many trainees feel that implementation of the EWTD has had a negative effect on training and feel it would be acceptable to work a higher number of hours per week. Copyright © 2013 Surgical Associates Ltd. Published by Elsevier Ltd. All rights reserved.

45 CFR 1616.3 - Qualifications.

Code of Federal Regulations, 2010 CFR

2010-10-01

...) Academic training and performance; (b) The nature and extent of prior legal experience; (c) Knowledge and understanding of the legal problems and needs of the poor; (d) Prior working experience in the client community...

Using Mock Trials to Teach Students Forensic Core Competencies in Marriage and Family Therapy

ERIC Educational Resources Information Center

Miller, John K.; Linville, Deanna; Todahl, Jeff; Metcalfe, Joe

2009-01-01

This article provides a description of a university-based project that used mock trials to train both practicum-level marriage and family therapy and law students in forensic work, and a qualitative investigation of student experiences with the training. The content of the training focused on American Association for Marriage and Family Therapy…

Education, Training and Productivity: A Study of Skilled Workers in Two Factories in South India.

ERIC Educational Resources Information Center

Fuller, William P.

To examine the contributions of specific kinds of occupational training to the productivity of workers with different levels of formal schooling, interviews were used to collect data on general education, trade training, work experience, environmental characteristics, and general ability from 598 turners, millers, and grinders in two factories in…

76 FR 47143 - Opportunity for U.S. Businessmen and Women To Train in the Russian Federation

Federal Register 2010, 2011, 2012, 2013, 2014

2011-08-04

... country to gain practical experience working in the other country. Under the U.S.-Russia Management Training Exchange Program, early-career U.S. managers will travel to Russia for two weeks to learn about business issues in Russia. The Program is arranged by ITA's Special American Business Internship Training...

Views of senior UK doctors about working in medicine: questionnaire survey

PubMed Central

Lambert, Trevor W; Goldacre, Michael J

2014-01-01

Summary Objectives We surveyed the UK medical qualifiers of 1993. We asked closed questions about their careers; and invited them to give us comments, if they wished, about any aspect of their work. Our aim in this paper is to report on the topics that this senior cohort of UK-trained doctors who work in UK medicine raised with us. Design Questionnaire survey Participants 3479 contactable UK-trained medical graduates of 1993. Setting UK. Main outcome measures Comments made by doctors about their work, and their views about medical careers and training in the UK. Method Postal and email questionnaires. Results Response rate was 72% (2507); 2252 were working in UK medicine, 816 (36%) of whom provided comments. Positive comments outweighed negative in the areas of their own job satisfaction and satisfaction with their training. However, 23% of doctors who commented expressed dissatisfaction with aspects of junior doctors’ training, the impact of working time regulations, and with the requirement for doctors to make earlier career decisions than in the past about their choice of specialty. Some doctors were concerned about government health service policy; others were dissatisfied with the availability of family-friendly/part-time work, and we are concerned about attitudes to gender and work-life balance. Conclusions Though satisfied with their own training and their current position, many senior doctors felt that changes to working hours and postgraduate training had reduced the level of experience gained by newer graduates. They were also concerned about government policy interventions. PMID:25408920

Views of senior UK doctors about working in medicine: questionnaire survey.

PubMed

Lambert, Trevor W; Smith, Fay; Goldacre, Michael J

2014-11-01

We surveyed the UK medical qualifiers of 1993. We asked closed questions about their careers; and invited them to give us comments, if they wished, about any aspect of their work. Our aim in this paper is to report on the topics that this senior cohort of UK-trained doctors who work in UK medicine raised with us. Questionnaire survey. 3479 contactable UK-trained medical graduates of 1993. UK. Comments made by doctors about their work, and their views about medical careers and training in the UK. Postal and email questionnaires. Response rate was 72% (2507); 2252 were working in UK medicine, 816 (36%) of whom provided comments. Positive comments outweighed negative in the areas of their own job satisfaction and satisfaction with their training. However, 23% of doctors who commented expressed dissatisfaction with aspects of junior doctors' training, the impact of working time regulations, and with the requirement for doctors to make earlier career decisions than in the past about their choice of specialty. Some doctors were concerned about government health service policy; others were dissatisfied with the availability of family-friendly/part-time work, and we are concerned about attitudes to gender and work-life balance. Though satisfied with their own training and their current position, many senior doctors felt that changes to working hours and postgraduate training had reduced the level of experience gained by newer graduates. They were also concerned about government policy interventions.

Rural origin plus a rural clinical school placement is a significant predictor of medical students' intentions to practice rurally: a multi-university study.

PubMed

Walker, Judith H; Dewitt, Dawn E; Pallant, Julie F; Cunningham, Christine E

2012-01-01

Health workforce shortages are a major problem in rural areas. Australian medical schools have implemented a number of rural education and training interventions aimed at increasing medical graduates' willingness to work in rural areas. These initiatives include recruiting students from rural backgrounds, delivering training in rural areas, and providing all students with some rural exposure during their medical training. However there is little evidence regarding the impact of rural exposure versus rural origin on workforce outcomes. The aim of this study is to identify and assess factors affecting preference for future rural practice among medical students participating in the Australian Rural Clinical Schools (RCS) Program. Questionnaires were distributed to 166 medical students who had completed their RCS term in 2006; 125 (75%) responded. Medical students were asked about their preferred location and specialty for future practice, their beliefs about rural work and life, and the impact of the RCS experience on their future rural training and practice preferences. Almost half the students (47%; n=58) self-reported a 'rural background'. Significantly, students from rural backgrounds were 10 times more likely to prefer to work in rural areas when compared with other students (p<0.001). For those preferring general practice, 80% (n=24) wished to do so rurally. Eighty-five per cent (n=105) of students agreed that their RCS experience increased their interest in rural training and practice with 62% (n=75) of students indicating a preference for rural internship/basic training after their RCS experience. A substantial percentage (86%; n=108) agreed they would consider rural practice after their RCS experience. This baseline study provides significant evidence to support rural medical recruitment and retention through education and training, with important insights into the factors affecting preference for future rural practice. By far the most significant predictor of rural practice intention is recruitment of students with a rural background who also undertake an RCS placement. This research also demonstrates significant demand for post-graduate rural training places, including specialty places, as RCS graduates become junior doctors and vocational trainees.

Senior house officers in medicine: postal survey of training and work experience.

PubMed Central

Baldwin, P. J.; Newton, R. W.; Buckley, G.; Roberts, M. A.; Dodd, M.

1997-01-01

OBJECTIVES: To describe working conditions for senior house officers in medicine in Scotland and to relate these to the quality of clinical training they receive. DESIGN: Postal questionnaire survey. SUBJECTS: All senior house officers in medicine and related specialties in post in Scotland in October 1995 (n = 437); 252 (58%) respondents. MAIN OUTCOME MEASURES: Questionnaires covered hours, working patterns, measures of workload, an attitudes to work scale, and experience of education and training. RESULTS: In the week before the questionnaire, doctors on rotas had worked a mean of 7.4 (95% confidence interval 5.8 to 9.0) hours in excess of their contracts, compared with 3.7 (2.0 to 5.5) hours for those on partial shifts. The most common reason for this was "the needs of the patients or the service." Those on partial shifts reported significantly less continuity of care with patients than those on rotas (Mann-Whitney U test, z = -4.2, P < 0.0001) or full shifts (z = -2.08, P = 0.03). Doctors in general medicine reported significantly higher measures of workload (number of acute admissions, number of times called out, and fewest hours' uninterrupted sleep) than those in subspecialties. Consultants' clinical teaching and style of conducting a ward round were significantly related to factors extracted from the attitudes to work scale. CONCLUSIONS: The quality of senior house officers' training is detrimentally affected by a variety of conditions, especially the need for closer support and supervision, the need for greater feedback, and the lack of time that consultants have to dedicate to clinical training. Efforts should be made to improve these conditions and to reinforce a close working relationship between trainee and supervising consultant. PMID:9116556

A survey-based cross-sectional study of doctors’ expectations and experiences of non-technical skills for Out of Hours work

PubMed Central

Brown, Michael; Shaw, Dominick; Sharples, Sarah; Jeune, Ivan Le; Blakey, John

2015-01-01

Objectives The skill set required for junior doctors to work efficiently and safely Out of Hours (OoH) in hospitals has not been established. This is despite the OoH period representing 75% of the year and it being the time of highest mortality. We set out to explore the expectations of medical students and experiences of junior doctors of the non-technical skills needed to work OoH. Design Survey-based cross-sectional study informed by focus groups. Setting Online survey with participants from five large teaching hospitals across the UK. Participants 300 Medical Students and Doctors Outcome measure Participants ranked the importance of non-technical skills, as identified by literature review and focus groups, needed for OoH care. Results The focus groups revealed a total of eight non-technical skills deemed to be important. In the survey ‘Task Prioritisation’ (mean rank 1.617) was consistently identified as the most important non-technical skill. Stage of training affected the ranking of skills, with significant differences for ‘Communication with Senior Doctors’, ‘Dealing with Clinical Isolation’, ‘Task Prioritisation’ and ‘Communication with Patients’. Importantly, there was a significant discrepancy between the medical student expectations and experiences of doctors undertaking work. Conclusions Our findings suggest that medical staff particularly value task prioritisation skills; however, these are not routinely taught in medical schools. The discrepancy between expectations of students and experience of doctors reinforces the idea that there is a gap in training. Doctors of different grades place different importance on specific non-technical skills with implications for postgraduate training. There is a pressing need for medical schools and deaneries to review non-technical training to include more than communication skills. PMID:25687899

Inuit interpreters engaged in end-of-life care in Nunavik, Northern Quebec.

PubMed

Hordyk, Shawn Renee; Macdonald, Mary Ellen; Brassard, Paul

2017-01-01

Inuit interpreters are key players in end-of-life (EOL) care for Nunavik patients and families. This emotionally intensive work requires expertise in French, English and Inuit dialects to negotiate linguistic and cultural challenges. Cultural differences among medical institutions and Inuit communities can lead to value conflicts and moral dilemmas as interpreters navigate how best to transmit messages of care at EOL. Our goal was to understand the experience of Inuit interpreters in the context of EOL care in Nunavik in order to identify training needs. In the context of a larger ethnographic project on EOL care in Nunavik, we met with 24 current and former interpreters from local health centres and Montreal tertiary care contexts. Data included informal and formal interviews focusing on linguistic resources, experiences concerning EOL care, and suggestions for the development of interpretation training. Inuit working as interpreters in Nunavik are hired to provide multiple services of which interpretation plays only a part. Many have no formal training and have few resources (e.g. visual aids, dictionaries) to draw upon during medical consultations. Given the small size of communities, many interpreters personally know their clients and often feel overwhelmed by moral dilemmas when translating EOL information for patients and families. The concept of moral distress is a helpful lens to make sense of their experience, including personal and professional repercussions. Inuit interpreters in Nunavik are working with little training yet in context with multiple linguistic and cultural challenges. Linguistic and cultural resources and focused training on moral dilemmas unique to circumpolar contexts could contribute to improved work conditions and ultimately to patient care.​​​​.

A public health training center experience: professional continuing education at schools of public health.

PubMed

Potter, Margaret A; Fertman, Carl I; Eggleston, Molly M; Holtzhauer, Frank; Pearsol, Joanne

2008-01-01

The Public Health Training Center (PHTC) national program was first established at accredited schools of public health in 2000. The PHTC program used the US Health Resources and Services Administration's grants to build workforce development programs, attracting schools as training providers and the workforce as training clients. This article is a reflection on the experience of two schools, whose partnership supported one of the PHTCs, for the purpose of opening a conversation about the future of continuing education throughout schools and degree programs of public health. This partnership, the Pennsylvania & Ohio Public Health Training Center (POPHTC), concentrated its funding on more intensive training of public healthcare workers through a relatively narrow inventory of courses that were delivered typically in-person rather than by distance-learning technologies. This approach responded to the assessed needs and preferences of the POPHTC's workforce population. POPHTC's experience may not be typical among the PHTCs nationally, but the collective experience of all PHTCs is instructive to schools of public health as they work to meet an increasing demand for continuing education from the public health workforce.

Creating a gold medal Olympic and Paralympics health care team: a satisfaction survey of the mobile medical unit/polyclinic team training for the Vancouver 2010 winter games

PubMed Central

2013-01-01

Background The mobile medical unit/polyclinic (MMU/PC) was an essential part of the medical services to support ill or injured Olympic or Paralympics family during the 2010 Olympic and Paralympics winter games. The objective of this study was to survey the satisfaction of the clinical staff that completed the training programs prior to deployment to the MMU. Methods Medical personnel who participated in at least one of the four training programs, including (1) week-end sessions; (2) web-based modules; (3) just-in-time training; and (4) daily simulation exercises were invited to participate in a web-based survey and comment on their level of satisfaction with training program. Results A total of 64 (out of 94 who were invited) physicians, nurses and respiratory therapists completed the survey. All participants reported favorably that the MMU/PC training positively impacted their knowledge, skills and team functions while deployed at the MMU/PC during the 2010 Olympic Games. However, components of the training program were valued differently depending on clinical job title, years of experience, and prior experience in large scale events. Respondents with little or no experience working in large scale events (45%) rated daily simulations as the most valuable component of the training program for strengthening competencies and knowledge in clinical skills for working in large scale events. Conclusion The multi-phase MMU/PC training was found to be beneficial for preparing the medical team for the 2010 Winter Games. In particular this survey demonstrates the effectiveness of simulation training programs on teamwork competencies in ad hoc groups. PMID:24225074

[KoMPASS--design, implementation and experiences concerning a structured communication skills training for physicians dealing with oncology].

PubMed

Vitinius, Frank; Sonntag, Bernd; Barthel, Yvette; Brennfleck, Barbara; Kuhnt, Susanne; Werner, Andreas; Schönefuß, Götz; Petermann-Meyer, Andrea; Gutberlet, Susanne; Stein, Barbara; Söllner, Wolfgang; Kruse, Johannes; Keller, Monika

2013-12-01

Goal of the KoMPASS project is to develop and test a training program that effectively improves oncologists' communication skills. The training draws with regard to concept, content and didactic methods to the specific challenges arising in interactions with cancer patients. Concept and didactical methods for an intensive training (KoMPASS Training) are being presented and complemented with experiences gathered during 39 trainings with 335 physicians, as well as findings from the training evaluation by participants. The participants' feedback after 4 months indicates successful transfer into clinical practice along with personal relief, improved self-efficacy, and communicative competencies. Even experienced practitioners ascribe high practical usefulness, and personal learning achievements to the KoMPASS training. The results of the concomitant study concerning self-efficacy, empathy, work-related stress and communicative competence will be published later. © Georg Thieme Verlag KG Stuttgart · New York.

Impact of the European Working Time Directive (EWTD) on the operative experience of surgery residents.

PubMed

Hopmans, Cornelis J; den Hoed, Pieter T; van der Laan, Lijckle; van der Harst, Erwin; van der Elst, Maarten; Mannaerts, Guido H H; Dawson, Imro; Timman, Reinier; Wijnhoven, Bas P L; IJzermans, Jan N M

2015-04-01

In Europe and the United States, work hour restrictions are considered to be particularly burdensome for residents in surgery specialties. The aim of this study was to examine whether reduction of the work week to 48 hours resulting from the implementation of the European Working Time Directive has affected the operative experience of surgery residents. This study was conducted in a general surgery training region in the Netherlands, consisting of 1 university hospital and 6 district training hospitals. Operating records summarizing the surgical procedures performed as "primary surgeon" in the operating theater for different grades of surgeons were retrospectively analyzed for the period 2005-2012 by the use of linear regression models. Operative procedures performed by residents were considered the main outcome measure. In total, 235,357 operative procedures were performed, including 47,458 (20.2%) in the university hospital and 187,899 (79.8%) in the district training hospitals (n = 5). For residents in the university hospital, the mean number of operative procedures performed per 1.0 full-time equivalent increased from 128 operations in 2005 to 204 operations in 2012 (P = .001), whereas for residents in district training hospitals, no substantial differences were found over time. The mean (±SD) operative caseload of 64 residents who completed the 6-year training program between 2005 and 2012 was 1,391 ± 226 (range, 768-1856). A comparison of the operative caseload according to year of board-certification showed no difference. Implementation of the European Working Time Directive has not affected adversely the number of surgical procedures performed by residents within a general surgical training region in the Netherlands. Copyright © 2015 Elsevier Inc. All rights reserved.

The Impact of Knowledge of Suicide Prevention and Work Experience among Clinical Staff on Attitudes towards Working with Suicidal Patients and Suicide Prevention.

PubMed

Ramberg, Inga-Lill; Di Lucca, Maria Anna; Hadlaczky, Gergö

2016-02-04

Suicide-preventive training has shown to influence attitudes. This study aimed at investigating what impact other factors than knowledge might have on attitudes towards work with suicidal patients and suicide prevention. In 2007, 500 health-care staff working in a psychiatric clinic in Stockholm received a questionnaire with items concerning work with suicidal patients to which 358 (71.6%) responded. A set of attitude items were tested using structural equation modelling (LISREL). Three models were found to be satisfactory valid and reliable: Job clarity, Job confidence and Attitudes towards prevention. These were then used in regression analyses as dependent variables with predictors such as experience of work with suicidal patients, perceived sufficient training, age and gender. Perceived sufficient training was consistently the most important predictor for all three attitude concepts (p < 0.01, β = 0.559 for Job clarity; p < 0.01, β = 0.53 for Job confidence; p < 0.01, β = 0.191 for Attitudes towards prevention). Age was another significant predictor for Job clarity (p < 0.05, β = 0.134), as was experience of patient suicide for Job confidence (p < 0.05, β = 0.137). It is concluded that providing suicide preventive education is likely to improve attitudes towards the prevention of suicide, clarity and confidence regarding their role in the care for suicidal patients. These improvements may contribute to the prevention of suicide in health care settings.

The Impact of Knowledge of Suicide Prevention and Work Experience among Clinical Staff on Attitudes towards Working with Suicidal Patients and Suicide Prevention

PubMed Central

Ramberg, Inga-Lill; Di Lucca, Maria Anna; Hadlaczky, Gergö

2016-01-01

Suicide-preventive training has shown to influence attitudes. This study aimed at investigating what impact other factors than knowledge might have on attitudes towards work with suicidal patients and suicide prevention. In 2007, 500 health-care staff working in a psychiatric clinic in Stockholm received a questionnaire with items concerning work with suicidal patients to which 358 (71.6%) responded. A set of attitude items were tested using structural equation modelling (LISREL). Three models were found to be satisfactory valid and reliable: Job clarity, Job confidence and Attitudes towards prevention. These were then used in regression analyses as dependent variables with predictors such as experience of work with suicidal patients, perceived sufficient training, age and gender. Perceived sufficient training was consistently the most important predictor for all three attitude concepts (p < 0.01, β = 0.559 for Job clarity; p < 0.01, β = 0.53 for Job confidence; p < 0.01, β = 0.191 for Attitudes towards prevention). Age was another significant predictor for Job clarity (p < 0.05, β = 0.134), as was experience of patient suicide for Job confidence (p < 0.05, β = 0.137). It is concluded that providing suicide preventive education is likely to improve attitudes towards the prevention of suicide, clarity and confidence regarding their role in the care for suicidal patients. These improvements may contribute to the prevention of suicide in health care settings. PMID:26861362

Stochastic subset selection for learning with kernel machines.

PubMed

Rhinelander, Jason; Liu, Xiaoping P

2012-06-01

Kernel machines have gained much popularity in applications of machine learning. Support vector machines (SVMs) are a subset of kernel machines and generalize well for classification, regression, and anomaly detection tasks. The training procedure for traditional SVMs involves solving a quadratic programming (QP) problem. The QP problem scales super linearly in computational effort with the number of training samples and is often used for the offline batch processing of data. Kernel machines operate by retaining a subset of observed data during training. The data vectors contained within this subset are referred to as support vectors (SVs). The work presented in this paper introduces a subset selection method for the use of kernel machines in online, changing environments. Our algorithm works by using a stochastic indexing technique when selecting a subset of SVs when computing the kernel expansion. The work described here is novel because it separates the selection of kernel basis functions from the training algorithm used. The subset selection algorithm presented here can be used in conjunction with any online training technique. It is important for online kernel machines to be computationally efficient due to the real-time requirements of online environments. Our algorithm is an important contribution because it scales linearly with the number of training samples and is compatible with current training techniques. Our algorithm outperforms standard techniques in terms of computational efficiency and provides increased recognition accuracy in our experiments. We provide results from experiments using both simulated and real-world data sets to verify our algorithm.

"Who Do You Want Me to Be?" An Exploration of Female and Male Perceptions of "Imposed" Gender Roles in the Early Years

ERIC Educational Resources Information Center

Brownhill, Simon; Oates, Ruby

2017-01-01

This paper provides an exploratory discussion surrounding the views and experiences of women and men who work/train in the early years (0-8 years) by bringing together select findings from two independent doctoral research projects. In an effort to weave together the voices of females and males working/training in the early years sector, this…

Hispanic construction workers and assertiveness training.

PubMed

Shrestha, Pramen P; Menzel, Nancy N

2014-01-01

Hispanic (Latino) construction workers experience disparities in occupational death and injury rates in the United States. The cultural value of respect for those in authority may hinder these workers from requesting safe working conditions from supervisors. To evaluate whether Hispanic construction workers in Las Vegas, Nevada found assertiveness training more useful than non-Hispanic trainees and whether or not they practiced this behavior at work after the training. An assertiveness training simulation was part of fall prevention classes offered to area construction workers. Eight weeks after the training, participants were interviewed by telephone about class topics they found most useful and whether or not they had made any subsequent behavior changes at work. More than half of the 760 fall prevention trainees completed telephone interviews. A smaller proportion of Hispanic trainees found assertiveness training to be useful (11%) than non-Hispanics (28%) (p⩽ 0.001). Only 2% of both groups identified practicing assertiveness at work. A large proportion of Hispanic trainees valued other knowledge more highly. They may weigh job security as more important than speaking up about safety issues, which might threaten their employment. Interventions to improve safety should focus instead on improving work safety climate and engineering controls.

Experiences in disaster-related mental health relief work: An exploratory model for the interprofessional training of psychological relief workers.

PubMed

Ren, ZhengJia; Wang, HongTao; Zhang, Wei

2017-01-01

The purpose of this study was to begin to generate an exploratory model of the disaster-related mental health education process associated with the training experiences of psychological relief workers active during the Sichuan earthquake in China. The data consisted of semi-structured interviews with 20 psychological relief workers from four different professions (social workers, psychiatric nurses, psychiatrists, and counsellors) regarding their experiences in training and ideas for improvement. The model explains the need to use a people-centred community interprofessional education approach, which focuses on role-modelling of the trainer, caring for relief workers, paying attention to the needs of the trainee, and building systematic interprofessional education strategies. The proposed model identifies areas for the comprehensive training of relief workers and aims to address the importance of people-centred mental health service provisions, ensure intentional and strategic training of relief workers using interprofessional concepts and strategies, and use culturally attuned and community-informed strategies in mental health training practices.

Improving core medical training--innovative and feasible ideas to better training.

PubMed

Tasker, Fiona; Dacombe, Peter; Goddard, Andrew F; Burr, Bill

2014-12-01

A recent survey of UK core medical training (CMT) training conducted jointly by the Royal College of Physicians (RCP) and Joint Royal College of Physicians Training Board (JRCPTB) identified that trainees perceived major problems with their training. Service work dominated and compromised training opportunities, and of great concern, almost half the respondents felt that they had not been adequately prepared to take on the role of medical registrar. Importantly, the survey not only gathered CMT trainees' views of their current training, it also asked them for their 'innovative and feasible ways to improve CMT'. This article draws together some of these excellent ideas on how the quality of training and the experience of trainees could be improved. It presents a vision for how CMT trainees, consultant supervisors, training programme directors, clinical directors and managers can work together to implement relevant, feasible and affordable ways to improve training for doctors and deliver the best possible care for patients. © 2014 Royal College of Physicians.

Working in John Wayne Country: Racist and Sexist Termination at a Pacific Northwest University

ERIC Educational Resources Information Center

Galvan, Robert Free

2003-01-01

In this article, the author shares his experiences in working as a tribal liaison consultant to an AIDS education and training center at a Pacific Northwest university's health education research center. The author's experience shows the concerted efforts by the university lawyers to bury issues of discriminatory racism and sexism in hiring…

Student Participation in the Sex Industry: Higher Education Responses and Staff Experiences and Perceptions

ERIC Educational Resources Information Center

Sagar, Tracey; Jones, Deborah; Symons, Katrien; Bowring, Joanne; Roberts, Ron

2015-01-01

This article discusses student sex workers in higher education in Wales from an institutional perspective. It investigates how student sex work is dealt with within higher education and in doing so highlights the lack of higher education policies/guidance/training to assist staff members who have experiences with students working in the sex…

The Intern's Experience as Supervisor: Managing Resistance, Identification, and Countertransference While Feeling Insecure

ERIC Educational Resources Information Center

DiMino, John L.; Risler, Robin

2014-01-01

This article focuses on the experiences of predoctoral interns supervising the clinical work of less experienced externs in psychology and social work as part of a training program in a large university counseling center. After 4 years of running a relationally based supervision of supervision group, the authors believe that providing supervision…

Industrial Work Experience I. Curriculum Guide. General Related Study Units.

ERIC Educational Resources Information Center

Virginia Polytechnic Inst. and State Univ., Blacksburg. Div. of Vocational-Technical Education.

The primary purpose of this guide is to present basic sample instructional materials for the Industrial Work Experience (IWE) Program. It is designed to aid those charged with local administration and coordination of programs in secondary level trade and industrial education, referred to as the IWE training program. The guide contains 10 units of…

Policies to Reduce High-Tenured Displaced Workers' Earnings Losses through Retraining. Discussion Paper 2011-11

ERIC Educational Resources Information Center

Jacobson, Louis S.; LaLonde, Robert J.; Sullivan, Daniel G.

2011-01-01

High-tenured displaced workers often experience significant earnings losses that persist for the rest of their working lives. A well-targeted training initiative has the potential to substantially reduce permanent earnings losses for those displaced workers who have the academic preparation, work experience, and interest to complete high-return…

Electromyography Biofeedback Exergames to Enhance Grip Strength and Motivation.

PubMed

Garcia-Hernandez, Nadia; Garza-Martinez, Karen; Parra-Vega, Vicente

2018-02-01

Hand strength weakness affects the performance of most activities of daily living. This study aims to design, develop, and test an electromyography (EMG) biofeedback training system based on serious games to promote motivation and synchronization and proper work intensity in grip exercises for improving hand strength. An EMG surface sensor, soft balls with different stiffness and three exergames, conforms the system to drive videogame clues in response to EMG-inferred grip strength, while overseeing motivation. An experiment was designed to study the effect of performing handgrip (HG) exercises with the proposed system versus traditional exercises. Participants, organized into two groups, followed a training program for each hand. One group followed a HG exergame training (ET) with the dominant hand and traditional HG training with the nondominant hand and inverse sequence by the second group. Initial and final grip forces were measured using a digital dynamometer. Questionnaires evaluated motivation and user experience, and exercise performance was evaluated in terms of work and rest time percentage and maximal voluntary contraction percentage over contraction periods. Data were analyzed for statistically significant differences and increase of means. Participants showed significantly better exercise performance and higher grip forces, with sustained intrinsic motivation and user experience, with the ET. Improvement in force level arises evidently from the synchronized work-rest time pattern and appropriated intensity of the muscle activity. This leads to support that EMG biofeedback exergames improve motor neurons firing and resting.

[Health coaching as a part of integration into the job market--evaluation of a qualification concept].

PubMed

Heinmüller, M; Liel, K; Angerer, P; Gündel, H; Geldermann, B; Gottwald, M; Kimil, A; Limm, H

2014-03-01

The aim of this study is to develop, implement and evaluate an education programme enabling the pedagogic staff of employment promotion agencies to integrate health promotion approaches und activities in vocational training programmes. The evaluation of the education programme is based on Kirkpatrick's 4 levels training evaluation model. Besides the participants' verbal end of session feedback, a standardised questionnaire was used at the end of the education programme and after 3 months practical experience. Process evaluation included the implementation level of the methods learned. From a total of 71 participants, 56 completed the first and 31 the second questionnaire (return rate 79% and 44%, respectively). The participants' mean age was 42 years, 80% were female. Only 22% of them integrated health topics systematically into their daily work. A 3-day basic training followed by case conferences during practical work was developed to transfer knowledge and practical competence in person-to-person talks and group activities (so called FIT-counselling and FIT-group). For 96% of participants, their expectations regarding the education programme were met completely or predominantly. 91% indicated a rise in motivation to work as health coach. When rating the training material, 96% judged it helpful for implementation/transfer. Many participants marked the education programme as being too short and wished more time for the topic of "mental health" and exchange of experiences. The follow-up after 3 months on-the-job training revealed that 84 and 97%, respectively, found FIT-counselling and FIT-groups helpful for their daily work. In all employment promotion agencies FIT-counselling and FIT-groups were implemented. Our results affirm the need for and prove the acceptance of education programmes enabling the pedagogic staff of job-training programmes to deliver health coaching. Periodic case conferences take into account the participants' request for more exchange of experiences, facilitate implementation and contribute to quality and sustainability. Further development of the education programme is ongoing. © Georg Thieme Verlag KG Stuttgart · New York.

Working together as culture brokers by building trusting alliances with bilingual and bicultural newcomer paraprofessionals.

PubMed

Owen, Carol L; English, Meme

2005-01-01

The authors' reflect on the challenges and rewards of partnering as casework supervisors with bilingual and bicultural newcomer paraprofessionals in resettlement work with refugee youth. Such individuals are generally recruited for their linguistic abilities and cultural knowledge, but they can lack formal clinical training or licensing credentials. Drawing on their own experience as supervisors of bilingual and bicultural newcomer paraprofessionals from Cambodia, Laos, and Vietnam, the authors compare their early attempts to establish trust and communication with insights gained in more recent supervisory experiences. Recommendations are offered that promote mutual understanding between newcomer paraprofessionals and their Western-trained supervisors.

The nature of expertise in fingerprint examiners.

PubMed

Busey, Thomas A; Parada, Francisco J

2010-04-01

Latent print examinations involve a complex set of psychological and cognitive processes. This article summarizes existing work that has addressed how training and experience creates changes in latent print examiners. Experience appears to improve overall accuracy, increase visual working memory, and lead to configural processing of upright fingerprints. Experts also demonstrate a narrower visual filter and, as a group, tend to show greater consistency when viewing ink prints. These findings address recent criticisms of latent print evidence, but many open questions still exist. Cognitive scientists are well positioned to conduct studies that will improve the training and practices of latent print examiners, and suggestions for becoming involved in fingerprint research are provided.

Suited crewmember productivity.

PubMed

Barer, A S; Filipenkov, S N

1994-01-01

Analysis of the extravehicular activity (EVA) sortie experience gained in the former Soviet Union and physiologic hygienic aspect of space suit design and development shows that crewmember productivity is related to the following main factors: -space suit microclimate (gas composition, pressure and temperature); -limitation of motion activity and perception, imposed by the space suit; -good crewmember training in the ground training program; -level of crewmember general physical performance capabilities in connection with mission duration and intervals between sorties; -individual EVA experience (with accumulation) at which workmanship improves, while metabolism, physical and emotional stress decreases; -concrete EVA duration and work rate; -EVA bioengineering, including selection of tools, work station, EVA technology and mechanization.

Interprofessional training for final year healthcare students: a mixed methods evaluation of the impact on ward staff and students of a two-week placement and of factors affecting sustainability.

PubMed

McGettigan, Patricia; McKendree, Jean

2015-10-26

Multiple care failings in hospitals have led to calls for increased interprofessional training in medical education to improve multi-disciplinary teamwork. Providing practical interprofessional training has many challenges and remains uncommon in medical schools in the UK. Unlike most previous research, this evaluation of an interprofessional training placement takes a multi-faceted approach focusing not only on the impact on students, but also on clinical staff delivering the training and on outcomes for patients. We used mixed methods to examine the impact of a two-week interprofessional training placement undertaken on a medical rehabilitation ward by three cohorts of final year medical, nursing and therapy students. We determined the effects on staff, ward functioning and participating students. Impact on staff was evaluated using the Questionnaire for Psychological and Social factors at work (QPSNordic) and focus groups. Ward functioning was inferred from standard measures of care including length of stay, complaints, and adverse events. Impact on students was evaluated using the Readiness for Interprofessional Learning Survey (RIPLS) among all students plus a placement survey among medical students. Between 2007 and 2010, 362 medical students and 26 nursing and therapy students completed placements working alongside the ward staff to deliver patient care. Staff identified benefits including skills recognition and expertise sharing. Ward functioning was stable. Students showed significant improvements in the RIPLS measures of Teamwork, Professional Identity and Patient-Centred Care. Despite small numbers of students from other professions, medical students' rated the placement highly. Increasing student numbers and budgetary constraints led to the cessation of the placement after three years. Interprofessional training placements can be delivered in a clinical setting without detriment to care and with benefits for all participants. While financial support is a necessity, it appears that having students from multiple professions is not critical for a valuable training experience; staff from different professions and students from a single profession can work successfully together. Difficulty in aligning the schedules of different student professions is commonly cited as a barrier to interprofessional training. Our experience challenges this and should encourage provision of authentic interprofessional training experience.

On the Edge of Life, II: House Officer Struggles Recorded in an Intensive Care Unit Journal

PubMed Central

Sekeres, Mikkael A.; Stern, Theodore A.

2002-01-01

Background: In a general hospital, few clinical settings match the intensity of the intensive care unit (ICU) experience. Clinical rotations in ICUs elicit and emphasize the struggles house officers face on a daily basis throughout their training. Method: These struggles were recorded by hundreds of residents in a journal maintained in one Medical ICU for the past 20 years. We systematically reviewed these unsolicited entries to develop categories that define and illustrate common stressors. Results: Stressors for house officers include isolation, insecurity, care for the terminally ill, sleep deprivation, and long work weeks. Conclusion: By placing the struggles of house staff in context, trainees and their residency training programs can be prepared for the intensity of the experience and for work in clinical practice settings that follows completion of training. PMID:15014706

Training for the future NHS: training junior doctors in the United Kingdom within the 48-hour European working time directive.

PubMed

Datta, Shreelatta T; Davies, Sally J

2014-01-01

Since August 2009, the National Health Service of the United Kingdom has faced the challenge of delivering training for junior doctors within a 48-hour working week, as stipulated by the European Working Time Directive and legislated in the UK by the Working Time Regulations 1998. Since that time, widespread concern has been expressed about the impact of restricted duty hours on the quality of postgraduate medical training in the UK, particularly in the "craft" specialties--that is, those disciplines in which trainees develop practical skills that are best learned through direct experience with patients. At the same time, specialist training in the UK has experienced considerable change since 2007 with the introduction of competency-based specialty curricula, workplace-based assessment, and the annual review of competency progression. The challenges presented by the reduction of duty hours include increased pressure on doctors-in-training to provide service during evening and overnight hours, reduced interaction with supervisors, and reduced opportunities for learning. This paper explores these challenges and proposes potential responses with respect to the reorganization of training and service provision.

Training for the future NHS: training junior doctors in the United Kingdom within the 48-hour European working time directive

PubMed Central

2014-01-01

Since August 2009, the National Health Service of the United Kingdom has faced the challenge of delivering training for junior doctors within a 48-hour working week, as stipulated by the European Working Time Directive and legislated in the UK by the Working Time Regulations 1998. Since that time, widespread concern has been expressed about the impact of restricted duty hours on the quality of postgraduate medical training in the UK, particularly in the “craft” specialties – that is, those disciplines in which trainees develop practical skills that are best learned through direct experience with patients. At the same time, specialist training in the UK has experienced considerable change since 2007 with the introduction of competency-based specialty curricula, workplace-based assessment, and the annual review of competency progression. The challenges presented by the reduction of duty hours include increased pressure on doctors-in-training to provide service during evening and overnight hours, reduced interaction with supervisors, and reduced opportunities for learning. This paper explores these challenges and proposes potential responses with respect to the reorganization of training and service provision. PMID:25560369

Fostering Self-Regulated Learning in a Blended Environment Using Group Awareness and Peer Assistance as External Scaffolds

ERIC Educational Resources Information Center

Lin, J-W.; Lai, Y-C.; Lai, Y-C.; Chang, L-C.

2016-01-01

Most systems for training self-regulated learning (SRL) behaviour focus on the provision of a learner-centred environment. Such systems repeat the training process and place learners alone to experience that process iteratively. According to the relevant literature, external scaffolds are more promising for effective SRL training. In this work,…

Working Memory and Cognitive Flexibility-Training for Children with an Autism Spectrum Disorder: A Randomized Controlled Trial

ERIC Educational Resources Information Center

de Vries, Marieke; Prins, Pier J. M.; Schmand, Ben A.; Geurts, Hilde M.

2015-01-01

Background: People with autism spectrum disorders (ASDs) experience executive function (EF) deficits. There is an urgent need for effective interventions, but in spite of the increasing research focus on computerized cognitive training, this has not been studied in ASD. Hence, we investigated two EF training conditions in children with ASD.…

Scientific Library Offers New Training Options | Poster

Cancer.gov

The Scientific Library is expanding its current training opportunities by offering webinars, allowing employees to take advantage of trainings from the comfort of their own offices. Due to the nature of their work, some employees find it inconvenient to attend in-person training classes; others simply prefer to use their own computers. The Scientific Library has been experimenting with webinar sessions since 2016 and expanded the service in 2017. Now, due to the popularity of webinars, it plans to offer even more webinar training sessions.

Experiences of Autism Spectrum Disorder and Policing in England and Wales: Surveying Police and the Autism Community.

PubMed

Crane, Laura; Maras, Katie L; Hawken, Tamsyn; Mulcahy, Sue; Memon, Amina

2016-06-01

An online survey gathered the experiences and views of 394 police officers (from England and Wales) regarding autism spectrum disorder (ASD). Just 42 % of officers were satisfied with how they had worked with individuals with ASD and reasons for this varied. Although officers acknowledged the need for adjustments, organisational/time constraints were cited as barriers. Whilst 37 % of officers had received training on ASD, a need for training tailored to policing roles (e.g., frontline officers, detectives) was identified. Police responses are discussed with respect to the experiences of the ASD community (31 adults with ASD, 49 parents), who were largely dissatisfied with their experience of the police and echoed the need for police training on ASD.

Women in dentistry in South Africa: a survey of their experiences and opinions.

PubMed

Naidoo, S

2005-08-01

Women form an increasingly important part of the dentally trained workforce in South Africa. However, little is known about the professional issues and work-related problems affecting women dentists. A postal survey was undertaken of registered female dental practitioners in the country, with the aim to document their experiences. The survey (i) ascertained their current pattern of work, (ii) identified factors influencing their work patterns and (iii) identified factors that would help women remain in the profession or re-enter it more easily after an absence. A self-administered 50-item questionnaire containing open and closed-ended questions was used. Questions related to professional status, working patterns, practice ownership, postgraduate qualifications and career satisfaction. Nine hundred and sixty questionnaires were sent out and 280 were returned (29% response rate). Although a significant majority were currently practicing (96%), about 20% were employed or worked part-time and 7 reported that they were not in practice at the time of the survey for various reasons including maternity leave, ill-health, retirement or that they were now working outside the dental field. Major factors identified in this study were the women's dual responsibility at home and at work. Few women find themselves in specialist practice, although 68% indicated that they would liked to have specialised. Home responsibilities and inflexible working conditions were commonly reported difficulties experienced with further studies. In addition, the lack of part-time training and the geographical location of training facilities also played a role. Women dentists need more flexible working schedules and conditions of employment. Part-time training and part-time career options should be extended. Retraining and refresher courses for Women dentists who have had a break in their careers should be available to enable them to return sooner and more easily to practice. Tertiary training dental facilities throughout the country should take up this challenge and run courses that are tailored to the local need and domestic commitments of the women involved.

Airplane Upset Training Evaluation Report

NASA Technical Reports Server (NTRS)

Gawron, Valerie J.; Jones, Patricia M. (Technical Monitor)

2002-01-01

Airplane upset accidents are a leading factor in hull losses and fatalities. This study compared five types of airplane-upset training. Each group was composed of eight, non-military pilots flying in their probationary year for airlines operating in the United States. The first group, 'No aero / no upset,' was made up of pilots without any airplane upset training or aerobatic flight experience; the second group, 'Aero/no upset,' of pilots without any airplane-upset training but with aerobatic experience; the third group, 'No aero/upset,' of pilots who had received airplane-upset training in both ground school and in the simulator; the fourth group, 'Aero/upset,' received the same training as Group Three but in addition had aerobatic flight experience; and the fifth group, 'In-flight' received in-flight airplane upset training using an instrumented in-flight simulator. Recovery performance indicated that clearly training works - specifically, all 40 pilots recovered from the windshear upset. However few pilots were trained or understood the use of bank to change the direction of the lift vector to recover from nose high upsets. Further, very few thought of, or used differential thrust to recover from rudder or aileron induced roll upsets. In addition, recovery from icing-induced stalls was inadequate.

The European Working Time Directive and the effects on training of surgical specialists (doctors in training): a position paper of the surgical disciplines of the countries of the EU.

PubMed

Benes, V

2006-11-01

Legislation launched with the EWTD was born as a "Protection of the clinical personnel against overwork for the benefit of Patients" (consumer protection and safety). It appeared that this legislation is in direct and severe conflict with former EU legislation to train competent surgical specialists. First experiences with the EWTD show far reaching and serious consequences on the training of surgical specialists as well as on medical care. There will be a reduction of about 30-35% of clinical and operative experience acquired during the usual 6 yrs of training, with many other negative aspects (see p. 7). All measures proposed so far to overcome the ensuing problems are unworkable. The training of competent surgical specialists as required by the Directive 93/16 EEC is no longer possible and serious problems with safe patient care will occur in the short term, if no political actions are taken. The surgical specialties, represented in the UEMS, provide a proposal for a working hour model consisting of 48 hrs working time (incl. service duties) plus additional 12 hrs reserved and protected for teaching and training. This model would adhere to the EWTD on the one hand, yet maintain the desired standard of training. This proposed exemption from the EWTD would be limited to the time of specialist training. We ask the responsible politicians to find a solution rapidly to prevent serious negative consequences. This motion is supported by the surgical specialties (neurosurgery, general surgery, orthopaedic surgery, paediatric surgery, cardio-thoracic surgery, vascular surgery, oto-rhino-laryngology, list not complete) of the member states of the EU, representing more than 80,000 surgical specialists.

Roles and Educational Effects of Clinical Case Studies in Home Medical Care.

PubMed

Ohsawa, Tomoji; Shimazoe, Takao

2017-01-01

Due to the progression of aging in Japan, pharmacists need to participate in home medical care. To enable pharmacists with no previous experience to participate in home medical care of patients with various diseases in the home environment, it is necessary to adopt an approach of training them in advance. It is thought useful for such clinical training to include patient case studies, which may facilitate the training of pharmacists for home medical care through simulated experience. "The working group to create home clinical cases for education" was launched by a group of university faculty, who have educational knowledge, and trained pharmacists who work with the patients at home. The home care cases were compiled by the university faculty members and the home care practice pharmacists. Working pharmacists and students at pharmaceutical college studied the same case studies of home medical care, and their self-evaluations were compared. They showed that the students rated themselves higher than the pharmacists. One of the reasons was the systematic education of the case studies. The clinical case studies are a good educational tool to promote home care medicine in pharmacies and university pharmaceutical colleges.

An American medical student's experience in global neurosurgery: both in their infancy.

PubMed

Magarik, Jordan; Kavolus, Joseph; Louis, Robert

2012-01-01

There are only three fully trained neurosurgeons to care for Tanzania's population of more than 41 million people. Madaktari was founded in 2006 to serve as a physician training partnership to establish more self-sufficient health care through education and training. Medical students play a valuable role in Madaktari as they are primarily responsible for collecting postneurosurgical outcome data on operations performed by Tanzanian physicians trained by our organization. In addition, medical students represent the future of global medicine. Thus, it is important to determine the extent that Madaktari has affected student interest in global health. Our purpose in this article is to explore one student's experience working in global neurosurgery while working with Madaktari. In addition we attempted to determine the effect Madaktari may play on the future medical careers of eight medical student volunteers. To determine that effect we conducted a six-question online survey of medical student volunteers. We received responses from four of our eight medical student volunteers, all of whom stated they had a good or excellent experience volunteering with Madaktari and that their experience further increased their desire to incorporate global health into their careers. After working with Madaktari nearly half of the medical student volunteers have pursued or will be pursuing year-long funded global health research during their medical school careers. Madaktari is not only pioneering a path toward increased and more independent neurosurgical capabilities in Tanzania, but it is also helping foster increased interest and participation among U.S. medical students in global neurosurgery. Copyright © 2012 Elsevier Inc. All rights reserved.

Musician enhancement for speech-in-noise.

PubMed

Parbery-Clark, Alexandra; Skoe, Erika; Lam, Carrie; Kraus, Nina

2009-12-01

To investigate the effect of musical training on speech-in-noise (SIN) performance, a complex task requiring the integration of working memory and stream segregation as well as the detection of time-varying perceptual cues. Previous research has indicated that, in combination with lifelong experience with musical stream segregation, musicians have better auditory perceptual skills and working memory. It was hypothesized that musicians would benefit from these factors and perform better on speech perception in noise than age-matched nonmusician controls. The performance of 16 musicians and 15 nonmusicians was compared on clinical measures of speech perception in noise-QuickSIN and Hearing-In-Noise Test (HINT). Working memory capacity and frequency discrimination were also assessed. All participants had normal hearing and were between the ages of 19 and 31 yr. To be categorized as a musician, participants needed to have started musical training before the age of 7 yr, have 10 or more years of consistent musical experience, and have practiced more than three times weekly within the 3 yr before study enrollment. Nonmusicians were categorized by the failure to meet the musician criteria, along with not having received musical training within the 7 yr before the study. Musicians outperformed the nonmusicians on both QuickSIN and HINT, in addition to having more fine-grained frequency discrimination and better working memory. Years of consistent musical practice correlated positively with QuickSIN, working memory, and frequency discrimination but not HINT. The results also indicate that working memory and frequency discrimination are more important for QuickSIN than for HINT. Musical experience appears to enhance the ability to hear speech in challenging listening environments. Large group differences were found for QuickSIN, and the results also suggest that this enhancement is derived in part from musicians' enhanced working memory and frequency discrimination. For HINT, in which performance was not linked to frequency discrimination ability and was only moderately linked to working memory, musicians still performed significantly better than the nonmusicians. The group differences for HINT were evident in the most difficult condition in which the speech and noise were presented from the same location and not spatially segregated. Understanding which cognitive and psychoacoustic factors as well as which lifelong experiences contribute to SIN may lead to more effective remediation programs for clinical populations for whom SIN poses a particular perceptual challenge. These results provide further evidence for musical training transferring to nonmusical domains and highlight the importance of taking musical training into consideration when evaluating a person's SIN ability in a clinical setting.

Role of Headmasters, Teachers, and Supervisors in Knowledge Transfer about Occupational Health and Safety to Pupils in Vocational Education.

PubMed

Andersson, Ing-Marie; Gunnarsson, Kristina; Rosèn, Gunnar

2015-12-01

Young people are at an increased risk for illness in working life. The authorities stipulate certain goals for training in occupational health and safety (OHS) in vocational schools. A previous study concluded that pupils in vocational education had limited knowledge in the prevention of health risks at work. The aim of the current study, therefore, was to study how OHS training is organized in school and in workplace-based learning (WPL). The study design featured a qualitative approach, which included interviews with 12 headmasters, 20 teachers, and 20 supervisors at companies in which the pupils had their WPL. The study was conducted at 10 upper secondary schools, located in Central Sweden, that were graduating pupils in four vocational programs. The interviews with headmasters, teachers, and supervisors indicate a staggered picture of how pupils are prepared for safe work. The headmasters generally give teachers the responsibility for how goals should be reached. Teaching is very much based on risk factors that are present in the workshops and on teachers' own experiences and knowledge. The teaching during WPL also lacks the systematic training in OHS as well as in the traditional classroom environment. Teachers and supervisors did not plan the training in OHS in accordance with the provisions of systematic work environment management. Instead, the teachers based the training on their own experiences. Most of the supervisors did not receive information from the schools as to what should be included when introducing OHS issues in WPL.

In search of work/life balance: trainee perspectives on part-time obstetrics and gynaecology specialist training.

PubMed

Henry, Amanda; Clements, Sarah; Kingston, Ashley; Abbott, Jason

2012-01-10

Part-time training (PTT) is accessed by approximately 10% of Australian obstetrics and gynaecology trainees, a small but increasing minority which reflects the growing demand for improved work/life balance amongst the Australian medical workforce. This survey reports the attitudes and experiences of both full-time and part-time trainees to PTT. An email-based anonymous survey was sent to all Australian obstetrics and gynaecology trainees in April 2009, collecting demographic and training status data, data on personal experiences of PTT and/or trainees, and attitudes towards PTT. 105 responses were received (20% response rate). These indicated strong support (90%) from both full-time (FT) and part-time (PT) trainees for the availability of PTT. PT trainees were significantly more likely than FT trainees to be female with children. Improved morale was seen as a particular advantage of PTT; decreased continuity of care as a disadvantage. Although limited by poor response rate, both PT and FT Australian obstetric trainees were supportive of part-time training. Both groups recognised important advantages and disadvantages of this mode of training. Currently, part-time training is accessed primarily by female trainees with family responsibilities, with many more trainees considering part-time training than the number that access it.

In search of work/life balance: trainee perspectives on part-time obstetrics and gynaecology specialist training

PubMed Central

2012-01-01

Background Part-time training (PTT) is accessed by approximately 10% of Australian obstetrics and gynaecology trainees, a small but increasing minority which reflects the growing demand for improved work/life balance amongst the Australian medical workforce. This survey reports the attitudes and experiences of both full-time and part-time trainees to PTT. Methods An email-based anonymous survey was sent to all Australian obstetrics and gynaecology trainees in April 2009, collecting demographic and training status data, data on personal experiences of PTT and/or trainees, and attitudes towards PTT. Results 105 responses were received (20% response rate). These indicated strong support (90%) from both full-time (FT) and part-time (PT) trainees for the availability of PTT. PT trainees were significantly more likely than FT trainees to be female with children. Improved morale was seen as a particular advantage of PTT; decreased continuity of care as a disadvantage. Conclusions Although limited by poor response rate, both PT and FT Australian obstetric trainees were supportive of part-time training. Both groups recognised important advantages and disadvantages of this mode of training. Currently, part-time training is accessed primarily by female trainees with family responsibilities, with many more trainees considering part-time training than the number that access it. PMID:22233566

Voice symptoms of call-centre customer service advisers experienced during a work-day and effects of a short vocal training course.

PubMed

Lehto, Laura; Alku, Paavo; Bäckström, Tom; Vilkman, Erkki

2005-01-01

Occupational voice users often suffer from voice symptoms to varying extents. The first goal of this study was to find out how telephone customer service advisers experience voice symptoms at different moments of the working day. The second goal was to investigate the effects of a short vocal training course arranged for telephone workers. The results indicate that although the subjects did not suffer from severe voice problems, the short vocal training course significantly reduced some of the vocal symptoms they had experienced. The results suggest that systematic consultation and training for occupational voice users in the field of occupational voice care would be advantageous.

Resiliency and Aggression Replacement Training[R] with Families

ERIC Educational Resources Information Center

Calame, Robert; Parker, Kimberlee; Amendola, Mark; Oliver, Robert

2011-01-01

Aggression Replacement Training[R] (ART) is a psychoeducational approach to working with young people who experience difficulties with interpersonal relationships and prosocial behavior. ART[R] originated with Skillstreaming and developed into a three-component model. Arnold P. Goldstein recognized that the complex problems of youth would not…

Moving Learning Venues Abroad--A Pilot Scheme in Germany.

ERIC Educational Resources Information Center

Gehrke, Wolfgang-Dieter; Alexander, Peter-Jorg

2002-01-01

German participants in vocational training have the opportunity to gain practical work experience abroad. The project requires close cooperation among educational institutions, companies, chambers of commerce, and European Union entities. It has the potential to enhance the German dual training system with internationally portable qualifications.…

Simulated Group Counseling: An Experiential Training Model for Group Work.

ERIC Educational Resources Information Center

Romano, John L.

1998-01-01

Describes an experiential group training model designed for prepracticum-level counseling graduate students. Simulated Group Counseling (SCG) offers students an opportunity to experience being group members; facilitating a group; and processing the group with peers, an advanced graduate student observer, and the instructor. SGC reduces…

Early Career School Counselors' Training Perspectives: Implications for School Counselor Educators

ERIC Educational Resources Information Center

Slaten, Christopher D.; Scalise, Dominick A.; Gutting, Krystle; Baskin, Thomas W.

2013-01-01

The current study examined early career professional school counselors' experiences related to their work as mental health professionals in schools. Nine individuals participated in qualitative interviews that were analyzed using consensual qualitative research methods (Hill, 2012). All individuals were professional school counselors trained in…

Training Students’ Science Process Skills through Didactic Design on Work and Energy

NASA Astrophysics Data System (ADS)

Ramayanti, S.; Utari, S.; Saepuzaman, D.

2017-09-01

Science Process Skills (SPS) has not been optimally trained to the students in the learning activity. The aim of this research is finding the ways to train SPS on the subject of Work and Energy. One shot case study design is utilized in this research that conducted on 32 students in one of the High Schools in Bandung. The students’ SPS responses were analyzed by the development SPS based assessment portfolios. The results of this research showed the didactic design that had been designed to training the identifying variables skills, formulating hypotheses, and the experiment activity shows the development. But the didactic design to improve the students’ predicting skills shows that the development is still not optimal. Therefore, in the future studies need to be developed the didactic design on the subject Work and Energy that exercising these skills.

10 CFR 35.392 - Training for the oral administration of sodium iodide I-131 requiring a written directive in...

Code of Federal Regulations, 2011 CFR

2011-01-01

...) Chemistry of byproduct material for medical use; and (v) Radiation biology; and (2) Has work experience...)(ii)(G)(1) or 35.390(b)(1)(ii)(G)(2). The work experience must involve— (i) Ordering, receiving, and... research subject dosages; (iv) Using administrative controls to prevent a medical event involving the use...

10 CFR 35.392 - Training for the oral administration of sodium iodide I-131 requiring a written directive in...

Code of Federal Regulations, 2012 CFR

2012-01-01

...) Chemistry of byproduct material for medical use; and (v) Radiation biology; and (2) Has work experience...)(ii)(G)(1) or 35.390(b)(1)(ii)(G)(2). The work experience must involve— (i) Ordering, receiving, and... research subject dosages; (iv) Using administrative controls to prevent a medical event involving the use...

10 CFR 35.394 - Training for the oral administration of sodium iodide I-131 requiring a written directive in...

Code of Federal Regulations, 2012 CFR

2012-01-01

... pertaining to the use and measurement of radioactivity; (iv) Chemistry of byproduct material for medical use; and (v) Radiation biology; and (2) Has work experience, under the supervision of an authorized user... administering dosages as specified in § 35.390(b)(1)(ii)(G)(2). The work experience must involve— (i) Ordering...

10 CFR 35.392 - Training for the oral administration of sodium iodide I-131 requiring a written directive in...

Code of Federal Regulations, 2013 CFR

2013-01-01

...) Chemistry of byproduct material for medical use; and (v) Radiation biology; and (2) Has work experience...)(ii)(G)(1) or 35.390(b)(1)(ii)(G)(2). The work experience must involve— (i) Ordering, receiving, and... research subject dosages; (iv) Using administrative controls to prevent a medical event involving the use...

10 CFR 35.394 - Training for the oral administration of sodium iodide I-131 requiring a written directive in...

Code of Federal Regulations, 2013 CFR

2013-01-01

... pertaining to the use and measurement of radioactivity; (iv) Chemistry of byproduct material for medical use; and (v) Radiation biology; and (2) Has work experience, under the supervision of an authorized user... administering dosages as specified in § 35.390(b)(1)(ii)(G)(2). The work experience must involve— (i) Ordering...

10 CFR 35.394 - Training for the oral administration of sodium iodide I-131 requiring a written directive in...

Code of Federal Regulations, 2014 CFR

2014-01-01

... pertaining to the use and measurement of radioactivity; (iv) Chemistry of byproduct material for medical use; and (v) Radiation biology; and (2) Has work experience, under the supervision of an authorized user... administering dosages as specified in § 35.390(b)(1)(ii)(G)(2). The work experience must involve— (i) Ordering...

10 CFR 35.392 - Training for the oral administration of sodium iodide I-131 requiring a written directive in...

Code of Federal Regulations, 2014 CFR

2014-01-01

...) Chemistry of byproduct material for medical use; and (v) Radiation biology; and (2) Has work experience...)(ii)(G)(1) or 35.390(b)(1)(ii)(G)(2). The work experience must involve— (i) Ordering, receiving, and... research subject dosages; (iv) Using administrative controls to prevent a medical event involving the use...

[Cellular transplantation laboratory: a new field of action for nurses].

PubMed

Corradi, Maria Inês; da Silva, Sandra Honorato

2008-01-01

This article presents the experience of a nurse at a cellular transplantation laboratory. This laboratory goal is to isolate insulin producing cells for human transplantation. The nurse, as a member of an interdisciplinary team, took part in the planning of all work processes: working procedures and team training. The main activities under the nurse responsibilities include contamination control, on-the-job training and evaluation of the Quality of the procedures developed by the interdisciplinary team. Results have shown the effectiveness of the nurses' work in this new field.

Variations in area-level disadvantage of Australian registered fitness trainers usual training locations.

PubMed

Bennie, Jason A; Thornton, Lukar E; van Uffelen, Jannique G Z; Banting, Lauren K; Biddle, Stuart J H

2016-07-11

Leisure-time physical activity and strength training participation levels are low and socioeconomically distributed. Fitness trainers (e.g. gym/group instructors) may have a role in increasing these participation levels. However, it is not known whether the training location and characteristics of Australian fitness trainers vary between areas that differ in socioeconomic status. In 2014, a sample of 1,189 Australian trainers completed an online survey with questions about personal and fitness industry-related characteristics (e.g. qualifications, setting, and experience) and postcode of their usual training location. The Australian Bureau of Statistics 'Index of Relative Socioeconomic Disadvantage' (IRSD) was matched to training location and used to assess where fitness professionals trained and whether their experience, qualification level and delivery methods differed by area-level disadvantage. Linear regression analysis was used to examine the relationship between IRSD score and selected characteristics adjusting for covariates (e.g. sex, age). Overall, 47 % of respondents worked in areas within the three least-disadvantaged deciles. In contrast, only 14.8 % worked in the three most-disadvantaged deciles. In adjusted regression models, fitness industry qualification was positively associated with a higher IRSD score (i.e. working in the least-disadvantaged areas) (Cert III: ref; Cert IV β:13.44 [95 % CI 3.86-23.02]; Diploma β:15.77 [95 % CI: 2.17-29.37]; Undergraduate β:23.14 [95 % CI: 9.41-36.86]). Fewer Australian fitness trainers work in areas with high levels of socioeconomic disadvantaged areas than in areas with low levels of disadvantage. A higher level of fitness industry qualifications was associated with working in areas with lower levels of disadvantage. Future research should explore the effectiveness of providing incentives that encourage more fitness trainers and those with higher qualifications to work in more socioeconomically disadvantaged areas.

Does Work Experience Actually Work?

ERIC Educational Resources Information Center

Field, John

2012-01-01

As unemployment levels rise, so education and training move into the policy spotlight. For the government, this is a very uncomfortable place to be right now. A number of large companies have withdrawn from the flagship Work Programme--under which jobseekers are invited to take up unpaid work placements of between two and eight weeks--amid…

Supporting Vocational Students' Development of Preventive Behaviour at Work: A Phenomenological Analysis of Teachers' Experiences

ERIC Educational Resources Information Center

Lecours, Alexandra; Therriault, Pierre-Yves

2017-01-01

Statistics indicate that even if young workers complete vocational training, as a group they are at risk of sustaining injury. It appears that a lack of training in the area of injury prevention may explain some of this effect. Teachers are considered to be key actors in injury-prevention training and in the process of developing students'…

Crisis Management Simulation: Establishing a Dual Neurosurgery and Anesthesia Training Experience.

PubMed

Ciporen, Jeremy; Gillham, Haley; Noles, Michele; Dillman, Dawn; Baskerville, Mark; Haley, Caleb; Spight, Donn; Turner, Ryan C; Lucke-Wold, Brandon P

2018-01-01

Simulation training has been shown to be an effective teaching tool. Learner management of an intraoperative crisis such as a major cerebrovascular bleed requires effective teamwork, communication, and implementation of key skill sets at appropriate time points. This study establishes a first of a kind simulation experience in a neurosurgery/anesthesia resident (learners) team working together to manage an intraoperative crisis. Using a cadaveric cavernous carotid injury perfusion model, 7 neurosurgery and 6 anesthesia learners, were trained on appropriate vascular injury management using an endonasal endoscopic technique. Learners were evaluated on communication skills, crisis management algorithms, and implementation of appropriate skill sets at the right time. A preanatomic and postanatomic examination and postsimulation survey was administered to neurosurgery learners. Anesthesia learners provided posttraining evaluation through a tailored realism and teaching survey. Neurosurgery learners' anatomic examination score improved from presimulation (33.89%) to postsimulation (86.11%). No significant difference between learner specialties was observed for situation awareness, decision making, communications and teamwork, or leadership evaluations. Learners reported the simulation realistic, beneficial, and highly instructive. Realistic, first of kind, clinical simulation scenarios were presented to a neurosurgery/anesthesia resident team who worked together to manage an intraoperative crisis. Learners were effectively trained on crisis management, the importance of communication, and how to develop algorithms for future implementation in difficult scenarios. Learners were highly satisfied with the simulation training experience and requested that it be integrated more consistently into their residency training programs.

Virtual Learning Environment in Continuing Education for Nursing in Oncology: an Experimental Study.

PubMed

das Graças Silva Matsubara, Maria; De Domenico, Edvane Birelo Lopes

2016-12-01

Nurses working in oncology require continuing education and nowadays distance education is a possibility. To compare learning outcomes of the professionals participating in classroom learning versus distance learning; describing the sociodemographic characteristics and digital fluency of participants; comparing learning outcomes with independent variables; assessing the adequacy of educational practices in Virtual Environment Moodle Learning through the constructivist online learning environment survey. An experimental, randomized controlled study; conducted at the A C Camargo Cancer Center, located in São Paulo, SP, Brazil. The study included 97 nurses, with average training of 1 to 2 years. A control group (n = 44) had face to face training and the experiment group (n = 53) had training by distance learning, both with identical program content. The dependent variable was the result of learning, measured by applying a pre-assessment questionnaire and post-intervention for both groups. The sociodemographic and digital fluency data were uniform among the groups. The performance of both groups was statistically significant (p 0.005), and the control group had a greater advantage (40.4 %). Distance education has proven to be an effective alternative for training nurses, especially when they have more complex knowledge, more experience in the area and institutional time. Distance Education may be a possibility for the training of nurses for work in oncology. The association of age, training time and the institution, and the experience in Oncology interfered in the performance of both groups.

Experience of automation failures in training: effects on trust, automation bias, complacency and performance.

PubMed

Sauer, Juergen; Chavaillaz, Alain; Wastell, David

2016-06-01

This work examined the effects of operators' exposure to various types of automation failures in training. Forty-five participants were trained for 3.5 h on a simulated process control environment. During training, participants either experienced a fully reliable, automatic fault repair facility (i.e. faults detected and correctly diagnosed), a misdiagnosis-prone one (i.e. faults detected but not correctly diagnosed) or a miss-prone one (i.e. faults not detected). One week after training, participants were tested for 3 h, experiencing two types of automation failures (misdiagnosis, miss). The results showed that automation bias was very high when operators trained on miss-prone automation encountered a failure of the diagnostic system. Operator errors resulting from automation bias were much higher when automation misdiagnosed a fault than when it missed one. Differences in trust levels that were instilled by the different training experiences disappeared during the testing session. Practitioner Summary: The experience of automation failures during training has some consequences. A greater potential for operator errors may be expected when an automatic system failed to diagnose a fault than when it failed to detect one.

How do workplaces, working practices and colleagues affect UK doctors' career decisions? A qualitative study of junior doctors' career decision making in the UK.

PubMed

Spooner, Sharon; Pearson, Emma; Gibson, Jonathan; Checkland, Kath

2017-10-25

This study draws on an in-depth investigation of factors that influenced the career decisions of junior doctors. Junior doctors in the UK can choose to enter specialty training (ST) programmes within 2 years of becoming doctors. Their specialty choices contribute to shaping the balance of the future medical workforce, with views on general practice (GP) careers of particular interest because of current recruitment difficulties. This paper examines how experiences of medical work and perceptions about specialty training shape junior doctors' career decisions. Twenty doctors in the second year of a Foundation Training Programme in England were recruited. Purposive sampling was used to achieve a diverse sample from respondents to an online survey. Narrative interviewing techniques encouraged doctors to reflect on how experiences during medical school and in medical workplaces had influenced their preferences and perceptions of different specialties. They also spoke about personal aspirations, work priorities and their wider future.Junior doctors' decisions were informed by knowledge about the requirements of ST programmes and direct observation of the pressures under which ST doctors worked. When they encountered negative attitudes towards a specialty they had intended to choose, some became defensive while others kept silent. Achievement of an acceptable work-life balance was a central objective that could override other preferences.Events linked with specific specialties influenced doctors' attitudes towards them. For example, findings confirmed that while early, positive experiences of GP work could increase its attractiveness, negative experiences in GP settings had the opposite effect. Junior doctors' preferences and perceptions about medical work are influenced by multiple intrinsic and extrinsic factors and experiences. This paper highlights the importance of understanding how perceptions are formed and preferences are developed, as a basis for generating learning and working environments that nurture students and motivate their professional careers. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

The Intercultural Sensitivity of Chilean Teachers Serving an Immigrant Population in Schools

ERIC Educational Resources Information Center

Morales Mendoza, Karla; Sanhueza Henríquez, Susan; Friz Carrillo, Miguel; Riquelme Bravo, Paula

2017-01-01

The objective of this article is to evaluate the intercultural sensitivity of teachers working in culturally diverse classrooms, and to analyse differences in intercultural sensitivity based on the gender, age, training (advanced training courses), and intercultural experience of the teachers. A quantitative approach with a comparative descriptive…

Culture Training: Validation Evidence for the Culture Assimilator.

ERIC Educational Resources Information Center

Mitchell, Terence R.; And Others

The culture assimilator, a programed self-instructional approach to culture training, is described and a series of laboratory experiments and field studies validating the culture assimilator are reviewed. These studies show that the culture assimilator is an effective method of decreasing some of the stress experienced when one works with people…

Career Guidance Training.

ERIC Educational Resources Information Center

Young, John E.

The 1972 Jet Propulsion Laboratory (JPL) Career Training Program was aimed at placing counselors in actual work situations (as new employees) to enable them to experience that which they must describe to students if they are to do an effective job in career counseling. The overall purpose was to give counselors or teachers and administrators an…

Mental Skills Training Experience of NCAA Division II Softball Catchers

ERIC Educational Resources Information Center

Norman, Shannon

2012-01-01

Athletes competing at all levels of sport are constantly working on ways to enhance their physical performance. Sport psychology research insists there are higher performance results among athletes who incorporate mental skills training into their practice and competition settings. In order to use the mental skills strategies effectively, athletes…

Professional Competence and Higher Education: The ASSET Programme.

ERIC Educational Resources Information Center

Winter, Richard; Maisch, Maire

This book describes the ASSET (Accreditation for Social Services Experience and Training) Program, a British program which addresses the need for effective education and development of social workers and a model variant of ASSET used to train engineers. The work draws on three different traditions: the principles of National Vocational…

E-Training: Can Young and Older Users Be Accommodated with the Same Interface?

ERIC Educational Resources Information Center

Rivera-Nivar, Mericia; Pomales-Garcia, Cristina

2010-01-01

This work explores the feasibility of proposing universal design guidelines for E-training modules considering aging differences as an important factor. A controlled experiment was designed and conducted to evaluate the effects of module design characteristics on information recall, satisfaction, disorientation, and task workload, and the…

Factors that Influence Attitudes, Beliefs, and Behaviors of Students toward Survivors of Violence

ERIC Educational Resources Information Center

Postmus, Judy L.; McMahon, Sarah; Warrener, Corinne; Macri, Lisa

2011-01-01

Social workers will inevitably encounter survivors of domestic violence or sexual assault in their work. In this study we explore how education, training, and personal or professional experiences influence students' attitudes, beliefs, and behavior toward survivors. Results indicate that education and/or training decreases students' blaming…

Stress Training and Simulator Complexity: Why Sometimes More Is Less

ERIC Educational Resources Information Center

Tichon, Jennifer G.; Wallis, Guy M.

2010-01-01

Through repeated practice under conditions similar to those in real-world settings, simulator training prepares an individual to maintain effective performance under stressful work conditions. Interfaces offering high fidelity and immersion can more closely reproduce real-world experiences and are generally believed to result in better learning…

Cognitive training with casual video games: points to consider

PubMed Central

Baniqued, Pauline L.; Kranz, Michael B.; Voss, Michelle W.; Lee, Hyunkyu; Cosman, Joshua D.; Severson, Joan; Kramer, Arthur F.

2014-01-01

Brain training programs have proliferated in recent years, with claims that video games or computer-based tasks can broadly enhance cognitive function. However, benefits are commonly seen only in trained tasks. Assessing generalized improvement and practicality of laboratory exercises complicates interpretation and application of findings. In this study, we addressed these issues by using active control groups, training tasks that more closely resemble real-world demands and multiple tests to determine transfer of training. We examined whether casual video games can broadly improve cognition, and selected training games from a study of the relationship between game performance and cognitive abilities. A total of 209 young adults were randomized into a working memory–reasoning group, an adaptive working memory–reasoning group, an active control game group, and a no-contact control group. Before and after 15 h of training, participants completed tests of reasoning, working memory, attention, episodic memory, perceptual speed, and self-report measures of executive function, game experience, perceived improvement, knowledge of brain training research, and game play outside the laboratory. Participants improved on the training games, but transfer to untrained tasks was limited. No group showed gains in reasoning, working memory, episodic memory, or perceptual speed, but the working memory–reasoning groups improved in divided attention, with better performance in an attention-demanding game, a decreased attentional blink and smaller trail-making costs. Perceived improvements did not differ across training groups and those with low reasoning ability at baseline showed larger gains. Although there are important caveats, our study sheds light on the mixed effects in the training and transfer literature and offers a novel and potentially practical training approach. Still, more research is needed to determine the real-world benefits of computer programs such as casual games. PMID:24432009

Cognitive training with casual video games: points to consider.

PubMed

Baniqued, Pauline L; Kranz, Michael B; Voss, Michelle W; Lee, Hyunkyu; Cosman, Joshua D; Severson, Joan; Kramer, Arthur F

2014-01-07

Brain training programs have proliferated in recent years, with claims that video games or computer-based tasks can broadly enhance cognitive function. However, benefits are commonly seen only in trained tasks. Assessing generalized improvement and practicality of laboratory exercises complicates interpretation and application of findings. In this study, we addressed these issues by using active control groups, training tasks that more closely resemble real-world demands and multiple tests to determine transfer of training. We examined whether casual video games can broadly improve cognition, and selected training games from a study of the relationship between game performance and cognitive abilities. A total of 209 young adults were randomized into a working memory-reasoning group, an adaptive working memory-reasoning group, an active control game group, and a no-contact control group. Before and after 15 h of training, participants completed tests of reasoning, working memory, attention, episodic memory, perceptual speed, and self-report measures of executive function, game experience, perceived improvement, knowledge of brain training research, and game play outside the laboratory. Participants improved on the training games, but transfer to untrained tasks was limited. No group showed gains in reasoning, working memory, episodic memory, or perceptual speed, but the working memory-reasoning groups improved in divided attention, with better performance in an attention-demanding game, a decreased attentional blink and smaller trail-making costs. Perceived improvements did not differ across training groups and those with low reasoning ability at baseline showed larger gains. Although there are important caveats, our study sheds light on the mixed effects in the training and transfer literature and offers a novel and potentially practical training approach. Still, more research is needed to determine the real-world benefits of computer programs such as casual games.

Comparison of Canadian and Swiss Surgical Training Curricula: Moving on Toward Competency-Based Surgical Education.

PubMed

Hoffmann, Henry; Oertli, Daniel; Mechera, Robert; Dell-Kuster, Salome; Rosenthal, Rachel; Reznick, Richard; MacDonald, Hugh

Quality of surgical training in the era of resident duty-hour restrictions (RDHR) is part of an ongoing debate. Most training elements are provided during surgical service. As exposure to surgical procedures is important but time-consuming, RDHR may affect quality of surgical training. Providing structured training elements may help to compensate for this shortcoming. This binational anonymous questionnaire-based study evaluates frequency, time, and structure of surgical training programs at 2 typical academic teaching hospitals with different RDHR. Departments of Surgery of University of Basel (Basel, Switzerland) and the Queen's University (Kingston, Ontario, Canada). Surgical consultants and residents of the Queen's University Hospital (Kingston, Ontario, Canada) and the University Hospital Basel (Basel, Switzerland) were eligible for this study. Questionnaire response rate was 37% (105/284). Queen's residents work 80 hours per week, receiving 7 hours of formal training (8.8% of workweek). Basel residents work 60 hours per week, including 1 hour of formal training (1.7% of working time). Queen's faculty and residents rated their program as "structured" or "rather structured" in contrast to Basel faculty and residents who rated their programs as "neutral" in structure or "unstructured." Respondents identified specific structured training elements more frequently at Queen's than in Basel. Two-thirds of residents responded that they seek out additional surgical experiences through voluntary extra work. Basel participants articulated a stronger need for improvement of current surgical training. Although Basel residents and consultants in both institutions fear negative influence of RDHR on the training program, this was not the case in Queen's residents. Providing more structured surgical training elements may be advantageous in providing optimal-quality surgical education in an era of work-hour restrictions. Copyright © 2016 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

[Competence of triage nurses in hospital emergency departments].

PubMed

Martínez-Segura, Estrella; Lleixà-Fortuño, Mar; Salvadó-Usach, Teresa; Solà-Miravete, Elena; Adell-Lleixà, Mireia; Chanovas-Borrás, Manel R; March-Pallarés, Gemma; Mora-López, Gerard

2017-06-01

To identify associations between sociodemographic characteristics variables and competence levels of triage nurses in hospital emergency departments. Descriptive, cross-sectional, multicenter study of triage nurses in hospital emergency departments in the southwestern area of Catalonia (Ebre River territory). We used an instrument for evaluating competencies (the COM_VA questionnaire) and recording sociodemographic variables (age, sex, total work experience, emergency department experience, training in critical patient care and triage) and perceived confidence when performing triage. We then analyzed the association between these variables and competency scores. Competency scores on the COM_VA questionnaire were significantly higher in nurses with training in critical patient care (P=.001) and triage (P=0.002) and in those with longer emergency department experience (P<.0001). Perceived confidence when performing triage increased with competency score (P<.0001) and training in critical patient care (P<.0001) and triage (P=.045). The competence of triage nurses and their perception of confidence when performing triage increases with emergency department experience and training.

Suited crewmember productivity

NASA Astrophysics Data System (ADS)

Barer, A. S.; Filipenkov, S. N.

Analysis of the extravehicular activity (EVA) sortie experience gained in the former Soviet Union and physiologic hygienic aspect of space suit design and development shows that crewmember productivity is related to the following main factors: —space suit microclimate (gas composition, pressure and temperature); —limitation of motion activity and perception, imposed by the space suit; —good crewmember training in the ground training program; —level of crewmember general physical performance capabilities in connection with mission duration and intervals between sorties; —individual EVA experience (with accumulation) at which workmanship improves, while metabolism, physical and emotional stress decreases; —concrete EVA duration and work rate; —EVA bioengineering, including selection of tools, work station, EVA technology and mechanization.

A 15-year review of the Stanford Internal Medicine Residency Program: predictors of resident satisfaction and dissatisfaction.

PubMed

Kahn, James S; Witteles, Ronald M; Mahaffey, Kenneth W; Desai, Sumbul A; Ozdalga, Errol; Heidenreich, Paul A

2017-01-01

Satisfaction with training and with educational experiences represents important internal medicine (IM) programmatic goals. Graduates from IM residency programs are uniquely poised to provide insights into their educational and training experiences and to assess whether these experiences were satisfactory and relevant to their current employment. We surveyed former IM residents from the training program held during the years 2000-2015 at the Department of Medicine, Stanford University. The first part of the survey reviewed the IM residency program and the second part sought identifying data regarding gender, race, ethnicity, work, relationships, and financial matters. The primary outcome was satisfaction with the residency experience. Of the 405 individuals who completed the Stanford IM residency program in the study period, we identified 384 (95%) former residents with a known email address. Two hundred and one (52%) former residents responded to the first part and 185 (48%) answered both the parts of the survey. The mean age of the respondents was 36.9 years; 44% were female and the mean time from IM residency was 6.1 (±4.3) years. Fifty-eight percent reported extreme satisfaction with their IM residency experience. Predictors associated with being less than extremely satisfied included insufficient outpatient experience, insufficient international experience, insufficient clinical research experience, and insufficient time spent with family and peers. The residents expressed an overall high satisfaction rate with their IM training. The survey results provided insights for improving satisfaction with IM residency training that includes diversifying and broadening IM training experiences.

A 15-year review of the Stanford Internal Medicine Residency Program: predictors of resident satisfaction and dissatisfaction

PubMed Central

Kahn, James S; Witteles, Ronald M; Mahaffey, Kenneth W; Desai, Sumbul A; Ozdalga, Errol; Heidenreich, Paul A

2017-01-01

Introduction Satisfaction with training and with educational experiences represents important internal medicine (IM) programmatic goals. Graduates from IM residency programs are uniquely poised to provide insights into their educational and training experiences and to assess whether these experiences were satisfactory and relevant to their current employment. Methods We surveyed former IM residents from the training program held during the years 2000–2015 at the Department of Medicine, Stanford University. The first part of the survey reviewed the IM residency program and the second part sought identifying data regarding gender, race, ethnicity, work, relationships, and financial matters. The primary outcome was satisfaction with the residency experience. Results Of the 405 individuals who completed the Stanford IM residency program in the study period, we identified 384 (95%) former residents with a known email address. Two hundred and one (52%) former residents responded to the first part and 185 (48%) answered both the parts of the survey. The mean age of the respondents was 36.9 years; 44% were female and the mean time from IM residency was 6.1 (±4.3) years. Fifty-eight percent reported extreme satisfaction with their IM residency experience. Predictors associated with being less than extremely satisfied included insufficient outpatient experience, insufficient international experience, insufficient clinical research experience, and insufficient time spent with family and peers. Conclusion The residents expressed an overall high satisfaction rate with their IM training. The survey results provided insights for improving satisfaction with IM residency training that includes diversifying and broadening IM training experiences. PMID:28814910

Improved quality and more attractive work by applying EBM in disability evaluations: a qualitative survey.

PubMed

Hoving, Jan L; Kok, Rob; Ketelaar, Sarah M; Smits, Paul B A; van Dijk, Frank J H; Verbeek, Jos H

2016-02-29

The uptake of evidence in practice by physicians, even if they are trained in the systematic method of evidence-based medicine (EBM), remains difficult to improve. The aim of this study was to explore perceptions and experiences of physicians doing disability evaluations regarding motivators and preconditions for the implementation of EBM in daily practice. This qualitative study was nested in a cluster randomized controlled trial (Trial registration NTR1767; 20-apr-2009) evaluating the effects of training in EBM. The 45 physicians that participated received a comprehensive 6-months training program in EBM of which the last course day included audio-recorded interviews in groups. During these interviews participating physicians discussed perceptions and experiences regarding EBM application in daily practice. In an iterative process we searched for common motivators or preconditions for the implementation of EBM. Three main concepts or themes emerged after analyzing the transcriptions of the discussions: 1) improved quality of physicians' actions, such as clients benefiting from the application of EBM; 2) improved work attractiveness of physicians; and 3) preconditions that have to be met in order to work in an evidence-based manner including professional competence, facilitating material conditions and organizational support and demands. Physicians trained in EBM are motivated to use EBM because they perceive it as a factor improving the quality of their work and making their work more attractive. In addition to personal investments and gains, organizational support should further facilitate the uptake of evidence in practice.

The experience of community health workers training in Iran: a qualitative study

PubMed Central

2012-01-01

Background The role of Community Health Workers (CHWs) in improving access to basic healthcare services, and mobilising community actions on health is broadly recognised. The Primary Health Care (PHC) approach, identified in the Alma Ata conference in 1978, stressed the role of CHWs in addressing community health needs. Training of CHWs is one of the key aspects that generally seeks to develop new knowledge and skills related to specific tasks and to increase CHWs’ capacity to communicate with and serve local people. This study aimed to analyse the CHW training process in Iran and how different components of training have impacted on CHW performance and satisfaction. Methods Data were collected from both primary and secondary sources. Training policies were reviewed using available policy documents, training materials and other relevant documents at national and provincial levels. Documentary analysis was supplemented by individual interviews with ninety-one Iranian CHWs from 18 provinces representing a broad range of age, work experience and educational levels, both male and female. Results Recognition of the CHW program and their training in the national health planning and financing facilitates the implementation and sustainability of the program. The existence of specialised training centres managed by district health network provides an appropriate training environment that delivers comprehensive training and increases CHWs’ knowledge, skills and motivation to serve local communities. Changes in training content over time reflect an increasing number of programs integrated into PHC, complicating the work expected of CHWs. In-service training courses need to address better local needs. Conclusion Although CHW programs vary by country and context, the CHW training program in Iran offers transferable lessons for countries intending to improve training as one of the key elements in their CHW program. PMID:22938138

Extensive Training Is Insufficient to Produce The Work-Ethic Effect In Pigeons

PubMed Central

Vasconcelos, Marco; Urcuioli, Peter J

2009-01-01

Zentall and Singer (2007a) hypothesized that our failure to replicate the work-ethic effect in pigeons (Vasconcelos, Urcuioli, & Lionello-DeNolf, 2007) was due to insufficient overtraining following acquisition of the high- and low-effort discriminations. We tested this hypothesis using the original work-ethic procedure (Experiment 1) and one similar to that used with starlings (Experiment 2) by providing at least 60 overtraining sessions. Despite this extensive overtraining, neither experiment revealed a significant preference for stimuli obtained after high effort. Together with other findings, these data support our contention that pigeons do not reliably show a work-ethic effect. PMID:19230517

Perceived workplace harassment experiences and problem drinking among physicians: broadening the stress/alienation paradigm.

PubMed

Richman, J A; Flaherty, J A; Rospenda, K M

1996-03-01

Sociologists who embrace the stress or alienation paradigms generally focus on explaining problem drinking in low status occupations. By contrast, this paper argues that a broadened conceptualization of stress and alienation which incorporates abusive work relationships has utility for explaining male and female drinking outcomes in both high and low status occupations. We provide empirical data on the relationship between perceived abusive experiences and drinking outcomes in a cohort of male and female physicians in their internship year of training. The data show that perceived sexual harassment, discriminatory treatment and psychological humiliation relate to various drinking outcomes in men and women, controlling for drinking prior to the internship year. While females were more likely to report experiencing abuse, these perceived experiences had deleterious effects on drinking outcomes for both genders. Personal vulnerability (narcissism) brought into the training environment somewhat influenced the later reporting of abusive experiences by males but not by females. Regression analyses showed that, for both males and females, work-place abusive experiences in interaction with personality vulnerability best explained drinking outcomes. The implications of these results for the design of future alcohol-related work-place studies are discussed.

Education, Postgraduate Training, Board Certification, and Experience Requirements in Advertisements for Clinical Faculty Positions

PubMed Central

Hawkey, Lisa

2010-01-01

Objectives To compare requirements for pharmacy practice faculty positions in advertisements from 2002 through 2006 to those reported from 1990 through 1994. Methods Positions advertised from January 2002 through December 2006 in 3 newsletters and journals were evaluated for required or preferred degree, completion of residencies and/or fellowships, years of work experience, board certification, and other postgraduate training and education. Advertisements were separated by tenure-eligibility and rank. Results Of 426 advertisements for faculty members, 77% required additional training, including residencies and fellowships or their equivalent in experience. Board certification was required in only 0.9% but preferred in 11%. Advertisements for tenure-eligible positions did not have more extensive requirements than nontenured, nor did upper vs. lower rank. Conclusions Compared to 1996, the number of advertisements requiring postgraduate training to secure a faculty position almost doubled. Whether the qualifications of faculty members recruited match the requirements is unknown. PMID:20585435

Education, postgraduate training, board certification, and experience requirements in advertisements for clinical faculty positions.

PubMed

Murphy, John E; Hawkey, Lisa

2010-05-12

To compare requirements for pharmacy practice faculty positions in advertisements from 2002 through 2006 to those reported from 1990 through 1994. Positions advertised from January 2002 through December 2006 in 3 newsletters and journals were evaluated for required or preferred degree, completion of residencies and/or fellowships, years of work experience, board certification, and other postgraduate training and education. Advertisements were separated by tenure-eligibility and rank. Of 426 advertisements for faculty members, 77% required additional training, including residencies and fellowships or their equivalent in experience. Board certification was required in only 0.9% but preferred in 11%. Advertisements for tenure-eligible positions did not have more extensive requirements than nontenured, nor did upper vs. lower rank. Compared to 1996, the number of advertisements requiring postgraduate training to secure a faculty position almost doubled. Whether the qualifications of faculty members recruited match the requirements is unknown.

A sensitive period for musical training: contributions of age of onset and cognitive abilities.

PubMed

Bailey, Jennifer; Penhune, Virginia B

2012-04-01

The experiences we engage in during childhood can stay with us well into our adult years. The idea of a sensitive period--a window during maturation when our brains are most influenced by behavior--has been proposed. Work from our laboratory has shown that early-trained musicians (ET) performed better on visual-motor and auditory-motor synchronization tasks than late-trained musicians (LT), even when matched for total musical experience. Although the groups of musicians showed no cognitive differences, working memory scores correlated with task performance. In this study, we have replicated these findings in a larger sample of musicians and included a group of highly educated nonmusicians (NM). Participants performed six woodblock rhythms of varying levels of metrical complexity and completed cognitive subtests measuring verbal abilities, working memory, and pattern recognition. Working memory scores correlated with task performance across all three groups. Interestingly, verbal abilities were stronger among the NM, while nonverbal abilities were stronger among musicians. These findings are discussed in context of the sensitive period hypothesis as well as the debate surrounding cognitive differences between musicians and NM. © 2012 New York Academy of Sciences.

An evaluation of the effects of bed rest, sleep deprivation and discontinuance of training on the physical fitness of highly trained young men

NASA Technical Reports Server (NTRS)

Olree, H. D.; Corbin, B.; Dugger, G.; Smith, C.

1973-01-01

This experiment was conducted to determine what physiological effects result when highly trained subjects are confined to bed, deprived of sleep, or allowed to discontinue training. Results indicated: (1) There was a moderate increase in strength variables due to the training in this experiment but the stress which the subjects received caused a negligible change in strength variables. (2) The training program resulted in highly significant changes in specific bicycle ergometer variables indicating good increases in cardiopulmonary fitness. Five days of bed rest or fifty hours of sleep deprivation caused comparable drastic decreases in cardiopulmonary fitness. Post stress the subjects reverted to a normal daily schedule and after two weeks they had recovered about half of what they lost. (3) Cardiac output remains relatively constant at a constant work load, but stroke volume increases with conditioning and decreases with deconditioning due to stress.

How should we train physicians for remote and rural practice? What the present incumbents say.

PubMed

Wilson, P; McHardy, K C

2004-08-01

To obtain the views of the current remote and rural consultant physicians with regards to their opinion on components of an ideal training programme for an aspirant remote and rural physician. A questionnaire was designed to elicit information in three main areas: experience and training prior to appointment, current pattern of service provision and opinions on components of an ideal training programme for remote and rural physicians. Five Scottish rural hospitals in Shetland, Wick, Stornoway, Fort William and Oban. Thirteen consultant physicians based in the five rural hospitals chosen. The response rate to the questionnaire was 85%. All had previous experience in acute general medicine, and most in one of a variety of subspecialties. Each physician had developed interests and skills in other branches of medicine following appointment in order to meet local service needs. Most felt that there was a need for expansion of consultant numbers in the future, 45% citing the European Working Time Directive as the major reason. There was an encouraging degree of commonality between the current consultants as to what they felt should be included in a training programme for remote and rural physicians. There are challenges in meeting training needs for consultant physicians intending to work in a remote setting. Development of broader-based training than offered by most current dual training programmes is essential. Only imaginative approaches to training will produce physicians who are fit for purpose.

A survey of the Queensland healthcare workforce: attitudes towards dementia care and training

PubMed Central

2013-01-01

Background Positive attitudes of healthcare staff towards people with dementia promote higher quality care, although little is known about important factors that underlie positive attitudes. Key aims of this project were to explore the relationships between staff attitudes towards dementia, self-confidence in caring for people with dementia, experience and dementia education and training. Methods A brief online survey was developed and widely distributed to registered nurses and allied health professionals working in Queensland in 2012. Regression analyses were performed to identify important predictors of self-confidence in caring for people with dementia and positive attitudes towards people with dementia. Results Five hundred and twenty-four surveys were completed by respondents working in a range of care settings across Queensland. Respondents were predominantly female (94.1%), and most were registered nurses (60%), aged between 41 and 60 years (65.6%). Around 40% regularly worked with people with dementia and high levels of self-confidence in caring for this population and positive attitudes towards people with dementia were reported. The majority of respondents (67%) had participated in a dementia education/training activity in the past 12 months. More experience working with people with dementia predicted greater self-confidence while recent participation in a dementia education/training and higher self-confidence in caring for a person with dementia significantly predicted more positive attitudes towards people with dementia. Conclusions These results confirm the importance of self-confidence and dementia education in fostering positive attitudes and care practices towards people with dementia. Our results also indicate that the demand for ongoing dementia education is high amongst health care workers and it is recommended that regular dementia education/ training be provided and promoted for all healthcare personnel who work with people with dementia. PMID:24073708

Motivation and Prior Animal Experience of Newly Enrolled Veterinary Nursing Students at two Irish Third-Level Institutions.

PubMed

Dunne, Karen; Brereton, Bernadette; Duggan, Vivienne; Campion, Deirdre

2017-11-03

Veterinary nurses report an intrinsic desire to work with animals. However, this motivation may be eroded by poor working conditions and low pay, resulting in the exit of experienced veterinary nurses from clinical practice. This study sought to quantify the level of animal-handling experience students possessed at the start of their training and to explore the factors motivating them to enter veterinary nurse training in two Irish third-level institutions. The authors had noted a tendency for veterinary nursing students to possess limited animal-handling skills, despite their obvious motivation to work with animals. The study explores possible reasons for this, as it mirrors previous reports in relation to students of veterinary medicine. First-year veterinary nursing students at Dundalk Institute of Technology and University College Dublin were surveyed and a focus group was held in each institution to explore student motivations for choosing this career and their prior animal-handling experience and workplace exposure. The results show that veterinary nursing students are highly intrinsically motivated to work with and care for animals. The majority had spent time in the veterinary workplace before starting their studies but they had limited animal-handling experience beyond that of family pets, primarily dogs. The study also revealed potential tensions between the veterinary nursing and veterinary medical students at University College Dublin: a hitherto unexposed aspect of the hidden curriculum in this institution. The results of this study highlight the need for ongoing investment in practical animal-handling training for veterinary nursing students.

Advancing the Practice of CRCs: Why Professional Development Matters.

PubMed

Behar-Horenstein, Linda S; Prikhidko, Alena; Kolb, H Robert

2018-01-01

Clinical research coordinators (CRCs) assume critical responsibilities central to the success of the research team. The complexity of their role requires essential professional qualifications. One barrier to professionalization, however, has been the inconsistent, or absent, competency-based training. This study explored participants' perceptions of training experiences designed to prepare them for the national certification exam. Focus group methodology was used to document their experiences. The findings showed that sustainable mentoring relationships developed, participant confidence levels increased, and anxiety about performance capacity diminished. Cognitive reframing of the work environment and CRC roles was facilitated by training that fostered sharing and social reinforcement of professional and personal identities. Findings from this study suggest that access to meaningful training and quality instruction supports the professionalization of CRCs.

An Exploratory Study of Special Educational Needs Co-Ordinators' Knowledge and Experience of Working with Children Who Have Sustained a Brain Injury

ERIC Educational Resources Information Center

Howe, Julia; Ball, Heather

2017-01-01

This research aimed to measure Special Educational Needs Co-ordinators' knowledge of the educational implications of acquired brain injury in children and young people and whether experience of working with pupils with a brain injury or additional training impacts upon this knowledge. Data was collected within one local authority in England using…

The effects of working memory resource depletion and training on sensorimotor adaptation

PubMed Central

Anguera, Joaquin A.; Bernard, Jessica A.; Jaeggi, Susanne M.; Buschkuehl, Martin; Benson, Bryan L.; Jennett, Sarah; Humfleet, Jennifer; Reuter-Lorenz, Patricia; Jonides, John; Seidler, Rachael D.

2011-01-01

We have recently demonstrated that visuospatial working memory performance predicts the rate of motor skill learning, particularly during the early phase of visuomotor adaptation. Here, we follow up these correlational findings with direct manipulations of working memory resources to determine the impact on visuomotor adaptation, a form of motor learning. We conducted two separate experiments. In the first one, we used a resource depletion strategy to investigate whether the rate of early visuomotor adaptation would be negatively affected by fatigue of spatial working memory resources. In the second study, we employed a dual n-back task training paradigm that has been shown to result in transfer effects [1] over five weeks to determine whether training-related improvements would boost the rate of early visuomotor adaptation. The depletion of spatial working memory resources negatively affected the rate of early visuomotor adaptation. However, enhancing working memory capacity via training did not lead to improved rates of visuomotor adaptation, suggesting that working memory capacity may not be the factor limiting maximal rate of visuomotor adaptation in young adults. These findings are discussed from a resource limitation / capacity framework with respect to current views of motor learning. PMID:22155489

Novel approaches to development, delivery and evaluation of a peer-led occupational safety training for Latino day laborers.

PubMed

De Souza, Rachael Ann; Hecker, Steven; de Castro, A B; Stern, Hilary; Hernandez, Araceli; Seixas, Noah

2012-01-01

Latino day laborers experience high rates of work-related injuries and are a hard-to-reach group for safety interventions. This study describes the creation and implementation of safety training based in empowerment theory and its evaluation to address three levels in empowerment's hierarchy of change. Pictographic pre- and post-tests were used to assess knowledge level changes. Individual and large-group interviews were conducted to address attitudes and behavior-level changes. Results indicate that day laborers learn and apply lessons from this type of safety training. Findings also offer insight into challenges that day laborers encounter when trying to work safely as well as ideas for future training interventions.

Methods of body orientation in space in the absence of support under weightless conditions

NASA Technical Reports Server (NTRS)

Yeremin, A. V.; Stepantsov, V. I.; Chekidra, I. F.; Borisenko, I. P.; Kolosov, I. A.

1975-01-01

The experience accumulated in training subjects in methods of body orientation in space indicates the necessity of clear planning of the training process. After theoretical familiarization with the principles of body orientation in space and reviewing training films, practical mastery of the body orientation methods begins with working out of the individual elements on the Zhukovskiy stool. Then, the correctness and sequence of movements are carefully mastered in water, and the motor skills are then reinforced under time deficit conditions, on the vaulting bars, trampolines, and, in the concluding stage of training, the methods of orienting the body in space in weightlessness are worked out in laboratory-aircraft, with and without the spacesuit and with and without a load.

Characterizing the Mammography Technologist Workforce in North Carolina.

PubMed

Henderson, Louise M; Marsh, Mary W; Benefield, Thad; Pearsall, Elizabeth; Durham, Danielle; Schroeder, Bruce F; Bowling, J Michael; Viglione, Cheryl A; Yankaskas, Bonnie C

2015-12-01

Mammography technologists' level of training, years of experience, and feedback on technique may play an important role in the breast-cancer screening process. However, information on the mammography technologist workforce is scant. In 2013, we conducted a survey mailed to 912 mammography technologists working in 224 facilities certified by the Mammography Quality Standards Act in North Carolina. Using standard survey methodology, we developed and implemented a questionnaire on the education and training, work experiences, and workplace interactions of mammography technologists. We aggregated responses using survey weights to account for nonresponse. We describe and compare lead (administrative responsibilities) and nonlead (supervised by another technologist) mammography technologist characteristics, testing for differences, using t-tests and χ(2) analysis. A total of 433 mammography technologists responded (survey response rate = 47.5%; 95% confidence interval [CI]: 44.2%-50.7%), including 128 lead and 305 nonlead technologists. Most mammography technologists were non-Hispanic, white women; their average age was 48 years. Approximately 93% of lead and nonlead technologists had mammography-specific training, but <4% had sonography certification, and 3% had MRI certification. Lead technologists reported more years of experience performing screening mammography (P = .02) and film mammography (P = .03), more administrative hours (P < .0001), and more workplace autonomy (P = .002) than nonlead technologists. Nonlead technologists were more likely to report performing diagnostic mammograms (P = .0004) or other breast imaging (P = .001), discuss image quality with a peer (P = .013), and have frequent face-to-face interaction with radiologists (P = .03). Our findings offer insights into mammography technologists' training and work experiences, highlighting variability in characteristics of lead versus nonlead technologists. Copyright © 2015 American College of Radiology. Published by Elsevier Inc. All rights reserved.

An evaluation of experiences and views of Scottish leadership training opportunities amongst primary care professionals.

PubMed

Power, Ailsa; Allbutt, Helen; Munro, Lucy; MacLeod, Marion; Kennedy, Susan; Cameron, Donald; Scoular, Ken; Orr, Graham; Gillies, John

2017-05-01

To determine experiences of leadership training of six primary care professions in Scotland and consider future development. A questionnaire on previous leadership course attendance and future intentions was distributed to community pharmacists, general dental practitioners, general practitioners, practice nurses, practice managers and optometrists. Analysis comprised descriptive statistics for closed questions and management of textual data. Formal leadership training participation was fairly low except for practice managers. Leadership was perceived to facilitate development of staff, problem-solving and team working. Preference for future delivery was similar across the six professions with e-modules and small group learning being preferred. Time and financial pressures to undertake courses were common barriers for professionals. Leadership is key to improve quality, safety and efficiency of care and help deliver innovative services and transformative change. To date, leadership provision for primary care professionals has typically been patchy, uni-disciplinary in focus and undertaken outwith work environments. Future development must reflect needs of busy primary care professionals and the reality of team working to deliver integrated services at local level.

"Trying to Keep up": The Experience of Combining Full-Time VET with Work

ERIC Educational Resources Information Center

Morris, Michelle

2013-01-01

Maintaining a healthy work-life relationship is important for the health and wellbeing of individuals and families. This is also true for students studying in vocational education and training (VET) who face increasing pressure to combine study and work. The intersecting commitments of work, life and study create a range of demands for…

20 CFR 668.510 - What services may INA grantees provide to the community at large under section 166?

Code of Federal Regulations, 2013 CFR

2013-04-01

... and work-based learning services to Native American youth and adults, whether directly or through..., training, work experience, or similar activities to further the economic and social development of Native...

20 CFR 668.510 - What services may INA grantees provide to the community at large under section 166?

Code of Federal Regulations, 2012 CFR

2012-04-01

... and work-based learning services to Native American youth and adults, whether directly or through..., training, work experience, or similar activities to further the economic and social development of Native...

Working memory training improves visual short-term memory capacity.

PubMed

Schwarb, Hillary; Nail, Jayde; Schumacher, Eric H

2016-01-01

Since antiquity, philosophers, theologians, and scientists have been interested in human memory. However, researchers today are still working to understand the capabilities, boundaries, and architecture. While the storage capabilities of long-term memory are seemingly unlimited (Bahrick, J Exp Psychol 113:1-2, 1984), working memory, or the ability to maintain and manipulate information held in memory, seems to have stringent capacity limits (e.g., Cowan, Behav Brain Sci 24:87-185, 2001). Individual differences, however, do exist and these differences can often predict performance on a wide variety of tasks (cf. Engle What is working-memory capacity? 297-314, 2001). Recently, researchers have promoted the enticing possibility that simple behavioral training can expand the limits of working memory which indeed may also lead to improvements on other cognitive processes as well (cf. Morrison and Chein, Psychol Bull Rev 18:46-60 2011). However, initial investigations across a wide variety of cognitive functions have produced mixed results regarding the transferability of training-related improvements. Across two experiments, the present research focuses on the benefit of working memory training on visual short-term memory capacity-a cognitive process that has received little attention in the training literature. Data reveal training-related improvement of global measures of visual short-term memory as well as of measures of the independent sub-processes that contribute to capacity (Awh et al., Psychol Sci 18(7):622-628, 2007). These results suggest that the ability to inhibit irrelevant information within and between trials is enhanced via n-back training allowing for selective improvement on untrained tasks. Additionally, we highlight a potential limitation of the standard adaptive training procedure and propose a modified design to ensure variability in the training environment.

A survey-based cross-sectional study of doctors' expectations and experiences of non-technical skills for Out of Hours work.

PubMed

Brown, Michael; Shaw, Dominick; Sharples, Sarah; Jeune, Ivan Le; Blakey, John

2015-02-16

The skill set required for junior doctors to work efficiently and safely Out of Hours (OoH) in hospitals has not been established. This is despite the OoH period representing 75% of the year and it being the time of highest mortality. We set out to explore the expectations of medical students and experiences of junior doctors of the non-technical skills needed to work OoH. Survey-based cross-sectional study informed by focus groups. Online survey with participants from five large teaching hospitals across the UK. 300 Medical Students and Doctors Participants ranked the importance of non-technical skills, as identified by literature review and focus groups, needed for OoH care. The focus groups revealed a total of eight non-technical skills deemed to be important. In the survey 'Task Prioritisation' (mean rank 1.617) was consistently identified as the most important non-technical skill. Stage of training affected the ranking of skills, with significant differences for 'Communication with Senior Doctors', 'Dealing with Clinical Isolation', 'Task Prioritisation' and 'Communication with Patients'. Importantly, there was a significant discrepancy between the medical student expectations and experiences of doctors undertaking work. Our findings suggest that medical staff particularly value task prioritisation skills; however, these are not routinely taught in medical schools. The discrepancy between expectations of students and experience of doctors reinforces the idea that there is a gap in training. Doctors of different grades place different importance on specific non-technical skills with implications for postgraduate training. There is a pressing need for medical schools and deaneries to review non-technical training to include more than communication skills. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

Role of Headmasters, Teachers, and Supervisors in Knowledge Transfer about Occupational Health and Safety to Pupils in Vocational Education

PubMed Central

Andersson, Ing-Marie; Gunnarsson, Kristina; Rosèn, Gunnar

2015-01-01

Background Young people are at an increased risk for illness in working life. The authorities stipulate certain goals for training in occupational health and safety (OHS) in vocational schools. A previous study concluded that pupils in vocational education had limited knowledge in the prevention of health risks at work. The aim of the current study, therefore, was to study how OHS training is organized in school and in workplace-based learning (WPL). Methods The study design featured a qualitative approach, which included interviews with 12 headmasters, 20 teachers, and 20 supervisors at companies in which the pupils had their WPL. The study was conducted at 10 upper secondary schools, located in Central Sweden, that were graduating pupils in four vocational programs. Results The interviews with headmasters, teachers, and supervisors indicate a staggered picture of how pupils are prepared for safe work. The headmasters generally give teachers the responsibility for how goals should be reached. Teaching is very much based on risk factors that are present in the workshops and on teachers' own experiences and knowledge. The teaching during WPL also lacks the systematic training in OHS as well as in the traditional classroom environment. Conclusion Teachers and supervisors did not plan the training in OHS in accordance with the provisions of systematic work environment management. Instead, the teachers based the training on their own experiences. Most of the supervisors did not receive information from the schools as to what should be included when introducing OHS issues in WPL. PMID:26929844

Can 3D Gamified Simulations Be Valid Vocational Training Tools for Persons with Intellectual Disability? An Experiment Based on a Real-life Situation.

PubMed

von Barnekow, Ariel; Bonet-Codina, Núria; Tost, Dani

2017-03-23

To investigate if 3D gamified simulations can be valid vocational training tools for persons with intellectual disability. A 3D gamified simulation composed by a set of training tasks for cleaning in hostelry was developed in collaboration with professionals of a real hostel and pedagogues of a special needs school. The learning objectives focus on the acquisition of vocabulary skills, work procedures, social abilities and risk prevention. Several accessibility features were developed to make the tasks easy to do from a technological point-of-view. A pilot experiment was conducted to test the pedagogical efficacy of this tool on intellectually disabled workers and students. User scores in the gamified simulation follow a curve of increasing progression. When confronted with reality, they recognized the scenario and tried to reproduce what they had learned in the simulation. Finally, they were interested in the tool, they showed a strong feeling of immersion and engagement, and they reported having fun. On the basis of this experiment we believe that 3D gamified simulations can be efficient tools to train social and professional skills of persons with intellectual disabilities contributing thus to foster their social inclusion through work.

Enhancing Spatial Attention and Working Memory in Younger and Older Adults

PubMed Central

Rolle, Camarin E.; Anguera, Joaquin A.; Skinner, Sasha N.; Voytek, Bradley; Gazzaley, Adam

2018-01-01

Daily experiences demand both focused and broad allocation of attention for us to interact efficiently with our complex environments. Many types of attention have shown age-related decline, although there is also evidence that such deficits may be remediated with cognitive training. However, spatial attention abilities have shown inconsistent age-related differences, and the extent of potential enhancement of these abilities remains unknown. Here, we assessed spatial attention in both healthy younger and older adults and trained this ability in both age groups for 5 hr over the course of 2 weeks using a custom-made, computerized mobile training application. We compared training-related gains on a spatial attention assessment and spatial working memory task to age-matched controls who engaged in expectancy-matched, active placebo computerized training. Age-related declines in spatial attention abilities were observed regardless of task difficulty. Spatial attention training led to improved focused and distributed attention abilities as well as improved spatial working memory in both younger and older participants. No such improvements were observed in either of the age-matched control groups. Note that these findings were not a function of improvements in simple response time, as basic motoric function did not change after training. Furthermore, when using change in simple response time as a covariate, all findings remained significant. These results suggest that spatial attention training can lead to enhancements in spatial working memory regardless of age. PMID:28654361

Enhancing Spatial Attention and Working Memory in Younger and Older Adults.

PubMed

Rolle, Camarin E; Anguera, Joaquin A; Skinner, Sasha N; Voytek, Bradley; Gazzaley, Adam

2017-09-01

Daily experiences demand both focused and broad allocation of attention for us to interact efficiently with our complex environments. Many types of attention have shown age-related decline, although there is also evidence that such deficits may be remediated with cognitive training. However, spatial attention abilities have shown inconsistent age-related differences, and the extent of potential enhancement of these abilities remains unknown. Here, we assessed spatial attention in both healthy younger and older adults and trained this ability in both age groups for 5 hr over the course of 2 weeks using a custom-made, computerized mobile training application. We compared training-related gains on a spatial attention assessment and spatial working memory task to age-matched controls who engaged in expectancy-matched, active placebo computerized training. Age-related declines in spatial attention abilities were observed regardless of task difficulty. Spatial attention training led to improved focused and distributed attention abilities as well as improved spatial working memory in both younger and older participants. No such improvements were observed in either of the age-matched control groups. Note that these findings were not a function of improvements in simple response time, as basic motoric function did not change after training. Furthermore, when using change in simple response time as a covariate, all findings remained significant. These results suggest that spatial attention training can lead to enhancements in spatial working memory regardless of age.

Classroom Readiness for Successful Inclusion: Teacher Factors and Preschool Children's Experience with and Attitudes toward Peers with Disabilities

ERIC Educational Resources Information Center

Kwon, Kyong-Ah; Hong, Soo-Young; Jeon, Hyun-Joo

2017-01-01

The current study examined (1) associations among teachers' experiences regarding children with disabilities (i.e., education, specialized training, years of work experience), their attitudes toward disabilities, and their classroom practices in relation to inclusion and (2) associations among children's attitudes toward peers with disabilities…

An Italian Social Learning Experience in High Schools

ERIC Educational Resources Information Center

Pieri, Michelle; Diamantini, Davide; Paini, Germano

2013-01-01

This work focuses on an experience of social learning realized in six Italian high schools in the 2012-2013 academic year. In this experience we used ThinkTag Smart, a new learning platform, to train 400 students. After an introduction concerning Information and Communication Technologies in Italian schools, this contribution will describe the…

The Process of Change Experimented by Teachers and Students when Voluntarily Trying Environmental Behaviors

ERIC Educational Resources Information Center

Pruneau, Diane; Doyon, Andre; Langis, Joanne; Vasseur, Liette; Martin, Gilles; Ouellet, Eileen; Boudreau, Gaston

2006-01-01

During a training program on climate change education, teachers were invited to experiment with environmental behaviors in their personal lives. They then created their own climate change education model, with which they experimented in their classroom. Through teachers' and students' work, individual interviews, and questionnaires, researchers…

The School of Posture as a postural training method for Paraíba Telecommunications Operators.

PubMed

Cardia, M C; Soares Màsculo, F

2001-01-01

This work proposes to show the experience of posture training accomplished in the Paraíba State Telecommunication Company, using the knowledge of the Back School. The sample was composed of 12 operators, employees of the company, representing 31% of this population. The model applied in TELPA (Paraíba Telecommunication Company, Brazil) was based on the models of Sherbrooke, Canada, and of the School of Posture of Paraìba Federal University. Fifty-eight point four percent of participants showed a reduction of column pain, 25% improved the quality of the rest and the received training was considered enough for the learning of correct postures at work in 75% of the cases. The whole population approved of the training, and 83.3% of the cases considered that this training influenced their lives very positively.

Audit of anesthetic trainees' 'hands-on' operating room experience in an Australian tertiary children's hospital.

PubMed

Hogan, Bridget; Keating, Matthew; Chambers, Neil A; von Ungern-Sternberg, Britta

2016-05-01

There are no internationally accepted guidelines about what constitutes adequate clinical exposure during pediatric anesthetic training. In Australia, no data have been published on the level of experience obtained by anesthetic trainees in pediatric anesthesia. There is, however, a new ANZCA (Australian and New Zealand College of Anaesthetists) curriculum that quantifies new training requirements. To quantify our trainees' exposure to clinical work in order to assess compliance with new curriculum and to provide other institutions with a benchmark for pediatric anesthetic training. We performed a prospective audit to estimate and quantify our anesthetic registrars' exposure to pediatric anesthesia during their 6-month rotation at our institution, a tertiary pediatric hospital in Perth, Western Australia. Our data suggest that trainees at our institution will achieve the new ANZCA training standards comfortably, in terms of the required volume and breadth of exposure. Experience, however, of some advanced pediatric anesthetic procedures appears limited. Experience gained at our hospital easily meets the new College requirements. Experience of fiber-optic intubation and regional blocks would appear insufficient to develop sufficient skills or confidence. The study provides other institutions with information to benchmark against their own trainee experience. © 2016 John Wiley & Sons Ltd.

Ryerson University's Internationally Trained Medical Doctors Bridging Program: Preliminary Results from a Pilot Program

ERIC Educational Resources Information Center

Bhuiyan, Shafi U.

2018-01-01

Although Canada is home to a large number of internationally educated health professionals, their skills and experiences are grossly underutilized in the Canadian healthcare landscape. Barriers to medical practice are pervasive, and as a result, the majority of internationally trained medical doctors (ITMDs) work in "survival" jobs…

Degrading, Devaluing and Discounting: The Qualifications of Overseas Trained Teachers (OTT) in England

ERIC Educational Resources Information Center

Miller, Paul

2008-01-01

Highly trained teachers from across the world come to England expecting to practise their chosen profession. These expectations are dashed, however, if their foreign credentials and work experience are not recognised as legitimate by potential employers and accreditation bodies. This type of social situation is the focus of the relative…

AODA Training Experiences of Blindness and Visual Impairment Professionals

ERIC Educational Resources Information Center

Davis, S. J.; Koch, D. Shane; McKee, Marissa F.; Nelipovich, Michael

2009-01-01

Co-existing alcohol and other drug abuse (AODA) and blindness or visually impairment may complicate the delivery of rehabilitation services. Professionals working with individuals who are blind or visually impaired need to be aware of unique issues facing those with co-existing disabilities. This study sought to examine the AODA training needs,…

Training Interdisciplinary "Wicked Problem" Solvers: Applying Lessons from HERO in Community-Based Research Experiences for Undergraduates

ERIC Educational Resources Information Center

Cantor, Alida; DeLauer, Verna; Martin, Deborah; Rogan, John

2015-01-01

Management of "wicked problems", messy real-world problems that defy resolution, requires thinkers who can transcend disciplinary boundaries, work collaboratively, and handle complexity and obstacles. This paper explores how educators can train undergraduates in these skills through applied community-based research, using the example of…

76 FR 45697 - Vocational Rehabilitation and Employment Program-Changes to Subsistence Allowance

Federal Register 2010, 2011, 2012, 2013, 2014

2011-08-01

... under chapter 31 includes on-job training and non-paid work experience, during which an employer or... allow payment of the Post-9/11 subsistence allowance for veterans who are participating in on-job.... We retain the rule with respect to payment of the current subsistence allowance for on-job training...

Computer-Aided Training for Transport Planners: Experience with the Pluto Package.

ERIC Educational Resources Information Center

Bonsall, P. W.

1995-01-01

Describes the PLUTO model, an interactive computer program designed for use in education and training of city planners and engineers. Emphasizes four issues: (1) the balance between realism and simplification; (2) the design of the user interface; (3) comparative advantages of group and solo working; and (4) factors affecting the decision to…

Model Occupational Training Plans and Job Specific Site Guides. Vocational Education for Special Students.

ERIC Educational Resources Information Center

Larson, Carl H.; Lewis, Marvin

This booklet, one of seven publications of the Vocational Education for Special Students (VESS) program, contains models developed at Iowa Central Community College for work experience instructors, vocational instructors, and school representatives to use in training programs for handicapped and disadvantaged students. The models provide training…

Training Professionals to Engage with and Promote Self-Management

ERIC Educational Resources Information Center

Kennedy, Anne; Gask, Linda; Rogers, Anne

2005-01-01

We have set out to investigate an approach to improve patients' ability to self-manage chronic illness. For effective health care in chronic disease, we believe patients need to work in partnership with their doctor; patient-centred consultations are one way to achieve this. This report describes our experience of training specialists in…

Extensive Training Is Insufficient to Produce the Work-Ethic Effect in Pigeons

ERIC Educational Resources Information Center

Vasconcelos, Marco; Urcuioli, Peter J.

2009-01-01

Zentall and Singer (2007a) hypothesized that our failure to replicate the work-ethic effect in pigeons (Vasconcelos, Urcuioli, & Lionello-DeNolf, 2007) was due to insufficient overtraining following acquisition of the high- and low-effort discriminations. We tested this hypothesis using the original work-ethic procedure (Experiment 1) and one…

A Training Intervention for Supervisors to Support a Work-Life Policy Implementation

PubMed Central

Laharnar, Naima; Glass, Nancy; Perrin, Nancy; Hanson, Ginger; Kent Anger, W.

2013-01-01

Background Effective policy implementation is essential for a healthy workplace. The Ryan-Kossek 2008 model for work-life policy adoption suggests that supervisors as gatekeepers between employer and employee need to know how to support and communicate benefit regulations. This article describes a workplace intervention on a national employee benefit, Family and Medical Leave Act (FMLA), and evaluates the effectiveness of the intervention on supervisor knowledge, awareness, and experience with FMLA. Methods The intervention consisted of computer-based training (CBT) and a survey measuring awareness and experience with FMLA. The training was administered to 793 county government supervisors in the state of Oregon, USA. Results More than 35% of supervisors reported no previous training on FMLA and the training pre-test revealed a lack of knowledge regarding benefit coverage and employer responsibilities. The CBT achieved: (1) a significant learning effect and large effect size of d = 2.0, (2) a positive reaction to the training and its design, and (3) evidence of increased knowledge and awareness regarding FMLA. Conclusion CBT is an effective strategy to increase supervisors' knowledge and awareness to support policy implementation. The lack of supervisor training and knowledge of an important but complex employee benefit exposes a serious impediment to effective policy implementation and may lead to negative outcomes for the organization and the employee, supporting the Ryan-Kossek model. The results further demonstrate that long-time employees need supplementary training on complex workplace policies such as FMLA. PMID:24106648

What do UK doctors in training value in a post? A discrete choice experiment.

PubMed

Cleland, Jennifer; Johnston, Peter; Watson, Verity; Krucien, Nicolas; Skåtun, Diane

2016-02-01

Many individual and job-related factors are known to influence medical careers decision making. Medical trainees' (residents) views of which characteristics of a training post are important to them have been extensively studied but how they trade-off these characteristics is under-researched. Such information is crucial for the development of effective policies to enhance recruitment and retention. Our aim was to investigate the strength of UK foundation doctors' and trainees' preferences for training post characteristics in terms of monetary value. We used an online questionnaire study incorporating a discrete choice experiment (DCE), distributed to foundation programme doctors and doctors in training across all specialty groups within three UK regions, in August-October 2013. The main outcome measures were monetary values for training-post characteristics, based on willingness to forgo and willingness to accept extra income for a change in each job characteristic, calculated from regression coefficients. The questionnaire was answered by 1323 trainees. Good working conditions were the most influential characteristics of a training position. Trainee doctors would need to be compensated by an additional 49.8% above the average earnings within their specialty to move from a post with good working conditions to one with poor working conditions. A training post with limited rather than good opportunities for one's spouse or partner would require compensation of 38.4% above the average earnings within their specialty. Trainees would require compensation of 30.8% above the average earnings within their specialty to move from a desirable to a less desirable locality. These preferences varied only to a limited extent according to individual characteristics. Trainees place most value on good working conditions, good opportunities for their partners and desirable geographical location when making career-related decisions. This intelligence can be used to develop alternative models of workforce planning or to develop information about job opportunities that address trainees' values. © 2016 John Wiley & Sons Ltd.

"It's One of the Hardest Jobs in the World": The Experience and Understanding of Qualified Nurses Who Work with Individuals Diagnosed with Both Learning Disability and Personality Disorder

ERIC Educational Resources Information Center

Lee, Amy; Kiemle, Gundi

2015-01-01

Background: This study examines the experiences of qualified nurses working with individuals diagnosed with both intellectual disability and personality disorder (PD) in a medium-secure forensic intellectual disability setting. Potential training needs are highlighted, as well as other ways in which services could better support staff to work…

Something of Value

ERIC Educational Resources Information Center

Manpower, 1972

1972-01-01

Through relaxed civil service requirements, the Defense Department placed Neighborhood Youth Corps trainees in military installations, with permanent jobs to follow 9 months of training and work experience. (BH)

10 CFR 4.13 - Employment practices.

Code of Federal Regulations, 2010 CFR

2010-01-01

... its employment practices under such program (including recruitment or recruitment advertising... commencement or continuation of their education or training, or (2) to provide work experience which...

Emergency Preparedness and Role Clarity among Rescue Workers during the Terror Attacks in Norway July 22, 2011.

PubMed

Pedersen, May Janne Botha; Gjerland, Astrid; Rund, Bjørn Rishovd; Ekeberg, Øivind; Skogstad, Laila

2016-01-01

Few studies address preparedness and role clarity in rescue workers after a disaster. On July 22, 2011, Norway was struck by two terror attacks; 77 people were killed and many injured. Healthcare providers, police officers and firefighters worked under demanding conditions. The aims of this study were to examine the level of preparedness, exposure and role clarity. In addition, the relationship between demographic variables, preparedness and exposure and a) role clarity during the rescue operations and; b) achieved mastering for future disaster operations. In this cross-sectional study, healthcare providers (n = 859), police officers (n = 252) and firefighters (n = 102) returned a questionnaire approximately 10 months after the terror attacks. The rescue personnel were trained and experienced, and the majority knew their professional role (healthcare providers M = 4.1 vs. police officers: M = 3.9 vs. firefighters: M = 4.2, p < .001, [scale 1-5]). The police officers reported significantly more lack of control (p < .001). In the multivariable analysis, being female (OR 1.4, p < .05), having more years of work experience (OR 2.3, p = < .001), previous training (OR 1.6, p < .05) and the experience of an event with > 5 fatalities (OR 1.6, p < .05) were all associated with role clarity, together with a feeling of control, not being obstructed in work and perceiving the rescue work as a success. Moreover, independent predictors of being more prepared for future operations were arousal during the operation (OR 2.0, p < .001) and perceiving the rescue work as a success (OR 1.5, p < .001). Most of the rescue workers were experienced and knew their professional role. Training and everyday-work-experience must be a focal point when preparing rescue workers for disaster.

Emergency Preparedness and Role Clarity among Rescue Workers during the Terror Attacks in Norway July 22, 2011

PubMed Central

Pedersen, May Janne Botha; Gjerland, Astrid; Rund, Bjørn Rishovd; Ekeberg, Øivind; Skogstad, Laila

2016-01-01

Background Few studies address preparedness and role clarity in rescue workers after a disaster. On July 22, 2011, Norway was struck by two terror attacks; 77 people were killed and many injured. Healthcare providers, police officers and firefighters worked under demanding conditions. The aims of this study were to examine the level of preparedness, exposure and role clarity. In addition, the relationship between demographic variables, preparedness and exposure and a) role clarity during the rescue operations and; b) achieved mastering for future disaster operations. Methods In this cross-sectional study, healthcare providers (n = 859), police officers (n = 252) and firefighters (n = 102) returned a questionnaire approximately 10 months after the terror attacks. Results The rescue personnel were trained and experienced, and the majority knew their professional role (healthcare providers M = 4.1 vs. police officers: M = 3.9 vs. firefighters: M = 4.2, p < .001, [scale 1–5]). The police officers reported significantly more lack of control (p < .001). In the multivariable analysis, being female (OR 1.4, p < .05), having more years of work experience (OR 2.3, p = < .001), previous training (OR 1.6, p < .05) and the experience of an event with > 5 fatalities (OR 1.6, p < .05) were all associated with role clarity, together with a feeling of control, not being obstructed in work and perceiving the rescue work as a success. Moreover, independent predictors of being more prepared for future operations were arousal during the operation (OR 2.0, p < .001) and perceiving the rescue work as a success (OR 1.5, p < .001). Conclusion Most of the rescue workers were experienced and knew their professional role. Training and everyday-work-experience must be a focal point when preparing rescue workers for disaster. PMID:27280520

Becoming a Mentor: The Impact of Training and the Experience of Mentoring University Students on the Autism Spectrum.

PubMed

Hamilton, Josette; Stevens, Gillian; Girdler, Sonya

2016-01-01

While it is widely recognised that the number of young adults diagnosed with Autism Spectrum Disoders (ASD) is increasing, there is currently limited understanding of effective support for the transition to adulthood. One approach gaining increasing attention in the university sector is specialised peer mentoring. The aim of this inductive study was to understand the impact of peer mentor training on seven student mentors working with university students with an ASD. Kirkpatrick's model framed a mixed methods evaluation of the mentors' training and description of their experience. Overall, the training was well received by the mentors, who reported on average a 29% increase in their ASD knowledge following the training. Results from the semi-structured interviews conducted three months after the training, found that mentors felt that the general ASD knowledge they gained as part of their training had been essential to their role. The mentors described how their overall experience had been positive and reported that the training and support provided to them was pivotal to their ability to succeed in as peer mentors to students with ASD. This study provides feedback in support of specialist peer-mentoring programs for university students and can inform recommendations for future programs and research.

Becoming a Mentor: The Impact of Training and the Experience of Mentoring University Students on the Autism Spectrum

PubMed Central

Hamilton, Josette; Stevens, Gillian; Girdler, Sonya

2016-01-01

While it is widely recognised that the number of young adults diagnosed with Autism Spectrum Disoders (ASD) is increasing, there is currently limited understanding of effective support for the transition to adulthood. One approach gaining increasing attention in the university sector is specialised peer mentoring. The aim of this inductive study was to understand the impact of peer mentor training on seven student mentors working with university students with an ASD. Kirkpatrick’s model framed a mixed methods evaluation of the mentors’ training and description of their experience. Overall, the training was well received by the mentors, who reported on average a 29% increase in their ASD knowledge following the training. Results from the semi-structured interviews conducted three months after the training, found that mentors felt that the general ASD knowledge they gained as part of their training had been essential to their role. The mentors described how their overall experience had been positive and reported that the training and support provided to them was pivotal to their ability to succeed in as peer mentors to students with ASD. This study provides feedback in support of specialist peer-mentoring programs for university students and can inform recommendations for future programs and research. PMID:27070418

Work, employment, and mental illness: expanding the domain of Canadian social work.

PubMed

Shankar, Janki; Barlow, Constance A; Khalema, Ernest

2011-01-01

Despite established evidence that work and employment are an important component of recovery for people who experience mental illness, social work education in Canada seldom offers graduate training or courses on the significance of work in peoples' lives or on the practices involved in helping to gain and retain employment for these individuals. In this article the authors argue that the high levels of unemployment among people who experience mental illness, and the rising incidence of mental health and addictions issues in workplaces, offer the opportunity, as well as the mandate, for social work educators to provide professional education in the area of employment support and assistance.

The Training and Field Work Experiences of Community Health Workers conducting non-invasive, population-based screening for Cardiovascular Disease in Four Communities in Low and Middle-Income Settings

PubMed Central

Denman, Catalina A.; Montano, Carlos Mendoza; Gaziano, Thomas A.; Levitt, Naomi; Rivera-Andrade, Alvaro; Carrasco, Diana Munguía; Zulu, Jabu; Khanam, Masuma Akter; Puoane, Thandi

2015-01-01

Background Cardiovascular disease (CVD) is on the rise in low- and middle-income countries (LMIC) and is proving difficult to combat due to the emphasis on improving outcomes in maternal and child health and infectious diseases, against a backdrop of severe human resource and infrastructure constraints. Effective task-sharing from physicians or nurses to community health workers (CHWs) to conduct population-based screening for persons at risk, has the potential to mitigate the impact of CVD on vulnerable populations. CHWs in Bangladesh, Guatemala, Mexico, and South Africa were trained to conduct non-invasive population-based screening for persons at high risk for CVD. Objective (s) The objectives of this study were to quantitatively assess the performance of CHWs during training and to qualitatively capture their training and fieldwork experiences while conducting non-invasive screening for cardiovascular disease (CVD) risk in their communities. Methods Written tests were used to assess CHWs’ acquisition of content knowledge during training, and focus group discussions conducted to capture their training and fieldwork experiences. Results Training was effective at increasing the CHWs’ content knowledge of cardiovascular disease (CVD) and this knowledge was largely retained up to six months after the completion of field work. Common themes which need to be addressed when designing task sharing with CHWs in chronic diseases are identified, including language, respect, and compensation. The importance of having intimate knowledge of the community receiving services from design to implementation is underscored. Conclusions Effective training for screening for CVD in community settings should have a strong didactic core that is supplemented with culture-specific adaptations in the delivery of instruction. The incorporation of expert and intimate knowledge of the communities themselves is critical, from the design to implementation phases of training. Challenges such as role definition, defining career paths, and providing adequate remuneration, must be addressed. PMID:25754566

Ability of ICU Health-Care Professionals to Identify Patient-Ventilator Asynchrony Using Waveform Analysis.

PubMed

Ramirez, Ivan I; Arellano, Daniel H; Adasme, Rodrigo S; Landeros, Jose M; Salinas, Francisco A; Vargas, Alvaro G; Vasquez, Francisco J; Lobos, Ignacio A; Oyarzun, Magdalena L; Restrepo, Ruben D

2017-02-01

Waveform analysis by visual inspection can be a reliable, noninvasive, and useful tool for detecting patient-ventilator asynchrony. However, it is a skill that requires a properly trained professional. This observational study was conducted in 17 urban ICUs. Health-care professionals (HCPs) working in these ICUs were asked to recognize different types of asynchrony shown in 3 evaluation videos. The health-care professionals were categorized according to years of experience, prior training in mechanical ventilation, profession, and number of asynchronies identified correctly. A total of 366 HCPs were evaluated. Statistically significant differences were found when HCPs with and without prior training in mechanical ventilation (trained vs non-trained HCPs) were compared according to the number of asynchronies detected correctly (of the HCPs who identified 3 asynchronies, 63 [81%] trained vs 15 [19%] non-trained, P < .001; 2 asynchronies, 72 [65%] trained vs 39 [35%] non-trained, P = .034; 1 asynchrony, 55 [47%] trained vs 61 [53%] non-trained, P = .02; 0 asynchronies, 17 [28%] trained vs 44 [72%] non-trained, P < .001). HCPs who had prior training in mechanical ventilation also increased, nearly 4-fold, their odds of identifying ≥2 asynchronies correctly (odds ratio 3.67, 95% CI 1.93-6.96, P < .001). However, neither years of experience nor profession were associated with the ability of HCPs to identify asynchrony. HCPs who have specific training in mechanical ventilation increase their ability to identify asynchrony using waveform analysis. Neither experience nor profession proved to be a relevant factor to identify asynchrony correctly using waveform analysis. Copyright © 2017 by Daedalus Enterprises.

Perceived Motivating Factors and Barriers for the Completion of Postgraduate Training Among American Pharmacy Students Prior to Beginning Advanced Pharmacy Practice Experiences

PubMed Central

Oyler, Douglas R.; Devlin, John W.; Painter, Jacob T.; Bolesta, Scott; Swanson, Joseph M.; Bailey, Brett J.; Branan, Trisha; Barletta, Jeffrey F.; Dunn, Brianne; Haney, Jason S.; Juang, Paul; Kane-Gill, Sandra L.; Kiser, Tyree H.; Shafeeq, Hira; Skaar, Debra; Smithburger, Pamela; Taylor, Jodi

2017-01-01

Objective. To examine perceived motivating factors and barriers (MFB) to postgraduate training (PGT) pursuit among pharmacy students. Methods. Third-year pharmacy students at 13 schools of pharmacy provided demographics and their plan and perceived MFBs for pursuing PGT. Responses were characterized using descriptive statistics. Kruskal-Wallis equality-of-proportions rank tests determined if differences in perceived MFBs existed between students based on plan to pursue PGT. Results. Among 1218 (69.5%) respondents, 37.1% planned to pursue PGT (32.9% did not, 30% were undecided). Students introduced to PGT prior to beginning pharmacy school more frequently planned to pursue PGT. More students who planned to pursue PGT had hospital work experience. The primary PGT rationale was, “I desire to gain more knowledge and experience.” Student debt was the most commonly cited barrier. Conclusion. Introducing pharmacy students early to PGT options and establishing work experiences in the hospital setting may increase students’ desire to pursue PGT. PMID:28720918

Training-as-treatment: effectiveness of the Certified Compassion Fatigue Specialist Training.

PubMed

Gentry, J Eric; Baggerly, Jennifer; Baranowsky, Anna

2004-01-01

Mental health and other service professionals who work with trauma survivors often experience the debilitating effects of compassion fatigue and caregiver stress. Leaders within the field have called for effective, empirically supported interventions for professionals who experience these negative effects. In response to the call, this study examines the treatment effectiveness of the Certified Compassion Fatigue Specialist Training (CCFST) for 83 participating mental health professionals. Results show a statistically and clinically significant decrease in participants' compassion fatigue and burnout symptoms and increase in their compassion satisfaction. A "training-as-treatment" effect of CCFST is introduced, described, and evaluated. Discussion of these findings, clinical implications, limitations, and future directions are provided. CCFST appears to be an effective intervention for ameliorating compassion fatigue symptoms in mental health professionals.

Race trouble: experiences of Black medical specialist trainees in South Africa.

PubMed

Thackwell, Nicola; Swartz, Leslie; Dlamini, Sipho; Phahladira, Lebogang; Muloiwa, Rudzani; Chiliza, Bonginkosi

2016-12-03

This research aimed to identify and explore the experiences of Black registrars in their training in the Western Cape's academic hospitals in order to identify structures, practices, attitudes and ideologies that may promote or impede the advancement of Black doctors into specialist medicine. This is justified by the requirement for universities to work towards monitoring and evaluating efforts to create non-discriminatory and inclusive training environments. This study employed qualitative research methods. Ten Black African medical specialists were interviewed about their training experiences in two university training hospitals in the Western Cape Province, South Africa. Interview data was collected using open-ended questions and coded and analysed using thematic and critical discursive analysis techniques. Four experiential themes emerged from the interview data, they included: 1) experiences of everyday racism during work hours, 2) the physical and psychological effects of tokenism and an increased need to perform, 3) institutional racism as a result of inconsistent and unclear methods of promotion and clinical competence building, and 4) an organisational culture that was experienced as having a race and gender bias. This is a pilot study and there are limits on the generalizability of the data due to the small sample. What is clear from our participants, though, is the strong experiential component of finding it challenging to be a Black trainee in a White-dominated profession. We are undertaking further research to explore the issues raised in more detail.

Service workers' chain reactions to daily customer mistreatment: Behavioral linkages, mechanisms, and boundary conditions.

PubMed

Chi, Nai-Wen; Yang, Jixia; Lin, Chia-Ying

2018-01-01

Drawing on the stressor-emotion model, we examine how customer mistreatment can evoke service workers' passive forms of deviant behaviors (i.e., work withdrawal behavior [WWB]) and negative impacts on their home life (i.e., work-family conflict [WFC]), and whether individuals' core self-evaluations and customer service training can buffer the negative effects of customer mistreatment. Using the experience sampling method, we collect daily data from 77 customer service employees for 10 consecutive working days, yielding 546 valid daily responses. The results show that daily customer mistreatment increases service workers' daily WWB and WFC through negative emotions. Furthermore, employees with high core self-evaluations and employees who received customer service training are less likely to experience negative emotions when faced with customer mistreatment, and thus are less likely to engage in WWB or provoke WFC. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

20 CFR 627.305 - Payments.

Code of Federal Regulations, 2010 CFR

2010-04-01

... Federal or federally assisted program based on need, other than as provided under the Social Security Act... are: Needs-based payments for eligible individuals in programs under title II; incentive and bonus payments for participants in title II programs; work-based training payments for work experience, entry...

Practical ways to facilitate ergonomics improvements in occupational health practice.

PubMed

Kogi, Kazutaka

2012-12-01

Recent advances in participatory programs for improving workplace conditions are discussed to examine practical ways to facilitate ergonomics improvements. Participatory training programs are gaining importance, particularly in promoting occupational health and safety in small-scale workplaces. These programs have led to many improvements that can reduce work-related risks in varied situations. Recent experiences in participatory action-oriented training programs in small workplaces and agriculture are reviewed.The emphasis of the review is on training steps, types of improvements achieved, and the use of action tools by trainers and training participants. Immediate improvements in multiple technical areas are targeted, including materials handling,workstation design, physical environment, welfare facilities, and work organization. In facilitating ergonomics improvements in each local situation, it is important to focus on (a) building on local good practices; (b) applying practical, simple improvements that apply the basic principles of ergonomics; and (c) developing action-oriented toolkits for direct use by workers and managers. This facilitation process is effective when locally designed action toolkits are used by trainers, including local good examples, action checklists, and illustrated how-to guides. Intervention studies demonstrate the effectiveness of participatory steps that use these toolkits in promoting good practices and reducing work-related risks. In facilitating ergonomics improvements in small-scale workplaces, it is important to focus on practical, low-cost improvements that build on local good practices. The use of action-oriented toolkits reflecting basic ergonomics principles is helpful.The promotion of the intercountry networking of positive experiences in participatory training is suggested.

Evaluating the MESSAGE Communication Strategies in Dementia training for use with community-based aged care staff working with people with dementia: a controlled pretest-post-test study.

PubMed

Conway, Erin R; Chenery, Helen J

2016-04-01

The study aims to evaluate the effects of a communication skills training programme on community aged care staff's knowledge of communication support in dementia and on staff's care experience. Dementia can lead to impairments in communication. Therefore, quality community-based dementia care requires that staff be skilled communicators, equipped to facilitate interactions with people with dementia. The current investigation evaluated the effectiveness of the MESSAGE Communication Strategies in Dementia for Care Staff training programme with respect to knowledge of communication support and the staff/caregiver experience. A multi-centre controlled pretest/post-test design with randomised cohort allocation was used. Outcome measures were completed at baseline, immediately after training (training group only), and at three-month follow-up. Thirty-eight care staff working in community aged care participated and completed all outcome measures (training = 22; control = 16).Training and control groups completed the following outcome measures: knowledge of communication support strategies, self-efficacy, preparedness to provide care, strain in nursing care and attitude to dementia care. Staff in the training group provided written feedback on the training. A significant improvement in knowledge scores from baseline was found for the training group both immediately after training and at three-month follow-up. There was also a significant training effect for self-efficacy and preparedness to provide care. No significant difference was found for the control group for any measure. No significant training effects were found for measures of strain or attitudes to dementia care. Feedback from staff suggests that the training was well received. The MESSAGE training was positively received by staff and had a significant effect on care staff knowledge, and confidence to provide care for people with dementia. The easily accessible multimedia training programme is well received by staff and has the potential to improve quality of care. © 2016 John Wiley & Sons Ltd.

Emergency preparedness and intervention: social work education needs in Israel.

PubMed

Findley, Patricia A; Isralowitz, Richard; Reznik, Alexander

2014-01-01

Emergency preparedness and response is gaining increasing global attention; numerous conditions contribute to disaster situations including acts of terror and war, earthquakes, hurricanes, floods, and tornadoes. Internationally, social workers are among the first responders addressing needs of children, families, and others affected by traumatic events. Assess the level of emergency preparedness and experience of intervening of social workers in Negev, Israel. Social workers (n = 183) employed by public and nonprofit nongovernment organizations throughout the Negev, Israel, including population centers of Beer Sheva, Ashkelon, Ashdod, and Sderot were queried for this study regarding their experience and training in emergency preparedness and interventions. Seventy-six percent of study participants had 10 years or less experience; and, the majority (56.1 percent) reported they treat trauma and/or post-traumatic stress disorder. Overall, the types of populations with whom the participants worked with were children and adolescents (65.5 percent), adults (59.6 percent), individuals with drug or alcohol dependence (30.1 percent), people with serious mental illness (27.9 percent), reporting sexual abuse (25.7 percent), those with physical disabilities (20.8 percent), and elderly (18.6 percent). Screening and referral were the most common services provided, especially by older, more experienced social workers who were more likely to have received training to provide disaster mental health intervention. Respondents reported disaster intervention training related to work with children and families to be most important. Further research should consider more targeted studies of on emergency preparedness policies for vulnerable populations, evaluation of implementation procedures, and training on both the professional and community levels among other issues.

Interservice Physician Assistant Program: Educators for an Expanding Profession.

PubMed

Brock, Douglas M; Orrahood, Scott A; Cooper, Christopher K; Alvitre, John J; Tozier, William

2017-10-01

The number of physician assistant (PA) programs has increased exponentially across the past decade, and the demand for PAs will likely remain strong through 2025. Because of this rapid growth, both new and established PA programs face significant challenges in recruiting experienced educators. We describe the value of using PAs trained through the Interservice Physician Assistant Program (IPAP) as civilian PA educators. The literature on IPAP and its graduates proved too limited to conduct a formal systematic review. We searched the PubMed and Cumulative Index to Nursing and Allied Health Literature (CINAHL) databases for works speaking to the value that IPAP-trained PAs may bring to civilian PA training. Those findings were supplemented with informal conversations with IPAP-trained PAs currently employed in the military and those working in civilian PA education. Themes were identified supporting the potential value of IPAP-trained PAs in civilian training. Military PAs work within hierarchical organizations and may transition easily to academic settings. They leave military service not only as highly trained and proficient primary care providers but also as experienced educators. Military PAs must demonstrate professionalism across their entire military careers. They serve as leaders and work in teams, but they are also experienced in negotiating up chains of command. They are trained in and apply the latest innovations in health care delivery and have provided care with a degree of autonomy uncommon in civilian PA practice. The PAs trained through IPAP leave the service with skills and experiences valuable to civilian PA training. Employing these PAs in civilian education honors their service contributions while addressing emerging PA educator workforce demands.

The influence of developmental, education, and mentorship experiences on career paths in cultural psychiatry.

PubMed

Boehnlein, James K

2011-04-01

Career paths in cultural psychiatry and other areas of medicine often are influenced by a combination of developmental, academic and training experiences. One of the satisfactions for the cultural psychiatrist is the opportunity to integrate lifelong interests that are not central to medical training, such as anthropology, philosophy, history or geography into one's daily work and career path, and this is not necessarily just applicable to clinical work or research. A background in social sciences can be very helpful in navigating the political and interpersonal challenges of working in an academic medical center or designing effective education programs across the career spectrum in medicine. This article traces the development of my career in academic cultural psychiatry and illustrates the way my clinical and academic interests were influenced both by early developmental and educational experiences and by positive career experiences as a clinician, teacher and researcher in the context of effective mentorship and professional peer relationships. The future of cultural psychiatry is exciting and its continued growth will be dependent on effective nurturance of young physicians who have a broad vision of the important place of cultural psychiatry and how it influences medicine, mental health, and society at large.

Guidelines for psychological practice with older adults.

PubMed

2014-01-01

The "Guidelines for Psychological Practice With Older Adults" are intended to assist psychologists in evaluating their own readiness for working with older adults and in seeking and using appropriate education and training to increase their knowledge, skills, and experience relevant to this area of practice. The specific goals of these professional practice guidelines are to provide practitioners with (a) a frame of reference for engaging in clinical work with older adults and (b) basic information and further references in the areas of attitudes, general aspects of aging, clinical issues, assessment, intervention, consultation, professional issues, and continuing education and training relative to work with this group. The guidelines recognize and appreciate that there are numerous methods and pathways whereby psychologists may gain expertise and/or seek training in working with older adults. This document is designed to offer recommendations on those areas of awareness, knowledge, and clinical skills considered as applicable to this work, rather than prescribing specific training methods to be followed. The guidelines also recognize that some psychologists will specialize in the provision of services to older adults and may therefore seek more extensive training consistent with practicing within the formally recognized specialty of Professional Geropsychology (APA, 2010c). PsycINFO Database Record (c) 2014 APA, all rights reserved.

Balint groups - helping trainee psychiatrists make even better use of themselves.

PubMed

McKensey, Andrew; Sullivan, Leonie

2016-02-01

The paper presents a pilot study of Balint group work to establish it as a potential training tool in psychiatry. The aim was to test whether, in the training setting, it was possible for a cohesive group to form, such that trainees could make use of a Balint group experience. Nine psychiatry trainees were offered three 90-minute Balint sessions and provided written feedback. The trainees reported unanimously that group participation was a positive and worthwhile experience. They began to feel supported by their colleagues and experienced the method as an effective way to manage stress and anxiety. They reported that they experienced doctor-patient interactions in a different way, which appeared to correspond with a greater understanding of the patient's experience. The pilot suggested that, within the public health training setting, a cohesive group could form such that trainees were able to make use of a Balint group experience. It suggested that this practice could be beneficial in managing the stresses, isolation and intense feelings of working with patients in this setting. The feedback indicated that the group helped trainees 'think differently' by fostering self-awareness and so furthered their development of psychodynamic skills. © The Royal Australian and New Zealand College of Psychiatrists 2015.

Agricultural Equipment Technician: Apprenticeship Course Outline. Apprenticeship and Industry Training. 3212

ERIC Educational Resources Information Center

Alberta Advanced Education and Technology, 2012

2012-01-01

The graduate of the Agricultural Equipment Technician apprenticeship program is a certified journeyperson who will be able to: (1) repair, diagnose and maintain by skill and knowledge gained through training and experience any of the working parts of diesel engines as well as the various components of mobile farm machinery; (2) use, competently,…

Heavy Equipment Technician: Apprenticeship Course Outline. Apprenticeship and Industry Training. 1912

ERIC Educational Resources Information Center

Alberta Advanced Education and Technology, 2012

2012-01-01

The graduate of the Heavy Equipment Technician apprenticeship program is a certified journeyperson who will be able to: (1) diagnose repair, and maintain by skills and knowledge gained through training and experience any of the working parts of diesel engines as well as the various components of mobile industrial equipment; (2) use, competently,…

Downgrading and Discounting the Qualifications of Migrant Professionals in England: The Case of Overseas-Trained Teachers

ERIC Educational Resources Information Center

Miller, Paul Washington

2008-01-01

Highly trained teachers from across the world come to England expecting to practice their profession. These expectations are dashed however, if their qualifications and work experience, gained in their home countries, are not recognised as legitimate by potential employers and accreditation bodies. This type of social situation is the focus of…

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

ERIC Educational Resources Information Center

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

2004-01-01

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

Reflections of a ZERO TO THREE National Training Institute Neophyte

ERIC Educational Resources Information Center

Simpson, Tanika

2013-01-01

In this article Tanika Simpson reflects on her experience at the 2012 three-day ZERO TO THREE National Training Institute (NTI) held in Los Angeles, California. The week began with a two-day pre-NTI retreat convening a national league of state Infant Mental Health Associations that are intensely committed to the work of implementing Michigan's…

Youth Transitions, VET and the "Making" of Class: Changing Theorisations for Changing Times?

ERIC Educational Resources Information Center

Avis, James; Atkins, Liz

2017-01-01

The paper places youth transitions and vocational education and training (VET) within the global policy context in which economic competiveness is hegemonic. It compares research from the 1970s/80s, which explored young peoples' lived experiences of VET and youth training schemes with contemporary work on similar themes. It argues that there are…

Vocational Education and Training Manager Discursive Practices at the Frontline: Alternative Possibilities in a Victorian Setting

ERIC Educational Resources Information Center

Foley, Annette

2011-01-01

This article looks at how the neoliberal reform process is affecting the professional identity of frontline managers in the Australian vocational education and training sector. The article examines how frontline managers are required to negotiate their working practices between their understandings and experiences as educators and the new…

The Relationship between Self-Care Practices, Burnout, Compassion Fatigue, and Compassion Satisfaction among Professional Counselors and Counselors-in-Training

ERIC Educational Resources Information Center

Star, Katharina L.

2013-01-01

The present study examined the relationship between compassion fatigue, burnout, compassion satisfaction, and self-care among counselors and counselors-in-training. Additionally, the current study investigated if recent life changes, age, sex, race, years of experience, education level, and work/internship setting impacted counselors' and…

A Sense of Place: Rural Training at a Regional Medical School Campus

ERIC Educational Resources Information Center

Crump, William J.; Barnett, Darel; Fricker, Steve

2004-01-01

Traditionally, rural students experience urban disruption during the many years of education and training in urban environments before choosing a practice site. Regional rural campuses that allow students to live and work in small towns during the last 2 years of medical school are one strategy to address this issue. Purpose: To report the…

Experiences of clinical teaching for dental core trainees working in hospital.

PubMed

Mannion, C J; Brotherton, P

2014-07-11

There is recognition that the provision of excellence in education and training results in a skilled and competent workforce. However, the educational experiences of dental core trainees (DCT's) working in the hospital oral and maxillofacial surgery (OMFS) setting have not been previously investigated. In this paper, we examine DCT's learning experiences both 'formal' and 'non-formal' within the hospital setting of ward and clinic-based teaching. Are hospital dental core trainees receiving a meaningful educational experience? To conclude this paper, the authors recommend methods, based upon sound educational principles, to maximise the value of clinical sessions for teaching.

Use of simulation technology in Australian Defence Force resuscitation training.

PubMed

Hendrickse, A D; Ellis, A M; Morris, R W

2001-06-01

Realistic training of health personnel for the resuscitation of military casualties is problematic. There are few opportunities for personnel to obtain the necessary experience unless working in a busy emergency or trauma environment. Even so, the specific nature of military trauma means that many aspects of casualty management may not be adequately covered in the civilian domain. This paper discusses the use of advanced simulation technology in the training of military resuscitation teams. Such training has been available to members of the Australian Defence Force (ADF) for two years.

Work volume and strength training responses to resistive exercise improve with periodic heat extraction from the palm.

PubMed

Grahn, Dennis A; Cao, Vinh H; Nguyen, Christopher M; Liu, Mengyuan T; Heller, H Craig

2012-09-01

Body core cooling via the palm of a hand increases work volume during resistive exercise. We asked: (a) "Is there a correlation between elevated core temperatures and fatigue onset during resistive exercise?" and (b) "Does palm cooling between sets of resistive exercise affect strength and work volume training responses?" Core temperature was manipulated by 30-45 minutes of fixed load and duration treadmill exercise in the heat with or without palm cooling. Work volume was then assessed by 4 sets of fixed load bench press exercises. Core temperatures were reduced and work volumes increased after palm cooling (Control: Tes = 39.0 ± 0.1° C, 36 ± 7 reps vs. Cooling: Tes = 38.4 ± 0.2° C, 42 ± 7 reps, mean ± SD, n = 8, p < 0.001). In separate experiments, the impact of palm cooling on work volume and strength training responses were assessed. The participants completed biweekly bench press or pull-up exercises for multiple successive weeks. Palm cooling was applied for 3 minutes between sets of exercise. Over 3 weeks of bench press training, palm cooling increased work volume by 40% (vs. 13% with no treatment; n = 8, p < 0.05). Over 6 weeks of pull-up training, palm cooling increased work volume by 144% in pull-up experienced subjects (vs. 5% over 2 weeks with no treatment; n = 7, p < 0.001) and by 80% in pull-up naïve subjects (vs. 20% with no treatment; n = 11, p < 0.01). Strength (1 repetition maximum) increased 22% over 10 weeks of pyramid bench press training (4 weeks with no treatment followed by 6 weeks with palm cooling; n = 10, p < 0.001). These results verify previous observations about the effects of palm cooling on work volume, demonstrate a link between core temperature and fatigue onset during resistive exercise, and suggest a novel means for improving strength and work volume training responses.

78 FR 15006 - Privacy Act of 1974; System of Records

Federal Register 2010, 2011, 2012, 2013, 2014

2013-03-08

... experience in DA&M, total years of work experience, job level, job competencies, and competency level), education (e.g., degrees, training, coursework), job title, pay plan, job series, job grade, feedback on... and PIN prevents unauthorized access. Retention and disposal: Destroy three (3) years after...

Acquiring synaesthesia: insights from training studies

PubMed Central

Rothen, Nicolas; Meier, Beat

2014-01-01

Synaesthesia denotes a condition of remarkable individual differences in experience characterized by specific additional experiences in response to normal sensory input. Synaesthesia seems to (i) run in families which suggests a genetic component, (ii) is associated with marked structural and functional neural differences, and (iii) is usually reported to exist from early childhood. Hence, synaesthesia is generally regarded as a congenital phenomenon. However, most synaesthetic experiences are triggered by cultural artifacts (e.g., letters, musical sounds). Evidence exists to suggest that synaesthetic experiences are triggered by the conceptual representation of their inducer stimuli. Cases were identified for which the specific synaesthetic associations are related to prior experiences and large scale studies show that grapheme-color associations in synaesthesia are not completely random. Hence, a learning component is inherently involved in the development of specific synaesthetic associations. Researchers have hypothesized that associative learning is the critical mechanism. Recently, it has become of scientific and public interest if synaesthetic experiences may be acquired by means of associative training procedures and whether the gains of these trainings are associated with similar cognitive benefits as genuine synaesthetic experiences. In order to shed light on these issues and inform synaesthesia researchers and the general interested public alike, we provide a comprehensive literature review on developmental aspects of synaesthesia and specific training procedures in non-synaesthetes. Under the light of a clear working definition of synaesthesia, we come to the conclusion that synaesthesia can potentially be learned by the appropriate training. PMID:24624072

"No One Talked about It": Social Work Field Placements and Sexual Harassment

ERIC Educational Resources Information Center

Wood, Leila; Moylan, Carrie

2017-01-01

Increasing student safety is an important part of Title IX compliance for colleges and universities. Sexual harassment is an all too common experience for college students, although little is known about incidences in social work field placements. The extent of training and preparation received by students from social work program and field…

Continuing Education for the Emerging Social Work Profession in China: The Experiment in Shenzhen

ERIC Educational Resources Information Center

Lam, Ching Man; Yan, Miu Chung; Liang, Yan

2016-01-01

In-service training as a form of continuing professional education (CPE) is important for social work professionals to maintain their skills and enhance their knowledge for publicly accountable practice. These goals are concerns in Mainland China, which has experienced rapid development in social work since economic reforms started in the early…

Handball Coaches’ Perceptions About the Value of Working Competences According to Their Coaching Background

PubMed Central

Mesquita, Isabel; Borges, Mario; Rosado, Antonio; Souza, Adriano De

2011-01-01

The purpose of this study was to analyze the value attributed to given working competences, by Portuguese handball coaches according to their coaching background, certification level, coaching experience, and level of education. A sample of 207 handball coaches responded to a questionnaire which included demographic characteristics and a scale focused on perceptions of the level of importance attributed to working competences. Data analysis included an exploratory factorial analysis applying Maximum Likelihood Factoring (MLF) and Oblimin rotation. These factors were submitted to a One-way ANOVA and Tukey’s post hoc multiple comparisons to analyse coaches’ perceptions according to their coaching background. A six factor solution was found where three major domains of competences were highlighted; the first one related to training and competition (e.g. planning and conducting the training, team administration in competition, annual and multi-annual planning, and coaching methodology); the second one related to social and cultural issues and management (e.g. implementation of youth sport development projects, team leadership and coach education) and the third one related to the cognitive background (meta-cognitive competences). The importance ascribed to some working competences was influenced by their coaching experience and certification level. Highly experienced and qualified coaches perceived competences of everyday practice, social, cultural and management issues related to training and competition as more important than the other coaches. This study suggests the need to consider some working competences, until now not explicitly present in the Portuguese coaching education curriculum which could enable coaches to choose the best way to practice/work in a manner that will foster and support their professional development. Key points Three major domains of competences were highlighted by Portuguese handball coaches. The first one related to training and competition, the second one related to social and cultural issues and management and the third one related to the cognitive background. The importance ascribed by Portuguese handball coaches to some working competences was influenced by their coaching experience and certification level, as high experienced coaches and coaches with higher certification levels perceived competences related to training and competition of the everyday practice and social, cultural issues and management as more important. The value attributed by Portuguese handball coaches to working competences did not vary according to the coaches’ academic education level. Portuguese handball coaches valued the meta-cognitive competences, the competences to implement sport development project and related to annual and multi-annual planning independently of their coaching background. PMID:24149314

Handball coaches' perceptions about the value of working competences according to their coaching background.

PubMed

Mesquita, Isabel; Borges, Mario; Rosado, Antonio; Souza, Adriano De

2011-01-01

The purpose of this study was to analyze the value attributed to given working competences, by Portuguese handball coaches according to their coaching background, certification level, coaching experience, and level of education. A sample of 207 handball coaches responded to a questionnaire which included demographic characteristics and a scale focused on perceptions of the level of importance attributed to working competences. Data analysis included an exploratory factorial analysis applying Maximum Likelihood Factoring (MLF) and Oblimin rotation. These factors were submitted to a One-way ANOVA and Tukey's post hoc multiple comparisons to analyse coaches' perceptions according to their coaching background. A six factor solution was found where three major domains of competences were highlighted; the first one related to training and competition (e.g. planning and conducting the training, team administration in competition, annual and multi-annual planning, and coaching methodology); the second one related to social and cultural issues and management (e.g. implementation of youth sport development projects, team leadership and coach education) and the third one related to the cognitive background (meta-cognitive competences). The importance ascribed to some working competences was influenced by their coaching experience and certification level. Highly experienced and qualified coaches perceived competences of everyday practice, social, cultural and management issues related to training and competition as more important than the other coaches. This study suggests the need to consider some working competences, until now not explicitly present in the Portuguese coaching education curriculum which could enable coaches to choose the best way to practice/work in a manner that will foster and support their professional development. Key pointsThree major domains of competences were highlighted by Portuguese handball coaches. The first one related to training and competition, the second one related to social and cultural issues and management and the third one related to the cognitive background.The importance ascribed by Portuguese handball coaches to some working competences was influenced by their coaching experience and certification level, as high experienced coaches and coaches with higher certification levels perceived competences related to training and competition of the everyday practice and social, cultural issues and management as more important.The value attributed by Portuguese handball coaches to working competences did not vary according to the coaches' academic education level.Portuguese handball coaches valued the meta-cognitive competences, the competences to implement sport development project and related to annual and multi-annual planning independently of their coaching background.

Cultural competence in mental health care: a review of model evaluations

PubMed Central

Bhui, Kamaldeep; Warfa, Nasir; Edonya, Patricia; McKenzie, Kwame; Bhugra, Dinesh

2007-01-01

Background Cultural competency is now a core requirement for mental health professionals working with culturally diverse patient groups. Cultural competency training may improve the quality of mental health care for ethnic groups. Methods A systematic review that included evaluated models of professional education or service delivery. Results Of 109 potential papers, only 9 included an evaluation of the model to improve the cultural competency practice and service delivery. All 9 studies were located in North America. Cultural competency included modification of clinical practice and organizational performance. Few studies published their teaching and learning methods. Only three studies used quantitative outcomes. One of these showed a change in attitudes and skills of staff following training. The cultural consultation model showed evidence of significant satisfaction by clinicians using the service. No studies investigated service user experiences and outcomes. Conclusion There is limited evidence on the effectiveness of cultural competency training and service delivery. Further work is required to evaluate improvement in service users' experiences and outcomes. PMID:17266765

Collaborative learning: A next step in the training of peer support providers.

PubMed

Cronise, Rita

2016-09-01

This column explores how peer support provider training is enhanced through collaborative learning. Collaborative learning is an approach that draws upon the "real life" experiences of individual learners and encompasses opportunities to explore varying perspectives and collectively construct solutions that enrich the practice of all participants. This description draws upon published articles and examples of collaborative learning in training and communities of practice of peer support providers. Similar to person-centered practices that enhance the recovery experience of individuals receiving services, collaborative learning enhances the experience of peer support providers as they explore relevant "real world" issues, offer unique contributions, and work together toward improving practice. Three examples of collaborative learning approaches are provided that have resulted in successful collaborative learning opportunities for peer support providers. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Background Characteristics, Orientation, Work Experience, and Work Values of Employees Hired from Human Resources Development Applicants by Companies Affiliated with the National Alliance of Businessmen.

ERIC Educational Resources Information Center

Goodale, James G.

This study sought to describe how work values of 110 disadvantaged persons differ from those of 180 regularly employed, unskilled and semiskilled subjects, to identify biographical correlates of work values endorsed by the hard core, and to detect changes in work values as a function of training. Data were gathered via questionnaires and…

Implementing mental health peer support: a South Australian experience.

PubMed

Franke, Carmen C D; Paton, Barbara C; Gassner, Lee-Anne J

2010-01-01

Mental illness is among the greatest causes of disability, diminished quality of life and reduced productivity. Mental health policy aims to reform services to meet consumers' needs and one of the strategies is to increase the number of consumers working in the mental health service system. In South Australia, the Peer Work Project was established to provide a program for the training of consumers to work alongside mental health services. The project developed a flexible training pathway that consisted of an information session, the Introduction to Peer Work (IPW) course and further training pathways for peer workers. External evaluation indicated that the IPW course was a good preparation for peer workers, but a crucial factor in the implementation process of employing peer workers was commitment and leadership within the organisation in both preparing the organisation and supporting peer workers in their role. To assist organisations wanting to employ peer workers, a three step model was developed: prepare, train and support. The project has been successful in establishing employment outcomes for IPW graduates. The outcomes increased with time after graduation and there was a shift from voluntary to paid employment.

Scientific and educational center "space systems and technology"

NASA Astrophysics Data System (ADS)

Kovalev, I. V.; Loginov, Y. Y.; Zelenkov, P. V.

2015-10-01

The issues of engineers training in the aerospace university on the base of Scientific and Educational Center "Space Systems and Technology" are discussed. In order to improve the quality of education in the Siberian State Aerospace University the research work of students, as well as the practice- oriented training of engineers are introduced in the educational process. It was made possible as a result of joint efforts of university with research institutes of the Russian Academy of Science and industrial enterprises. The university experience in this area promotes the development of a new methods and forms of educational activities, including the project-oriented learning technologies, identifying promising areas of specialization and training of highly skilled engineers for aerospace industry and other institutions. It also allows you to coordinate the work of departments and other units of the university to provide the educational process in workshops and departments of the industrial enterprises in accordance with the needs of the target training. Within the framework of scientific and education center the students perform researches, diploma works and master's theses; the postgraduates are trained in advanced scientific and technical areas of enterprise development.

How does the outcome of research training fellowships funded via the NHS compare with that from competitively funded fellowships from the MRC and other charities: a cross-sectional retrospective survey of trainees undertaking research training in the West Midlands.

PubMed

Maybury, Charlotte; Morgan, Matthew David; Smith, Russell; Harper, Lorraine

2018-01-23

This study aimed to investigate the impact of research training funded via the National Health Service (NHS) on medical trainees compared with traditional clinical research training fellowships (CRTFs). Online survey of 221 clinical trainees who had completed a period of research during their clinical training between 2009 and 2015 in the West Midlands. Research outcomes. Overall response rate was 59%, of whom 72 participants were funded by CRTFs and 51 funded by the NHS. Although participants with CRTFs were more likely to be awarded a higher degree compared with those on NHS-administered funding (66/72 CRTFs and 37/51 NHS, P=0.005), similar proportions of NHS-funded and CRTF-funded participants entered clinical lecturer posts on completing initial research training (8/51 NHS and 16/72 CRTF, P=0.37). 77% of participants had three or more publications (CRTF 57 and NHS 39, P=0.72). 57 participants had completed clinical training; similar proportions of CRTF-funded and NHS-funded trainees had research included in their consultant contract (12/22 NHS and 14/26 CRTF, P=0.96) or were appointed to academic posts (3 of 25 NHS funded and 6 of 32 CRTF, P>0.05). 95% of participants would recommend to colleagues and 82% of participants felt the research experience improved their provision of clinical care with no difference between CRTF-funded and NHS-funded participants (P=0.49). Continuing to participate in clinical work during the research reduced reports of trainee difficulty on returning to clinical work (23/108 continued clinical work vs 12/22 no clinical work, P=0.001). Research training funded by the NHS provides a quality experience and contributes to the clinical academic capacity within the UK. More needs to be done to support NHS participants to successfully achieve a higher degree. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Leveling the field: The role of training, safety programs, and knowledge management systems in fostering inclusive field settings

NASA Astrophysics Data System (ADS)

Starkweather, S.; Crain, R.; Derry, K. R.

2016-12-01

Knowledge is empowering in all settings, but plays an elevated role in empowering under-represented groups in field research. Field research, particularly polar field research, has deep roots in masculinized and colonial traditions, which can lead to high barriers for women and minorities (e.g. Carey et al., 2016). While recruitment of underrepresented groups into polar field research has improved through the efforts of organizations like the Association of Polar Early Career Scientists (APECS), the experiences and successes of these participants is often contingent on the availability of specialized training opportunities or the quality of explicitly documented information about how to survive Arctic conditions or how to establish successful measurement protocols in harsh environments. In Arctic field research, knowledge is often not explicitly documented or conveyed, but learned through "experience" or informally through ad hoc advice. The advancement of field training programs and knowledge management systems suggest two means for unleashing more explicit forms of knowledge about field work. Examples will be presented along with a case for how they level the playing field and improve the experience of field work for all participants.

Leveling the field: The role of training, safety programs, and knowledge management systems in fostering inclusive field settings

NASA Astrophysics Data System (ADS)

Starkweather, S.; Crain, R.; Derry, K. R.

2017-12-01

Knowledge is empowering in all settings, but plays an elevated role in empowering under-represented groups in field research. Field research, particularly polar field research, has deep roots in masculinized and colonial traditions, which can lead to high barriers for women and minorities (e.g. Carey et al., 2016). While recruitment of underrepresented groups into polar field research has improved through the efforts of organizations like the Association of Polar Early Career Scientists (APECS), the experiences and successes of these participants is often contingent on the availability of specialized training opportunities or the quality of explicitly documented information about how to survive Arctic conditions or how to establish successful measurement protocols in harsh environments. In Arctic field research, knowledge is often not explicitly documented or conveyed, but learned through "experience" or informally through ad hoc advice. The advancement of field training programs and knowledge management systems suggest two means for unleashing more explicit forms of knowledge about field work. Examples will be presented along with a case for how they level the playing field and improve the experience of field work for all participants.

Formation of the predicted training parameters in the form of a discrete information stream

NASA Astrophysics Data System (ADS)

Smolentseva, T. E.; Sumin, V. I.; Zolnikov, V. K.; Lavlinsky, V. V.

2018-03-01

In work process of training in the form of a discrete information stream is considered. On each of stages of the considered process portions of the training information and quality of their assimilation are analysed. Individual characteristics and reaction trained for every portion of information on appropriate sections are defined. The control algorithm of training with the predicted number of control checks of the trainee who allows to define what operating influence is considered it is necessary to create for the trainee. On the basis of this algorithm the vector of probabilities of ignorance of elements of the training information is received. As a result of the conducted researches the algorithm on formation of the predicted training parameters is developed. In work the task of comparison of duration of training received experimentally with predicted on the basis of it is solved the conclusion is drawn on efficiency of formation of the predicted training parameters. The program complex on the basis of the values of individual parameters received as a result of experiments on each trainee who allows to calculate individual characteristics is developed, to form rating and to monitor process of change of parameters of training.

The experiences of last-year student midwives with High-Fidelity Perinatal Simulation training: A qualitative descriptive study.

PubMed

Vermeulen, Joeri; Beeckman, Katrien; Turcksin, Rivka; Van Winkel, Lies; Gucciardo, Léonardo; Laubach, Monika; Peersman, Wim; Swinnen, Eva

2017-06-01

Simulation training is a powerful and evidence-based teaching method in healthcare. It allows students to develop essential competences that are often difficult to achieve during internships. High-Fidelity Perinatal Simulation exposes them to real-life scenarios in a safe environment. Although student midwives' experiences need to be considered to make the simulation training work, these have been overlooked so far. To explore the experiences of last-year student midwives with High-Fidelity Perinatal Simulation training. A qualitative descriptive study, using three focus group conversations with last-year student midwives (n=24). Audio tapes were transcribed and a thematic content analysis was performed. The entire data set was coded according to recurrent or common themes. To achieve investigator triangulation and confirm themes, discussions among the researchers was incorporated in the analysis. Students found High-Fidelity Perinatal Simulation training to be a positive learning method that increased both their competence and confidence. Their experiences varied over the different phases of the High-Fidelity Perinatal Simulation training. Although uncertainty, tension, confusion and disappointment were experienced throughout the simulation trajectory, they reported that this did not affect their learning and confidence-building. As High-Fidelity Perinatal Simulation training constitutes a helpful learning experience in midwifery education, it could have a positive influence on maternal and neonatal outcomes. In the long term, it could therefore enhance the midwifery profession in several ways. The present study is an important first step in opening up the debate about the pedagogical use of High-Fidelity Perinatal Simulation training within midwifery education. Copyright © 2017 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.

"The era of single disease cowboys is out": evaluating the experiences of students, faculty, and collaborators in an interdisciplinary global health training program.

PubMed

Kalbarczyk, Anna; Martin, Nina A; Combs, Emily; Ward, Marie; Winch, Peter J

2018-03-01

Global Health is an inherently interdisciplinary field but overseas training in global health, particularly among health science institutions, has been an 'individual' or 'individual discipline' experience. Team-based training is an approach to global health education which is increasing in popularity; research on team-training demonstrates that teams are more productive than individuals. In 2015, the Johns Hopkins Center for Global Health (CGH) developed the Global Established Multidisciplinary Sites (GEMS) program, an interdisciplinary training program which was designed to establish a new norm in global health training by bringing interdisciplinary teams of faculty and students together to identify and solve complex global health challenges. This research aims to evaluate the program's first year and contribute to the literature on interdisciplinary team training. We conducted 22 in-depth interviews with students, faculty, and local collaborators from 3 GEMS project sites. Findings were analyzed for themes through a framework approach. The program exposed students, faculty, and collaborators to a wide range of disciplines in global health. Students' desire to learn how other disciplines contribute to global health solutions was an important motivator for joining GEMS; many participants including faculty and collaborators valued exposure to multiple disciplines. Mentorship and communication were a challenge across all teams in part due to members having distinct "disciplinary languages". Balancing disciplinary representation on teams and establishing work plans were also key challenges. Based on the data the CGH provides four recommendations for institutions developing global health interdisciplinary teams to optimize team functioning and address challenges in mentorship, language, and roles: 1) address interdisciplinary communication early, 2) develop work plans during group formation, 3) meet as a team prior to travel, and 4) establish regular check ins. This article provides first-hand reflections on interdisciplinary team experiences in a global context and provides a pathway for the development of innovative strategies in global health training.

Falls From Agricultural Machinery: Risk Factors Related to Work Experience, Worked Hours, and Operators' Behavior.

PubMed

Caffaro, Federica; Roccato, Michele; Micheletti Cremasco, Margherita; Cavallo, Eugenio

2018-02-01

Objective We investigated the risk factors for falls when egressing from agricultural tractors, analyzing the role played by worked hours, work experience, operators' behavior, and near misses. Background Many accidents occur within the agricultural sector each year. Among them, falls while dismounting the tractor represent a major source of injuries. Previous studies pointed out frequent hazardous movements and incorrect behaviors adopted by operators to exit the tractor cab. However, less is known about the determinants of such behaviors. In addition, near misses are known to be important predictors of accidents, but they have been under-investigated in the agricultural sector in general and as concerns falls in particular. Method A questionnaire assessing dismounting behaviors, previous accidents and near misses, and participants' relation with work was administered to a sample of Italian tractor operators ( n = 286). Results A mediated model showed that worked hours increase unsafe behaviors, whereas work experience decreases them. Unsafe behaviors in turn show a positive association with accidents, via the mediation of near misses. Conclusions We gave a novel contribution to the knowledge of the chain of events leading to fall accidents in the agricultural sector, which is one of the most hazardous industries. Applications Besides tractor design improvements, preventive training interventions may focus on the redesign of the actual working strategies and the adoption of engaging training methods in the use of machinery to optimize the learning of safety practices and safe behaviors.

Knowledge, experience and practice of SLTs regarding (re)habilitation in deaf children with cochlear implants.

PubMed

Okalidou, Areti; Kitsona, Mariana; Anagnostou, Flora; Tsoukala, Marinella; Santzakli, Stella; Gouda, Stamatia; Nikolopoulos, Thomas P

2014-07-01

To assess the knowledge, experience and practices of speech and language therapists (SLTs) in Greece regarding children with cochlear implants. A special designed questionnaire was originally completed electronically by 313 SLTs via surveymonkey platform. From the 313 respondents 35% had worked with implanted children, 37% received course training and 44% had participated in post-graduate seminars. Although 96% believe that there are differences in the management of these children, almost 47% of the participants did not have adequate knowledge on the candidacy criteria for implantation and 70% regarding the available technology for implanted children. Knowledge and skills on CI were better for those SLTs who worked with hearing-impairment. Diverse practice models were noted. Interestingly, more than 87% of the participants advocated toward further training and supervision in the field, even the ones who had less than extensive knowledge in working with CI. As for practice, a lack of organizational interdisciplinary structure became evident. There is a growing need for well organized professional training and team networks for SLTs in order for them to further improve their knowledge and service delivery to implanted children. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

An Interdisciplinary Study in Initial Teacher Training

ERIC Educational Resources Information Center

Larraz Rada, Virginia; Yáñez de Aldecoa, Cristina; Gisbert Cervera, Mercè; Espuny Vidal, Cinta

2014-01-01

This experiment of innovative university education shows the interdisciplinary work carried out in the studies of the Bachelor of Science in Education at the University of Andorra. The study was developed within two subjects: Communication Technology (TAC) and Cultural Heritage Education in Andorra. The main objective of this experiment is to…

Volunteers as Products of a Zoo Conservation Education Program

ERIC Educational Resources Information Center

Bixler, Robert D.; Joseph, Stephanie L.; Searles, Vicki M.

2014-01-01

Zoos embrace docents/volunteers as a means of interpreting the threats to wildlife and biodiversity to visitors. To accomplish this, zoos provide docents' education, training, and work experience. Docents themselves also engage in solitary and social wildlife experiences outside of their volunteer obligations. This study examined what motivates…

Training Unafraid Teachers

ERIC Educational Resources Information Center

Healy, Elizabeth

2017-01-01

This article describes the reasoning and structure behind the staff of the Bureau of Educational Experiments during the past few years of research and nursery school work. The demands from schools for teachers who are more capable inspired the Bureau of Educational Experiments to action and resulted in the "Bank Street School"--the…

Displaying fairness while delivering bad news: Testing the effectiveness of organizational bad news training in the layoff context.

PubMed

Richter, Manuela; König, Cornelius J; Koppermann, Christopher; Schilling, Michael

2016-06-01

Although giving bad news at work is a stressful experience, managers are often underprepared for this challenging task. As a solution, we introduce organizational bad news training that integrates (a) principles of delivering bad news from the context of health care (i.e., bad news delivery component), and (b) principles of organizational justice theory (i.e., fairness component). We argue that both the formal and fair delivery of bad news at work can be enhanced with the help of training to mitigate distress both for the messenger and the recipient. We tested the effectiveness of training for the delivery of a layoff as a typical bad news event at work. In 2 studies, we compared the performance of a training group (receiving both components of training) with that of a control group (Study 1, Study 2) and a basics group (receiving the bad news delivery component only; Study 2) during a simulated dismissal notification meeting. In general, the results supported our hypotheses: Training improved the formal delivery of bad news and predicted indicators of procedural fairness during the conversation in both studies. In Study 2, we also considered layoff victims' negativity after the layoff and found that training significantly reduced negative responses. This relationship was fully mediated by layoff victims' fairness perceptions. Despite preparation, however, giving bad news remained a challenging task in both studies. In summary, we recommend that organizations provide managers with organizational bad news training in order to promote professional and fair bad news conversations at work. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Motherhood during residency training: challenges and strategies.

PubMed

Walsh, Allyn; Gold, Michelle; Jensen, Phyllis; Jedrzkiewicz, Michelle

2005-07-01

To determine what factors enable or impede women in a Canadian family medicine residency program from combining motherhood with residency training. To determine how policies can support these women, given that in recent decades the number of female family medicine residents has increased. Qualitative study using in-person interviews. McMaster University Family Medicine Residency Program. Twenty-one of 27 family medicine residents taking maternity leave between 1994 and 1999. Semistructured interviews. The research team reviewed transcripts of audiotaped interviews for emerging themes; consensus was reached on content and meaning. NVIVO software was used for data analysis. Long hours, unpredictable work demands, guilt because absences from work increase workload for colleagues, and residents' high expectations of themselves cause pregnant residents severe stress. This stress continues upon return to work; finding adequate child care is an added stress. Residents report receiving less support from colleagues and supervisors upon return to work; they associate this with no longer being visibly pregnant. Physically demanding training rotations put additional strain on pregnant residents and those newly returned to work. Flexibility in scheduling rotations can help accommodate needs at home. Providing breaks, privacy, and refrigerators at work can help maintain breastfeeding. Allowing residents to remain involved in academic and clinical work during maternity leave helps maintain clinical skills, build new knowledge, and promote peer support. Pregnancy during residency training is common and becoming more common. Training programs can successfully enhance the experience of motherhood during residency by providing flexibility at work to facilitate a healthy balance among the competing demands of family, work, and student life.

Spider Veins

MedlinePlus

... at a desk or during long car or plane trips . Assume all treatments will work . Speak to ... with equivalent training and experience? Was my medical history taken? Was I given an initial evaluation to ...

[Training of community health workers: experience of teaching and practice with nursing students].

PubMed

Cardoso, Fátima Aparecida; Cordeiro, Vitória Régia de Negreiros; Lima, Daniele Barreto de; Melo, Bárbara de Caldas; Menezes, Raquel Nobre Barreto de; Moulaz, Ana Luiza Silva de; Sá, Gabrielle Boff de; Souza, Adalgisa Vânia Fernandes de

2011-01-01

This paper aims to report an experience carried out by nursing students from the Undergraduate School of Health Sciences, Federal District, during their first year of study. The objective was to implement a training for 22 community health workers, in order to clarify them about their role in community work and to elevate their self esteem. A methodology of problematization and various educational techniques were used. The themes were: duties and rights, responsibilities, communication, ethics, team work, children´s health, care for the elderly and domestic violence. The result was considered positive for both sides: the community workers acquired new knowledge/capabilities and better feeling of self worth and the students were able to integrate theory and practice and become active participants in the learning process.

Engagement and role of surgical trainees in global surgery: Consensus statement and recommendations from the Association of Surgeons in Training.

PubMed

Mohan, Helen M; Fitzgerald, Edward; Gokani, Vimal; Sutton, Paul; Harries, Rhiannon; Bethune, Robert; McDermott, Frank D

2018-04-01

There is a wide chasm in access to essential and emergency surgery between high and low/middle income countries (LMICs). Surgeons worldwide are integral to solutions needed to address this imbalance. Involving surgical trainees, who represent the future of surgery, is vital to this endeavour. The Association of Surgeons in Training (ASiT) is an independent charity that support surgical trainees of all ten surgical specialties in the UK and Ireland. ASiT convened a consensus meeting at the ASiT conference in Liverpool 2016 to discuss trainee engagement with global surgery, including potential barriers and solutions. A face-to-face consensus meeting reviewed the engagement of, and roles for, surgical trainees in global surgery at the ASiT Conference (Liverpool, England), March 2016. Participants self-identified based on experience and interest in the field, and included trainees (residents and students) and consultants (attending grade). Following expert review, seven pre-determined core areas were presented for review and debate. Extensive discussion was facilitated by a consultant and a senior surgical trainee, with expertise in global surgery. The draft derived from these initial discussions was circulated to all those who had participated, and an iterative process of revision was undertaken until a final consensus and recommendations were reached. There is increasing interest from trainee surgeons to work in LMICs. There are however, ethical considerations, and it is important that trainees working in LMICs undertake work appropriate to their training stage and competencies. Visiting surgeons must consider the requirements of the hosting centres rather than just their own objectives. If appropriately organised, both short and long-term visits, can enable development of transferable clinical, organisational, research and education skills. A central repository of information on global surgery would be useful to trainees, to complement existing resources. Challenges to trainees considering a global surgery placement include approval for placements while on a training program, financial cost and dangers inherent in working in a resource poor setting. Currently global surgery experience is generally as an out of program experience and does not count for certificate of completion of training (CCT). Methods to recognise surgical trainee global surgery experience as an integrated part of training should be explored, similar to that seen in other specialties. There is a role for surgical trainees to become involved in Global Surgery, especially in partnership with local surgeons and with appropriate ethical consideration. Trainees develop translational skills in resource poor settings. Development of appropriate pathways for recognition of global surgery experience for CCT should be considered. Copyright © 2017 IJS Publishing Group Ltd. Published by Elsevier Ltd. All rights reserved.

[Motivating health education-based change].

PubMed

Puerto-Guerrero, Ana H

2012-06-01

The following work refers to academic experience regarding the training of nurses concerning primary prevention and child nursing within the area of public health. The target population consisted of children. Accumulated experience was systematized for identifying epistemological, theoretical and practical elements developed over five years in basic primary education institutions, in line with the educational proposal Experience sexuality with dignity. It was found that this type of work managed to develop special motivation in the scholastic community whilst allowing academics to approach the social reality which they must confront in their professional practice. The work emphasised strengthening children's awareness of the need for family, state and civil society participation. Motivating health education-based change did involve the systematisation of experience as a methodological tool.

Factors influencing career intentions on completion of general practice vocational training in England: a cross-sectional study.

PubMed

Dale, Jeremy; Russell, Rachel; Scott, Emma; Owen, Katherine

2017-08-17

General practice is experiencing a growing crisis with the numbers of doctors who are training and then entering the profession in the UK failing to keep pace with workforce needs. This study investigated the immediate to medium term career intentions of those who are about to become general practitioners (GPs) and the factors that are influencing career plans. Online questionnaire survey, with quantitative answers analysed using descriptive statistics and free text data analysed using a thematic framework approach. Doctors approaching the end of 3-year GP vocational training in the West Midlands, England. 178 (57.2%) doctors completed the survey. Most participants planned to work as salaried GPs or locums rather than entering a general practice partnership for at least the first 5 years post-completion of training; others failed to express a career plan or planned to leave general practice completely or work overseas. Many were interested in developing portfolio careers.The quality of general practice experience across undergraduate, foundation and vocational training were reported as influencing personal career plans, and in particular perceptions about workload pressure and morale within the training practices in which they had been placed. Experience of a poor work-life balance as a trainee had a negative effect on career intentions, as did negative perceptions about how general practice is portrayed by politicians and the media. This study describes a number of potentially modifiable factors related to training programmes that are detrimentally influencing the career plans of newly trained GPs. In addition, there are sociodemographic factors, such as age, gender and having children, which are also influencing career plans and so need to be accommodated. With ever-increasing workload in general practice, there is an urgent need to understand and where possible address these issues at national and local level. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

The Joint Role of Trained, Untrained, and Observed Actions at the Origins of Goal Recognition

PubMed Central

Gerson, Sarah A.; Woodward, Amanda L.

2014-01-01

Recent findings across a variety of domains reveal the benefits of self-produced experience on object exploration, object knowledge, attention, and action perception. The influence of active experience may be particularly important in infancy, when motor development is undergoing great changes. Despite the importance of self-produced experience, we know that infants and young children are eventually able to gain knowledge through purely observational experience. In the current work, three-month-old infants were given experience with object-directed actions in one of three forms and their recognition of the goal of grasping actions was then assessed in a habituation paradigm. All infants were given the chance to manually interact with the toys without assistance (a difficult task for most three-month-olds). Two of the three groups were then given additional experience with object-directed actions, either through active training (in which Velcro mittens helped infants act more efficiently) or observational training. Findings support the conclusion that self-produced experience is uniquely informative for action perception and suggest that individual differences in spontaneous motor activity may interact with observational experience to inform action perception early in life. PMID:24468646

20 CFR 220.129 - Education as a vocational factor.

Code of Federal Regulations, 2014 CFR

2014-04-01

...) General. “Education” is primarily used to mean formal schooling or other training which contributes to the... to work. (b) How the Board evaluates the claimant's education. The importance of the claimant's... mean that the claimant is uneducated or lacks these abilities. Past work experience and the kinds of...

20 CFR 220.129 - Education as a vocational factor.

Code of Federal Regulations, 2011 CFR

2011-04-01

...) General. “Education” is primarily used to mean formal schooling or other training which contributes to the... to work. (b) How the Board evaluates the claimant's education. The importance of the claimant's... mean that the claimant is uneducated or lacks these abilities. Past work experience and the kinds of...

20 CFR 220.129 - Education as a vocational factor.

Code of Federal Regulations, 2013 CFR

2013-04-01

...) General. “Education” is primarily used to mean formal schooling or other training which contributes to the... to work. (b) How the Board evaluates the claimant's education. The importance of the claimant's... mean that the claimant is uneducated or lacks these abilities. Past work experience and the kinds of...

20 CFR 220.129 - Education as a vocational factor.

Code of Federal Regulations, 2012 CFR

2012-04-01

...) General. “Education” is primarily used to mean formal schooling or other training which contributes to the... to work. (b) How the Board evaluates the claimant's education. The importance of the claimant's... mean that the claimant is uneducated or lacks these abilities. Past work experience and the kinds of...

The Power of Positive Mentors: Variables Associated with Women's Interest in Social Work Administration.

ERIC Educational Resources Information Center

York, Reginald O.; And Others

1988-01-01

Some of the strategies for overcoming obstacles to gender parity in organizations include consciousness-raising, mentoring, informal support, training, and role modeling. Evidence to support the use of these strategies based upon the past experiences of female graduate social work students was explored. (Author/MLW)

Psychology Student Experience of a Brief, Interprofessional Team Training

ERIC Educational Resources Information Center

Zucchero, Reneé A.

2017-01-01

Healthcare providers, including psychologists who work as health service providers and with older adults, must be able to work effectively with professionals from other disciplines. Interprofessional education (IPE) engages students from two or more professions to learn collaboratively. To date, only a few studies have examined psychology student…

Rapid Development and Use of a Nationwide Training Program for Cholera Management, Haiti, 2010

PubMed Central

Lynch, Michael; Lambert, Yves; Sobel, Jeremy; Domerçant, Jean W.; Khan, Azharul

2011-01-01

When epidemic cholera appeared in Haiti in October 2010, the medical community there had virtually no experience with the disease and needed rapid training as the epidemic spread throughout the country. We developed a set of training materials specific to Haiti and launched a cascading training effort. Through a training-of-trainers course in November 14–15, 2010, and department-level training conducted in French and Creole over the following 3 weeks, 521 persons were trained and equipped to further train staff at the institutions where they worked. After the training, the hospitalized cholera patients’ case-fatality rate dropped from 4% to <2% by mid-December and was <1% by January 2011. Continuing in-service training, monitoring and evaluation, and integration of cholera management into regular clinical training will help sustain this success. PMID:22099112

The impact of sensorimotor experience on affective evaluation of dance

PubMed Central

Kirsch, Louise P.; Drommelschmidt, Kim A.; Cross, Emily S.

2013-01-01

Past research demonstrates that we are more likely to positively evaluate a stimulus if we have had previous experience with that stimulus. This has been shown for judgment of faces, architecture, artworks and body movements. In contrast, other evidence suggests that this relationship can also work in the inverse direction, at least in the domain of watching dance. Specifically, it has been shown that in certain contexts, people derive greater pleasure from watching unfamiliar movements they would not be able to physically reproduce compared to simpler, familiar actions they could physically reproduce. It remains unknown, however, how different kinds of experience with complex actions, such as dance, might change observers' affective judgments of these movements. Our aim was to clarify the relationship between experience and affective evaluation of whole body movements. In a between-subjects design, participants received either physical dance training with a video game system, visual and auditory experience or auditory experience only. Participants' aesthetic preferences for dance stimuli were measured before and after the training sessions. Results show that participants from the physical training group not only improved their physical performance of the dance sequences, but also reported higher enjoyment and interest in the stimuli after training. This suggests that physically learning particular movements leads to greater enjoyment while observing them. These effects are not simply due to increased familiarity with audio or visual elements of the stimuli, as the other two training groups showed no increase in aesthetic ratings post-training. We suggest these results support an embodied simulation account of aesthetics, and discuss how the present findings contribute to a better understanding of the shaping of preferences by sensorimotor experience. PMID:24027511

Differences in Physiological Responses to Interval Training in Cyclists With and Without Interval Training Experience

PubMed Central

Hebisz, Rafal; Borkowski, Jacek; Zatoń, Marek

2016-01-01

Abstract The aim of this study was to determine differences in glycolytic metabolite concentrations and work output in response to an all-out interval training session in 23 cyclists with at least 2 years of interval training experience (E) and those inexperienced (IE) in this form of training. The intervention involved subsequent sets of maximal intensity exercise on a cycle ergometer. Each set comprised four 30 s repetitions interspersed with 90 s recovery periods; sets were repeated when blood pH returned to 7.3. Measurements of post-exercise hydrogen (H+) and lactate ion (LA-) concentrations and work output were taken. The experienced cyclists performed significantly more sets of maximal efforts than the inexperienced athletes (5.8 ± 1.2 vs. 4.3 ± 0.9 sets, respectively). Work output decreased in each subsequent set in the IE group and only in the last set in the E group. Distribution of power output changed only in the E group; power decreased in the initial repetitions of set only to increase in the final repetitions. H+ concentration decreased in the third, penultimate, and last sets in the E group and in each subsequent set in the IE group. LA- decreased in the last set in both groups. In conclusion, the experienced cyclists were able to repeatedly induce elevated levels of lactic acidosis. Power output distribution changed with decreased acid–base imbalance. In this way, this group could compensate for a decreased anaerobic metabolism. The above factors allowed cyclists experienced in interval training to perform more sets of maximal exercise without a decrease in power output compared with inexperienced cyclists. PMID:28149346

Talking Physics: Two Case Studies on Short Answers and Self-explanation in Learning Physics

NASA Astrophysics Data System (ADS)

Badeau, Ryan C.

This thesis explores two case studies into the use of short answers and self-explanation to improve student learning in physics. The first set of experiments focuses on the role of short answer questions in the context of computer-based instruction. Through a series of six experiments, we compare and evaluate the performance of computer-assessed short answer questions versus multiple choice for training conceptual topics in physics, controlling for feedback between the two formats. In addition to finding overall similar improvements on subsequent student performance and retention, we identify unique differences in how students interact with the treatments in terms of time spent on feedback and performance on follow-up short answer assessment. In addition, we identify interactions between the level of interactivity of the training, question format, and student attitudinal ratings of each respective training. The second case study focuses on the use of worked examples in the context of multi-concept physics problems - which we call "synthesis problems." For this part of the thesis, four experiments were designed to evaluate the effectiveness of two instructional methods employing worked examples on student performance with synthesis problems; these instructional techniques, analogical comparison and self-explanation, have previously been studied primarily in the context of single-concept problems. As such, the work presented here represents a novel focus on extending these two techniques to this class of more complicated physics problem. Across the four experiments, both self-explanation and certain kinds of analogical comparison of worked examples significantly improved student performance on a target synthesis problem, with distinct improvements in recognition of the relevant concepts. More specifically, analogical comparison significantly improved student performance when the comparisons were invoked between worked synthesis examples. In contrast, similar comparisons between corresponding pairs of worked single-concept examples did not significantly improve performance. On a more complicated synthesis problem, self-explanation was significantly more effective than analogical comparison, potentially due to differences in how successfully students encoded the full structure of the worked examples. Finally, we find that the two techniques can be combined for additional benefit, with the trade-off of slightly more time-on-task.

Role of clinical tutors in volunteering work camps.

PubMed

Alloni, Rossana; D'Elia, Annunziata; Navajas, Francisca; De Gara, Laura

2014-04-01

The Università Campus Bio-Medico (Italy) promotes a summer volunteering work camp (Workcamp Perù) as a social activity for medical and non-medical students. Some junior doctors participate as 'clinical tutors', together with tutors from other professions; all clinical tutors have some teaching experience in our teaching hospital. The campsite is located in the South of Peru in the Cañete Valley, an area characterised by extreme poverty and a severe lack of infrastructure. During the five Workcamp Perù trips that have been organised so far, health science students have carried out many activities for disease prevention and health education, and bio-medical engineering students have organised sessions on the safety of electrical installations, for accident prevention. We observed that in this setting tutorial activity is fundamental, because it not only offers students an opportunity to learn but also encourages them to react in a more personal and reflective manner to various stressful situations, which often occur in the work camp. The professional competence of the tutor plays an important role before the work camp, in defining the learning objectives for the students and involving them in training sessions held prior to the work camp. Also, during the camp, tutors work with students and also direct the daily briefing and debriefing sessions that are the most important learning activity. For medical tutors involved in the work camp the volunteering experience is a challenge for developing their specific professional and teaching skills, but it also provides an enriching experience in both professional and personal terms. We consider these work camps to be a useful experience in the training of our clinical tutors. © 2014 John Wiley & Sons Ltd.

Perceived causes of differential attainment in UK postgraduate medical training: a national qualitative study.

PubMed

Woolf, Katherine; Rich, Antonia; Viney, Rowena; Needleman, Sarah; Griffin, Ann

2016-11-25

Explore trainee doctors' experiences of postgraduate training and perceptions of fairness in relation to ethnicity and country of primary medical qualification. Qualitative semistructured focus group and interview study. Postgraduate training in England (London, Yorkshire and Humber, Kent Surrey and Sussex) and Wales. 137 participants (96 trainees, 41 trainers) were purposively sampled from a framework comprising: doctors from all stages of training in general practice, medicine, obstetrics and gynaecology, psychiatry, radiology, surgery or foundation, in 4 geographical areas, from white and black and minority ethnic (BME) backgrounds, who qualified in the UK and abroad. Most trainees described difficult experiences, but BME UK graduates (UKGs) and international medical graduates (IMGs) could face additional difficulties that affected their learning and performance. Relationships with senior doctors were crucial to learning but bias was perceived to make these relationships more problematic for BME UKGs and IMGs. IMGs also had to deal with cultural differences and lack of trust from seniors, often looking to IMG peers for support instead. Workplace-based assessment and recruitment were considered vulnerable to bias whereas examinations were typically considered more rigorous. In a system where success in recruitment and assessments determines where in the country you can get a job, and where work-life balance is often poor, UK BME and international graduates in our sample were more likely to face separation from family and support outside of work, and reported more stress, anxiety or burnout that hindered their learning and performance. A culture in which difficulties are a sign of weakness made seeking support and additional training stigmatising. BME UKGs and IMGs can face additional difficulties in training which may impede learning and performance. Non-stigmatising interventions should focus on trainee-trainer relationships at work and organisational changes to improve trainees' ability to seek social support outside work. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

The Developmental Model of Supervision as Reflected in the Experiences of Field Supervisors and Graduate Students

ERIC Educational Resources Information Center

Everett, Joyce E.; Miehls, Dennis; DuBois, Carolyn; Garran, Ann Marie

2011-01-01

Schools of social work invest an enormous amount of time and money training new field instructors to ensure their ability to help students integrate the knowledge, skill, and values of the profession. Some schools, like the one described here, frame their training in the context of a developmental model of supervision. Such models presume that…

Transit Officer Training Recommendations to Improve Safety in a High Stress Environment

ERIC Educational Resources Information Center

Teague, Christine; Quin, Robyn; Green, Lelia; Bahn, Susanne

2014-01-01

This paper draws on the experience of one of the authors, an ethnographic researcher who, in the course of her investigation into the everyday work and communication cultures of Australian public transport officers, spent 12 weeks undergoing training as a rail transit officer before spending four months on the job where she was rostered on duty…

Conspirators in a Neo-Liberal Agenda? Adult Educators in Second-Chance Private Training Establishments

ERIC Educational Resources Information Center

Walker, Judith

2008-01-01

This paper presents the findings of a qualitative study that explored the impact of neo-liberal policy and ideology on educators and directors working in second-chance Private Training Establishments (PTEs) which were created at the height of the neo-liberal reforms in New Zealand. By examining the experiences of 14 educators and directors in four…

Training for New Careers. The Community Apprentice Program Developed by the Center for Youth and Community Studies, Howard University, Washington, D.C.

ERIC Educational Resources Information Center

Fishman, Jacob R.; And Others

The Community Apprentice Program, developed by the Howard University Center for Youth and Community Studies, was an exploratory attempt, through combined rehabilitation, vocational education, and supervised work experience, to train disadvantaged youth as human service aides in child care, recreation, and social research. Seven boys and three…

Guided Occupational Training. A Vocational Work Experience Program for Intellectually Limited and Educationally Handicapped Students. Final Report.

ERIC Educational Resources Information Center

New York State Education Dept., Albany. Bureau of Occupational Education Research.

Twenty-four intellectually limited and educationally handicapped 10th grade students participated in the first year of the Guided Occupational Training program of the Oceanside Senior High School. An academic core of English, citizenship, and mathematics was blended with classes in one of the following areas: (1) business education and office…

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

ERIC Educational Resources Information Center

Southern Regional Education Board, Atlanta, GA.

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

38 CFR 21.299 - Use of Government facilities for on-job training or work experience at no or nominal pay.

Code of Federal Regulations, 2010 CFR

2010-07-01

..., Bonuses, and Veterans' Relief DEPARTMENT OF VETERANS AFFAIRS (CONTINUED) VOCATIONAL REHABILITATION AND EDUCATION Vocational Rehabilitation and Employment Under 38 U.S.C. Chapter 31 Course Approval and Facility... nominal pay as all or part of the veteran's program of vocational training under §§ 21.123, 21.294, and 21...

Minority Community Mental Health Training: Analysis of an Educational Experiment. P/AAMHRC Monograph Series, No. 4.

ERIC Educational Resources Information Center

Wong, Paul

This monograph analyzes an experimental program that ran from 1976 to 1980 to train Pacific/Asian American social work students in community mental health. The students, who were awarded stipends, were recruited from three associate in arts programs in human services and from two universities that offered both bachelor's and master's programs in…

The Effects of an Equine Assisted Learning Supervision Intervention on Counselors'-in-Training Performance Anxiety, Counseling Self-Efficacy, and Supervisory Working Alliance

ERIC Educational Resources Information Center

Meola, Cheryl C.

2017-01-01

Due to the complexity of the counseling process, counselors-in-training often experience performance anxiety when entering the counseling profession. Research shows that higher counseling self-efficacy (the belief in oneself to perform counseling skills successfully) helps decrease performance anxiety. Further, a strong supervisory working…

Memories of Life Experiences in a Teacher Training Institution during the Revolution

ERIC Educational Resources Information Center

Ferreira, António Gomes; Mota, Luís

2013-01-01

We evoke here events that took place in an ordinary school, the Teacher Training College in Coimbra (Portugal), during the on-going revolutionary process ("processo revolucionário em curso"; PREC), in an attempt to understand people's actions within the collective becoming of a certain time and place, and to grasp how memory works as a…

Mental health professionals and media professionals: a survey of attitudes towards one another.

PubMed

Chapman, Beth; Shankar, Rohit; Palmer, Joanne; Laugharne, Richard

2017-10-01

The general public regard mass media as their main source of information about mental illness. Psychiatrists are reluctant to engage with the media. There is little understanding of why this is the case. The paper looks to explore attitudes of mental health clinicians and the media towards one another. Media and mental health clinicians in the southwest of England completed self-report surveys. Of 119 questionnaires returned 85 were mental health clinicians and 34 media professionals. Both groups agreed that stigma is a major issue and clinicians have a key role influencing media portrayal of mental illness. The media view their reporting to be more balanced than clinicians and lack awareness of clinician mistrust towards them. Those clinicians with media training (13%) felt significantly more comfortable talking to media and significantly less mistrustful of them. Clinicians who had experience of working with media felt more comfortable doing media work. Only 15% of media professionals had received mental health awareness training. Media training and experience are associated with an increased willingness of mental health professionals to engage with the media. Reciprocal awareness training between media and mental health professionals may be a simple intervention worth pursuing.

Perceptions, training experiences, and preferences of surgical residents toward laparoscopic simulation training: a resident survey.

PubMed

Shetty, Shohan; Zevin, Boris; Grantcharov, Teodor P; Roberts, Kurt E; Duffy, Andrew J

2014-01-01

Simulation training for surgical residents can shorten learning curves, improve technical skills, and expedite competency. Several studies have shown that skills learned in the simulated environment are transferable to the operating room. Residency programs are trying to incorporate simulation into the resident training curriculum to supplement the hands-on experience gained in the operating room. Despite the availability and proven utility of surgical simulators and simulation laboratories, they are still widely underutilized by surgical trainees. Studies have shown that voluntary use leads to minimal participation in a training curriculum. Although there are several simulation tools, there is no clear evidence of the superiority of one tool over the other in skill acquisition. The purpose of this study was to explore resident perceptions, training experiences, and preferences regarding laparoscopic simulation training. Our goal was to profile resident participation in surgical skills simulation, recognize potential barriers to voluntary simulator use, and identify simulation tools and tasks preferred by residents. Furthermore, this study may help to inform whether mandatory/protected training time, as part of the residents' curriculum is essential to enhance participation in the simulation laboratory. A cross-sectional study on general surgery residents (postgraduate years 1-5) at Yale University School of Medicine and the University of Toronto via an online questionnaire was conducted. Overall, 67 residents completed the survey. The institutional review board approved the methods of the study. Overall, 95.5% of the participants believed that simulation training improved their laparoscopic skills. Most respondents (92.5%) perceived that skills learned during simulation training were transferrable to the operating room. Overall, 56.7% of participants agreed that proficiency in a simulation curriculum should be mandatory before operating room experience. The simulation laboratory was most commonly used during work hours; lack of free time during work hours was most commonly cited as a reason for underutilization. Factors influencing use of the simulation laboratory in order of importance were the need for skill development, an interest in minimally invasive surgery, mandatory/protected time in a simulation environment as part of the residency program curriculum, a recommendation by an attending surgeon, and proximity of the simulation center. The most preferred simulation tool was the live animal model followed by cadaveric tissue. Virtual reality simulators were among the least-preferred (25%) simulation tools. Most residents (91.0%) felt that mandatory/protected time in a simulation environment should be introduced into resident training protocols. Mandatory and protected time in a simulation environment as part of the resident training curriculum may improve participation in simulation training. A comprehensive curriculum, which includes the use of live animals, cadaveric tissue, and virtual reality simulators, may enhance the laparoscopic training experience and interest level of surgical trainees. Copyright © 2014 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Views from GP and Psychiatric trainees about getting experience in each other's specialty during training: A way to develop a shared culture?

PubMed

Butler, Sophie; Mullin, Juliette; Zacharia, Tharun; Howe, Andrew; Mirvis, Ross; Jeffries-Chung, Camilla; Mirzadeh, Damian; Holt, Clare; Couppis, Orestes

2015-09-01

The need to deliver holistic medical care that addresses both physical and mental health requirements has never been more important. The UK medical training system has been designed to provide all medical graduates with a broad experience of different medical specialities and psychiatry prior to entering specialist training. Furthermore there is a distinct crossover between Psychiatric and General Practice training, with programmes providing trainees with the opportunity to work alongside each other in the care of mental health patients. The video presentation will explain the UK medical training system in more detail, before going on to explore how the organisation of training may foster a shared culture among different specialities and how it could form a model for improving parity of esteem of medical and physical health care. In addition it will discuss the strengths and weaknesses of this system from a trainee perspective and will conclude with comments from eminent Psychiatrists whom have special interests in medical training and developingparity of mental and physical health care.

Affirmative LGBT psychotherapy: Outcomes of a therapist training protocol.

PubMed

Pepping, Christopher A; Lyons, Anthony; Morris, Eric M J

2018-03-01

Lesbian, gay, bisexual, and transgender (LGBT) people seek psychotherapy at high rates, and the importance of providing culturally appropriate and LGBT-affirmative psychotherapy has been widely acknowledged. Despite this, remarkably little research has investigated the effects of therapist training in LGBT-affirmative psychotherapy. Here we examined the effectiveness of a training protocol for LGBT-affirmative psychotherapy with 96 mental health professionals, ranging in therapeutic experience from <1 year to 37 years (M = 6.54 years). Across all outcomes, therapists reported increased knowledge and skills related to working with LGBT clients following the training. Therapists also displayed reductions in homo-negativity and trans-negativity. Therapists' characteristics did not influence the extent to which they benefited from training. Specifically, years of clinical experience, therapist religiosity, and therapist psychological flexibility were unrelated to changes in attitudes, knowledge, and skills. The results of this study clearly suggest that providing training in LGBT-affirmative psychotherapy can enhance therapists' attitudes, knowledge, and skills. Of particular importance is that the benefits associated with such training appear to hold regardless of therapists' characteristics. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Astronaut Paul Weitz works with UV Stellar Astronomy Experiment

NASA Image and Video Library

1973-03-01

S73-20716 (1 March 1973) --- Astronaut Paul J. Weitz, pilot of the first manned Skylab mission, works with the UV Stellar Astronomy Experiment S019 in the forward compartment of the Skylab Orbital Workshop (OWS) trainer during Skylab training at Johnson Space Center. The equipment consists of a reflecting telescope, a 35mm camera and an additional mirror. It is mounted in an anti-solar scientific airlock in the side of the OWS. Photo credit: NASA

The state of general surgery training: a different perspective.

PubMed

Foley, P J; Roses, R E; Kelz, R R; Resnick, A S; Williams, N N; Mullen, J L; Kaiser, L R; Morris, Jon B

2008-01-01

Much has been written about the influences of Accreditation Council for Graduate Medical Education (ACGME) work restrictions, the litigious climate in American medicine, and the proliferation of subspecialty fellowships on general surgery training. Few previous studies have addressed general surgical residents' perceptions of surgical training on a national level. A 38-question Institutional Review Board-approved survey was sent via e-mail to the program directors at all ACGME-approved general surgical training programs for distribution to categorical general surgery residents. Voluntary responses to statements focusing on job satisfaction, quality of life, and the influences of operative experience, work hours, fellows, physician extenders, as well as faculty and administration on resident training were solicited. Overall, 997 responses were received from residents of all clinical levels from 40 states. Most respondents were from university-based programs (79%) with a broad representation of program sizes (mean of 6 graduates per year; range 2 to 11). Residents believe that they will be prepared to enter clinical practice at the conclusion of their training (86%), that the duration of surgical training is adequate (85%), and that they are exposed to sufficient case volume and complexity (85% and 84%, respectively). Only 360 respondents (36%) believe that they are financially compensated appropriately. Although most respondents support the ACGME work-hour restrictions (70%), far fewer feel that they improve their training or patient care (46.6% and 46.8%, respectively). Most respondents are proud to be surgical residents (88%), view surgery as a rewarding profession (87%), and would choose surgery as a profession again (77%). Surgical residents are positive regarding the quality of their training and life, although they feel poorly compensated for their work. Most residents intend to pursue fellowship training. Survey responses were consistent irrespective of gender, ethnicity, and program type.

Public health and social work: training dual professionals for the contemporary workplace.

PubMed

Ruth, Betty J; Sisco, Sarah; Wyatt, Jamie; Bethke, Christina; Bachman, Sara S; Piper, Tinka Markham

2008-01-01

The emergence of new, complex social health concerns demands that the public health field strengthen its capacity to respond. Academic institutions are vital to improving the public health infrastructure. Collaborative and transdisciplinary practice competencies are increasingly viewed as key components of public health training. The social work profession, with its longstanding involvement in public health and emphasis on ecological approaches, has been a partner in many transdisciplinary community-based efforts. The more than 20 dual-degree programs in public health and social work currently offered reflect this collaborative history. This study represents an exploratory effort to evaluate the impact of these programs on the fields of public health and social work. This study explored motivations, perspectives, and experiences of 41 graduates from four master of social work/master of public health (MSW/ MPH) programs. Four focus groups were conducted using traditional qualitative methods during 2004. Findings suggest that MSW/MPH alumni self-selected into dual programs because of their interest in the missions, ethics, and practices of both professions. Participants highlighted the challenges and opportunities of dual professionalism, including the struggle to better define public health social work in the workplace. Implications for academic public health focus on how schools can improve MSW/MPH programs to promote transdisciplinary collaboration. Increased recognition, better coordination, and greater emphasis on marketing to prospective employers were suggested. A national evaluation of MSW/MPH graduates could strengthen the roles and contributions of public health social work to the public health infrastructure. A conceptual framework, potentially based on developmental theory, could guide this evaluation of the MSW/MPH training experience.

A survey to determine the potential impact of foundation year career aims on surgical specialty training.

PubMed

Patel, Rikesh Kumar; Sayers, Adele Elizabeth; Akbar, Muhammad Jawaid; Hunter, Iain Andrew

2014-03-01

The competition for Core Surgical Training (CST) positions and subsequent Surgical Specialty Training (ST3) posts throughout the UK is fierce. Our aim was to conduct a pilot study to assess whether current foundation year doctors were considering pursuing a career in surgery and the reasons guiding their decisions. A ten-item questionnaire was voluntarily completed by foundation doctors at a large acute teaching trust. Factors evaluated included: experience working within a surgical rotation; previous consideration of a career in surgery; whether they found a career in surgery appealing; reasons guiding their decision and would they be applying to CST. All 67 foundation doctors approached agreed to participate: of which 56 (83.6%) had experience working within a surgical rotation. Males were significantly more likely to find a career in surgery appealing (p < 0.001). Although 20 (29.9%) had previously considered a surgical career, only 11 (16.4%) would be applying to CST. Reasons for finding a career in surgery appealing included: job satisfaction (84.2%), diversity of work (79.0%) and working environment/colleagues (47.4%). Of those that did not consider a career in surgery to be appealing, reasons included: working hours (75.0%), work/life balance (62.5%), working environment/colleagues (50%). Although only a small proportion of current foundation doctors were surveyed in our study, only 16.4% were considering applying for CST. These figures are lower than previously suggested and would indicate that there will be fewer applicants for CST in future years, which may potentially reduce the current bottleneck of applicants at ST3.

Understanding the Needs of All the Stakeholders: Issues of Training and Preparation for Health Work Students and Their Clinical Educators

ERIC Educational Resources Information Center

Horstmanshof, Louise; Moore, Keri

2016-01-01

Work-integrated learning (WIL) is vital for preparing health-work students for practice. WIL activities have multiple stakeholders, each with their own set of expectations and requirements, both explicit and implicit. Negotiations to provide these learning experiences for students happen at many levels and those at the coalface are often unaware…

Increasing Employability by Implementing a Work-Integrated Learning Partnership Model in South Africa--A Student Perspective

ERIC Educational Resources Information Center

Taylor, Susanne; Govender, Cookie M.

2017-01-01

In South Africa, 70 per cent of the population is under 35 years old. South Africa has a vision to increase youth employment by focusing on education, training and skills development that will promote employment opportunities. A work-integrated learning (WIL) partnership model was developed to provide students with work experience and to increase…

Memory systems interaction in the pigeon: working and reference memory.

PubMed

Roberts, William A; Strang, Caroline; Macpherson, Krista

2015-04-01

Pigeons' performance on a working memory task, symbolic delayed matching-to-sample, was used to examine the interaction between working memory and reference memory. Reference memory was established by training pigeons to discriminate between the comparison cues used in delayed matching as S+ and S- stimuli. Delayed matching retention tests then measured accuracy when working and reference memory were congruent and incongruent. In 4 experiments, it was shown that the interaction between working and reference memory is reciprocal: Strengthening either type of memory leads to a decrease in the influence of the other type of memory. A process dissociation procedure analysis of the data from Experiment 4 showed independence of working and reference memory, and a model of working memory and reference memory interaction was shown to predict the findings reported in the 4 experiments. (PsycINFO Database Record (c) 2015 APA, all rights reserved).

Pharmacist supply of sildenafil: pharmacists' experiences and perceptions on training and tools for supply.

PubMed

Braund, Rhiannon; Ratnayake, Kaushalya; Tong, Katie; Song, Jackie; Chai, Stephen; Gauld, Natalie

2018-06-01

Background In 2014, New Zealand reclassified sildenafil (for erectile dysfunction) to allow supply by specially trained pharmacists under strict criteria. Objective The study aimed to determine pharmacists' experiences and perspectives on the training for, and supply of sildenafil under this model. Setting New Zealand community pharmacy. Method This qualitative study captured data with a semi-structured interview used with purposively-sampled participants. A maximum variation sample was used to select a wide range of pharmacists working in various pharmacies, including pharmacists who were trained to provide sildenafil and those not trained to supply sildenafil. Consenting pharmacists were interviewed, with interviews audio-recorded and transcribed. Analysis used a framework approach. Main outcome measures Topics explored included: satisfaction and experience of the training; suitability and usability of the screening tools; experiences of the supply process and why some pharmacists chose not to become trained. Results Thirty-five pharmacists were interviewed. Training was seen as uncomplicated and the screening tools provided confidence that key consultation areas were covered. Most consultations reportedly took 15-20 min, some up to 60 min. Pharmacists reported being comfortable with the consultations. Many men requesting supply fell outside of the parameters, resulting in medical referral. This new model of supply was seen as a positive for pharmacists and their patients. Unaccredited pharmacists reported a perceived lack of interest from men, or ability to provide the service as reasons for not seeking accreditation. Conclusion New Zealand's model of pharmacist supply of sildenafil appears workable with some areas for improvement identified.

Health advocacy for refugees

PubMed Central

Pottie, Kevin; Hostland, Sara

2007-01-01

PROBLEM BEING ADDRESSED Canadian family physicians serve a patient population that is increasingly diverse, both culturally and linguistically. Family medicine needs to take a leadership role in developing social accountability and cultural sensitivity among physicians. OBJECTIVE OF PROGRAM To train medical students to work with newly arriving refugees, to foster competence in handling cultural issues, to raise awareness of global health, and to engage medical students in work with underserviced populations in primary care. PROGRAM DESCRIPTION The program is composed of an Internet-based training module and a self-assessment quiz focused on global and refugee health, a workshop to increase competence in cultural matters, an experience working with at least 1 refugee family at a shelter for newly arriving refugees, family physician mentorship, and a debriefing workshop at the end of the experience. Students who complete this program are eligible for further electives at a refugee health clinic. CONCLUSION The program has been received enthusiastically by students, refugees, and family physicians. Working with refugees provides a powerful introduction to issues related to global health and competence in cultural matters. The program also provides an opportunity for medical students to work alongside family physicians and nurtures their interest in working with disadvantaged populations. PMID:18000269

[Psychological effects of preventive voice care training in student teachers].

PubMed

Nusseck, M; Richter, B; Echternach, M; Spahn, C

2017-07-01

Studies on the effectiveness of preventive voice care programs have focused mainly on voice parameters. Psychological parameters, however, have not been investigated in detail so far. The effect of a voice training program for German student teachers on psychological health parameters was investigated in a longitudinal study. The sample of 204 student teachers was divided into the intervention group (n = 123), who participated in the voice training program, and the control group (n = 81), who received no voice training. Voice training contained ten 90-min group courses and an individual visit by the voice trainer in a teaching situation with feedback afterwards. Participants were asked to fill out questionnaires (self-efficacy, Short-Form Health Survey, self-consciousness, voice self-concept, work-related behaviour and experience patterns) at the beginning and the end of their student teacher training period. The training program showed significant positive influences on psychological health, voice self-concept (i.e. more positive perception and increased awareness of one's own voice) and work-related coping behaviour in the intervention group. On average, the mental health status of all participants reduced over time, whereas the status in the trained group diminished significantly less than in the control group. Furthermore, the trained student teachers gained abilities to cope with work-related stress better than those without training. The training program clearly showed a positive impact on mental health. The results maintain the importance of such a training program not only for voice health, but also for wide-ranging aspects of constitutional health.

Transfer of Mindfulness Training to the Work Setting: A Qualitative Study in a Health Care System.

PubMed

Lyddy, Christopher J; Schachter, Yotam; Reyer, Amy; Julliard, Kell

2016-01-01

Mindfulness training is now commonly offered as professional development for health care practitioners. Understanding how health care practitioners adopt mindfulness practices is limited, which poses a hurdle to the development of effective mindfulness training programs. To explore how health professionals use and perceive mindfulness practices at work, we conducted an exploratory qualitative study at a large multicomponent inner-city health system. All participants were self-selected health professionals who attended at least one mindfulness training. Training content was derived from the Tergar Meditation Community's nonsectarian Joy of Living program and focused on calming the mind using a flexible and broadly applicable approach. Transcribed interview data were examined using thematic analysis. Individuals receiving mindfulness training varied substantially in their subsequent adoption and utilization of these practices. Interviewees' experiences overall suggest that the workplace presents a relatively challenging but nonetheless viable environment for being mindful. Health care workers relied on more informal practice models than on formal meditation practice routines while at work. Factors reported by some individuals to inhibit effective mindfulness practice supported mindfulness for others, and overall displayed equivocal effects. Adoption and integration of mindfulness practices within the workplace are feasible yet vary significantly by practice type, situation, and the individual. Greater understanding of how individuals adopt workplace mindfulness training could improve future intervention research while clarifying optimal mindfulness training approaches.

A glimpse from the inside of a space suit: What is it really like to train for an EVA?

NASA Astrophysics Data System (ADS)

Gast, Matthew A.; Moore, Sandra K.

2011-01-01

The beauty of the view from the office of a spacewalking astronaut gives the impression of simplicity, but few beyond the astronauts, and those who train them, know what it really takes to get there. Extravehicular Activity (EVA) training is an intense process that utilizes NASA's Neutral Buoyancy Laboratory (NBL) to develop a very specific skill set needed to safely construct and maintain the orbiting International Space Station. To qualify for flight assignments, astronauts must demonstrate the ability to work safely and efficiently in the physically demanding environment of the space suit, possess an acute ability to resolve unforeseen problems, and implement proper tool protocols to ensure no tools will be lost in space. Through the insights and the lessons learned by actual EVA astronauts and EVA instructors, this paper will take you on a journey through an astronaut's earliest experiences working in the space suit, termed the Extravehicular Mobility Unit (EMU), in the underwater training environment of the NBL. This work details an actual Suit Qualification NBL training event, outlines the numerous challenges the astronauts face throughout their initial training, and the various ways they adapt their own abilities to overcome them. The goal of this paper is to give everyone a small glimpse into what it is really like to work in a space suit.

A Glimpse from the Inside of a Space Suit: What Is It Really Like to Train for an EVA?

NASA Technical Reports Server (NTRS)

Gast, Matthew A.; Moore, Sandra K.

2009-01-01

The beauty of the view from the office of a spacewalking astronaut gives the impression of simplicity, but few beyond the astronauts, and those who train them, know what it really takes to get there. Extravehicular Activity (EVA) training is an intense process that utilizes NASA's Neutral Buoyancy Laboratory (NBL) to develop a very specific skill set needed to safely construct and maintain the orbiting International Space Station. To qualify for flight assignments, astronauts must demonstrate the ability to work safely and efficiently in the physically demanding environment of the spacesuit, possess an acute ability to resolve unforeseen problems, and implement proper tool protocols to ensure no tools will be lost in space. Through the insights and the lessons learned by actual EVA astronauts and EVA instructors, this paper twill take you on a journey through an astronaut's earliest experiences working in the spacesuit. termed the Extravehicular Mobility Unit (EMU), in the underwater training environment of the NBL. This work details an actual Suit Qualification NBL training event, outlines the numerous challenges the astronauts face throughout their initial training, and the various ways they adapt their own abilities to overcome them. The goal of this paper is to give everyone a small glimpse into what it is really like to work in a spacesuit.

Characterizing the mammography technologist workforce in North Carolina

PubMed Central

Henderson, Louise M.; Marsh, Mary W.; Benefield, Thad; Pearsall, Elizabeth; Durham, Danielle; Schroeder, Bruce F.; Bowling, J. Michael; Viglione, Cheryl A.; Yankaskas, Bonnie C.

2016-01-01

Background Mammography technologists’ level of training, years of experience, and feedback on technique may play an important role in the breast cancer screening process. However, very little information on the mammography technologist workforce exists. Methods In 2013, we conducted a mailed survey to 912 mammography technologists working in 224 Mammography Quality Standards Act accredited facilities in North Carolina. Using standard survey methodology we developed and implemented a questionnaire focused on the education and training, work experiences, and workplace interactions of mammography technologists. We aggregated responses using survey weights to account for non-response. We describe and compare lead (administrative responsibilities) and non-lead (supervised by another technologist) mammography technologist characteristics, testing for differences using t-tests and chi-square tests. Results A total of 433 mammography technologists responded (survey response rate=47.5%; 95% confidence interval:44.2%-50.7%), including 128 lead and 305 non-lead technologists. Most mammography technologists were non-Hispanic, white, females and the average age was 48 years. Approximately 93% of lead and non-lead technologists had mammography specific training but <4% had sonography certification and 3% had MRI certification. Lead technologists reported more years performing screening mammography (p-value=0.02) and film mammography (p-value=0.03), more administrative hours (p-value<0.0001), and more workplace autonomy (p-value=0.002) than non-lead technologists. Non-lead technologists were more likely to report performing diagnostic mammograms (p-value=0.0004) or other breast imaging (p-value=0.001), discuss image quality with a peer (p-value=0.013), and have frequent face-to-face interaction with radiologists (p-value=0.03). Conclusion Our findings offer insights into mammography technologists’ training and work experiences, highlighting variability in technologist characteristics between lead and non-lead technologists. PMID:26614888

[Effectiveness of a training programme in reducing occupational injuries: the Turin-Novara high-speed railway line experience].

PubMed

Bena, Antonella; Berchialla, Paola; Coffano, Elena; Debernardi, Marialuisa; Icardi, L; Dettoni, Luisa

2009-01-01

There is little evidence in the literature to suggest that safety training is effective in reducing injuries at the workplace. This study aimed at assessing the impact of a safety training programme on injury rates during construction work on the Turin-Novara high-speed railway line (2002-2006). We adopted a before-after study design. Since workers were enrolled and trained at different times, pre- and post-training periods were calculated individually for each worker At the end of the training programme, the incidence of occupational injuries had fallen by 16% in the case of basic training and 25% for specific training. In the construction workers group (63.5% of trained workers) the reductions were 21% for basic training and 27% for specific training. All variations were statistically significant. Implementation of the training programme described led to a reduction in injury rates.

"PHC leadership: are health centres in good hands? Perspectives from 3 districts in Malawi".

PubMed

Hana, J; Maleta, K; Kirkhaug, R; Hasvold, T

2012-09-01

The study aimed to document the kinds of leadership styles are practiced at health centres (H/C) and how these styles can be explained by the contexts, characteristics of the health centre in charge (IC) and subordinate trained health staff (STHS). A well-researched leadership style model was applied, which included task, relation and change styles. This is a cross-sectional study using self-administered questionnaires in 47 H/C in 3 districts. 347 STHSs (95%) and 46 ICs (98%) responded. Questions explored background data and perceived leadership behaviour. Style items were factor analysed, and bivariate analyses and hierarchical regressions determined how styles could be explained. Two leadership styles were revealed: "Trans" style contained all relation and the majority of task and change items; "Control" style focused on health statistics (Health Management Information System), reporting and evaluation. STHS and IC had a median age/median work experience of 34/5 years and 38,5/2 years, respectively. 48% of IC reported having no management training. CHAM H/Cs had the lowest score on "Control" style. Distance to referral hospital had no impact on style scores. No contexts or STHS characteristics predicted any leadership styles. For ICs, young age and increasing work experience were significant predictors for both styles, while Nurse ICs were negative predictors for "Control style". Management training was not a significant predictor for any style. Frontline PHC leadership may be forced by situation and context to use a comprehensive style which could lack the diversity and flexibility needed for effective leadership. The missing associations between staff characteristics and leadership styles might indicate that this group is not sufficiently considered and included in leadership processes in the PHC organization. Leadership competency for the ICs seems not to be based on formal training, but substituted by young age and work experience. Health centre organization could also influence the options for leadership behaviour. In conclusion this calls for a reassessment of H/C leadership and formal leadership training.

Exploring the process of professional socialisation and development during pharmacy pre-registration training in England.

PubMed

Jee, Samuel D; Schafheutle, Ellen I; Noyce, Peter R

2016-08-01

To explore the process of professional socialisation in pharmacy trainees during pre-registration training. A prospective, longitudinal qualitative design was used. A purposive sample of 20 trainees from community and hospital pharmacy in North West England was recruited. A total of 79 semi-structured interviews were conducted with trainees on three occasions during training and once four months after training. Data were analysed thematically using template analysis. Early on in training, non-pharmacists played a significant role in socialising trainees into the work setting; pharmacists played the stronger role towards the end. Pre-registration tutors were strong role models throughout training. Training experiences differed between settings, where services provided and patient mix varied. Hospital trainees learnt about specialist medicines on ward rotations. Community trainees developed knowledge of over-the-counter, and less complex, medicines. In hospital, trainees were exposed to a range of role models in comparison to community where this was generally limited to a small pharmacy team. Newly qualified pharmacists were challenged by having full responsibility and accountability. This study showed the experiences encountered by trainees that affect their professional socialisation. More standardisation across training sites may reduce the variation in experiences and professional socialisation and development. Formal training for pre-registration tutors and support staff that play a key role in supporting trainees could be considered. Support for newly qualified pharmacists may allay the challenging transition they face when entering practice. © 2016 Royal Pharmaceutical Society.

How do particle physicists learn the programming concepts they need?

NASA Astrophysics Data System (ADS)

Kluth, S.; Pia, M. G.; Schoerner-Sadenius, T.; Steinbach, P.

2015-12-01

The ability to read, use and develop code efficiently and successfully is a key ingredient in modern particle physics. We report the experience of a training program, identified as “Advanced Programming Concepts”, that introduces software concepts, methods and techniques to work effectively on a daily basis in a HEP experiment or other programming intensive fields. This paper illustrates the principles, motivations and methods that shape the “Advanced Computing Concepts” training program, the knowledge base that it conveys, an analysis of the feedback received so far, and the integration of these concepts in the software development process of the experiments as well as its applicability to a wider audience.

Evaluation of an online injecting drug use stigma intervention targeted at health providers in New South Wales, Australia

PubMed Central

Brener, Loren; Cama, Elena; Hull, Peter; Treloar, Carla

2017-01-01

People who inject drugs are highly stigmatised. Discriminatory experiences are commonly reported, particularly in health care settings. This article evaluates an online stigma reduction training module targeting health providers working with people who inject drugs. A total of 139 participants completed a pre- and post-survey including attitude items and items depicting hypothetical scenarios and concerns around client behaviours. Participants’ attitudes towards people who inject drugs were more positive and they showed less concerns about client behaviours after completing the online training module. Findings highlight the benefits of online training in reducing discriminatory attitudes towards people who inject drugs and improving confidence in working with this client group. PMID:28567299

Advanced nursing experience is beneficial for lowering the peritonitis rate in patients on peritoneal dialysis.

PubMed

Yang, Zhikai; Xu, Rong; Zhuo, Min; Dong, Jie

2012-01-01

We explored the relationship between the experience level of nurses and the peritonitis risk in peritoneal dialysis (PD) patients. Our observational cohort study followed 305 incident PD patients until a first episode of peritonitis, death, or censoring. Patients were divided into 3 groups according to the work experience in general medicine of their nurses-that is, least experience (<10 years), moderate experience (10 to <15 years), and advanced experience (≥ 15 years). Demographic characteristics, baseline biochemistry, and residual renal function were also recorded. Multivariate Cox regression was used to analyze the association of risks for all-cause and gram-positive peritonitis with patient training provided by nurses at different experience levels. Of the 305 patients, 91 were trained at the initiation of PD by nurses with advanced experience, 100 by nurses with moderate experience, and 114 by nurses with the least experience. Demographic and clinical variables did not vary significantly between the groups. During 13 582 patient-months of follow-up, 129 first episodes of peritonitis were observed, with 48 episodes being attributed to gram-positive organisms. Kaplan-Meier analysis showed that training by nurses with advanced experience predicted the longest period free of first-episode gram-positive peritonitis. After adjustment for some recognized confounders, the advanced experience group was still associated with the lowest risk for first-episode gram-positive peritonitis. The level of nursing experience was not significantly correlated with all-cause peritonitis risk. The experience in general medicine of nurses might help to lower the risk of gram-positive peritonitis among PD patients. These data are the first to indicate that nursing experience in areas other than PD practice can be vital in the training of PD patients.

Advanced Nursing Experience Is Beneficial for Lowering the Peritonitis Rate in Patients on Peritoneal Dialysis

PubMed Central

Yang, Zhikai; Xu, Rong; Zhuo, Min; Dong, Jie

2012-01-01

♦ Objectives: We explored the relationship between the experience level of nurses and the peritonitis risk in peritoneal dialysis (PD) patients. ♦ Methods: Our observational cohort study followed 305 incident PD patients until a first episode of peritonitis, death, or censoring. Patients were divided into 3 groups according to the work experience in general medicine of their nurses—that is, least experience (<10 years), moderate experience (10 to <15 years), and advanced experience (≥15 years). Demographic characteristics, baseline biochemistry, and residual renal function were also recorded. Multivariate Cox regression was used to analyze the association of risks for all-cause and gram-positive peritonitis with patient training provided by nurses at different experience levels. ♦ Results: Of the 305 patients, 91 were trained at the initiation of PD by nurses with advanced experience, 100 by nurses with moderate experience, and 114 by nurses with the least experience. Demographic and clinical variables did not vary significantly between the groups. During 13 582 patient–months of follow-up, 129 first episodes of peritonitis were observed, with 48 episodes being attributed to gram-positive organisms. Kaplan–Meier analysis showed that training by nurses with advanced experience predicted the longest period free of first-episode gram-positive peritonitis. After adjustment for some recognized confounders, the advanced experience group was still associated with the lowest risk for first-episode gram-positive peritonitis. The level of nursing experience was not significantly correlated with all-cause peritonitis risk. ♦ Conclusions: The experience in general medicine of nurses might help to lower the risk of gram-positive peritonitis among PD patients. These data are the first to indicate that nursing experience in areas other than PD practice can be vital in the training of PD patients. PMID:21719682

Teaching Demands and Adaptive Curriculum Management.

ERIC Educational Resources Information Center

Flinders, David

A qualitative case study was designed to explore the work experience of six high school English teachers. Teachers were observed over a five month period. No formal, systematic rating scale or observation instruments were used; the observer relied upon his experience as a high school teacher and on specialized training in curriculum theory and…

Career Field Experience: A Look at On-site Usage by High School Communication Class.

ERIC Educational Resources Information Center

Kaye, Thomas

The career field experience program at a midwestern high school places broadcasting students on location for observation of the profession and optional job training or work. In addition to radio and television stations, field locations include advertising agencies with production studios, corporate production facilities, recording studios, cable…

Live-In Training Experience (LITE). A Transition Program for Youth with Disabilities.

ERIC Educational Resources Information Center

Sands, Deanna J.; And Others

1995-01-01

A program was implemented to provide a community-based living and work experience for students with mild/moderate mental retardation making the transition from high school to adult life. The program focuses on independent living skills, vocational education, and functional academic instruction. It incorporates shared resources, community-based…

"Don't Leave Us Out There Alone": A Framework for Supporting Supervisors

ERIC Educational Resources Information Center

Dangel, Julie Rainer; Tanguay, Carla

2014-01-01

Professional development that scaffolds and supports supervisors is critical for quality field experiences and is our responsibility as teacher educators. The literature supports this statement and two ideas that conceptually frame our work: (1) quality field experiences are a critical component of preservice programs and (2) training and support…

Constructing Bridges of Support: School Counsellors' Experiences of Student Suicide

ERIC Educational Resources Information Center

Christianson, Carley L.; Everall, Robin D.

2008-01-01

School counsellors are professionals with specialized training in personal counselling who work in school settings. They are usually the front-line school personnel required to deal with youth suicide. Despite the important roles of school counsellors, there is little research that explores the experiences of school counsellors who have lost…

High School Learning, Vocational Tracking, and What Then? Contractor Report.

ERIC Educational Resources Information Center

Wiley, David E.; Harnischfeger, Annegret

The National Longitudinal Study of the High School Class of 1972 collected data on the backgrounds, experiences, attitudes, and plans of 16,683 students who were high school seniors at 1,044 schools in 1972. In addition, three followup studies focused on the work experiences, education and training, military service, family status, life…

Learning Process and Vocational Experience Attainments.

ERIC Educational Resources Information Center

Colardyn, Danielle; White, Kathleen M.

From a search of (mostly French) literature, a hypothesis was formulated that students with both academic training and work experience would solve a practical learning problem more easily than students with academic learning only. A study was conducted at the Conservatoire National des Arts et Metiers in Paris to test this hypothesis. Two groups,…

First Year Experience Courses for Students in Developmental Education. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2016

2016-01-01

"First year experience courses for students in developmental education" are designed to ease the transition to college by providing academic and social development supports. Although course content and focus may vary, most are designed to introduce students to campus resources, provide training in time management and study skills, and…

Forms of School Experience in France's Vocational Training Track Students

ERIC Educational Resources Information Center

Capdevielle-Mougnibas, Valérie; Courtinat-Camps, Amélie

2017-01-01

This article examines the existing relations between the social background, the cognitive skills, the sense of schooling experience, the relation to learning and the professional project in the construction of the meaning of their course choice for French boys living in working-class families and guided to vocational studies. It presents the…

SCHOOL-TEACHERS AND THE EDUCATION OF ADULTS. MANUALS ON ADULT AND YOUTH EDUCATION, NUMBER 5.

ERIC Educational Resources Information Center

HELY, ARNOLD S. M.

EXPERIENCES OF JORDAN, THAILAND, VIET-NAM, ECUADOR, UNITED ARAB REPUBLIC, PHILIPPINES, MADAGASCAR, ITALY, VENEZUELA, PERU, INDIA, GHANA, AND COLOMBIA IN THEIR RECENT EXPERIMENTS IN TRAINING AND EMPLOYMENT OF SCHOOL TEACHERS FOR ADULT LITERACY WORK AND COMMUNITY EDUCATION ARE ANALYZED TO ILLUSTRATE THE EFFECTIVENESS OF THEIR PROCEDURES. GENERALLY…

Teamwork: a study of Australian and US student speech-language pathologists.

PubMed

Morrison, Susan C; Lincoln, Michelle A; Reed, Vicki A

2009-05-01

In the discipline of speech-language pathology little is known about the explicit and implicit team skills taught within university curricula. This study surveyed 281 speech-language pathology students to determine a baseline of their perceived ability to participate in interprofessional teams. The students were enrolled in programs in Australia and the USA and were surveyed about their perceptions of their attitudes, knowledge and skills in teamwork. MANCOVA analysis for main effects of age, university program and clinical experience showed that age was not significant, negating the perception that life experiences improve perceived team skills. Clinical experience was significant in that students with more clinical experience rated themselves more highly on their team abilities. Post Hoc analysis revealed that Australian students rated themselves higher than their US counterparts on their knowledge about working on teams, but lower on attitudes to teams; all students perceived that they had the skills to work on teams. These results provide insight about teamwork training components in current speech-language pathology curricula. Implications are discussed with reference to enhancing university training programs.

Trauma, stress, and self-care in clinical training: Predictors of burnout, decline in health status, secondary traumatic stress symptoms, and compassion satisfaction.

PubMed

Butler, Lisa D; Carello, Janice; Maguin, Eugene

2017-07-01

[Correction Notice: An Erratum for this article was reported in Vol 9(4) of Psychological Trauma: Theory, Research, Practice, and Policy (see record 2016-54155-001). In the article, there was an error in Table 4 of the Results. The Outcomes and Predictors columns were not clearly categorized from one another. The corrected table is present in the erratum.] Objective: Courtois and Gold (2009) have called for the inclusion of trauma in the curriculum for all mental health training programs. The present study investigated the impact of trauma-related content, stress, and self-care (SC) on trainees in such a program. Method: The study examined potential risk factors (trauma exposures in training [being faced with or reacting to trauma-related field work experiences and course content] and perceptions of stress in field and coursework) and protective factors (SC effort and importance) in relation to burnout (BO), health status (HS), secondary traumatic stress symptoms (STSS), and compassion satisfaction (CS) among 195 students in a graduate social work training program. Results: All students reported trauma exposures in their field placements and/or coursework, including retraumatization experiences that were associated with higher STSS and BO. Field stress and SC effort were both consistent predictors across outcomes. Higher field stress levels predicted higher BO and STSS, a greater likelihood of decline in HS, and lower CS. Lower SC effort was also associated with higher BO and STSS, and a greater likelihood of decline in HS, while higher SC effort predicted higher CS. Older students, those with traumatized field clients, and those whose field work addressed trauma, also reported higher CS. Conclusions: These findings suggest that clinical training involving trauma content can be both rewarding and stressful, and may evoke distress in some trainees. Given that learning about and working with trauma are essential to adequate clinical training, the authors suggest adopting a trauma-informed approach within clinical training programs. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Inspiring and Training Students for Social Action: Renewing a Needed Tradition

ERIC Educational Resources Information Center

Lane, Shannon R.; Altman, Julie Cooper; Goldberg, Gertrude Schaffner; Kagotho, Njeri; Palley, Elizabeth; Paul, Marilyn S.

2012-01-01

In social work, it is believed that certain knowledge and skills are learned more effectively through experience than through didactic classroom content. Members of the faculty of a school of social work have developed a Social Action Day to reinforce curriculum and translate into practice material about advocacy and ethical responsibilities for…

Adaptations of Professional Ethics among Counselors Living and Working in a Remote Native Canadian Community

ERIC Educational Resources Information Center

Wihak, Christine; Merali, Noorfarah

2007-01-01

Eight non-Native counselors who temporarily relocated to the Native Canadian community of Nunavut were interviewed upon their return about experiences working with Inuit clients that challenged their professional training. Analysis of the counselors' narratives suggested that they used a social constructivism approach to manage confidentiality,…

20 CFR 668.510 - What services may INA grantees provide to the community at large under section 166?

Code of Federal Regulations, 2011 CFR

2011-04-01

...) Strengthen the capacity of Native American-controlled institutions to provide education and work-based learning services to Native American youth and adults, whether directly or through other Native American... and retain employment; (3) Use program participants engaged in education, training, work experience...

Women, Work, and Family: Dimensions of Change in American Society.

ERIC Educational Resources Information Center

Mott, Frank L.; And Others

The research presented in this volume considers a number of factors associated with women's participation in the labor market. These include the educational and training experiences of women now reaching adulthood, the rationales associated with work attachment during the early years of marriage, and the implications of marital breakdown and of…

Studying and Working Abroad. 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 recent successful examples of students studying and working abroad as part of the European Commission's Leonardo da Vinci program, which is designed to give students across the European Union the opportunity to experience vocational training in a foreign country. The following examples are presented: (1) 3 Finnish students…

Serving, Learning, and Earning: An Overview of Three Organizations

ERIC Educational Resources Information Center

Vilorio, Dennis

2011-01-01

A traditional, full-time job isn't the only way to work. And opting for an alternative often yields benefits beyond work experience. Numerous organizations promote personal and professional development through service. These organizations train participants to address the needs of a community, either in the United States or abroad. By overcoming…

10 CFR 35.396 - Training for the parenteral administration of unsealed byproduct material requiring a written...

Code of Federal Regulations, 2013 CFR

2013-01-01

... radioactivity; (iv) Chemistry of byproduct material for medical use; and (v) Radiation biology; and (2) Has work...). The work experience must involve— (i) Ordering, receiving, and unpacking radioactive materials safely... meters; (iii) Calculating, measuring, and safely preparing patient or human research subject dosages; (iv...

10 CFR 35.396 - Training for the parenteral administration of unsealed byproduct material requiring a written...

Code of Federal Regulations, 2014 CFR

2014-01-01

... radioactivity; (iv) Chemistry of byproduct material for medical use; and (v) Radiation biology; and (2) Has work...). The work experience must involve— (i) Ordering, receiving, and unpacking radioactive materials safely... meters; (iii) Calculating, measuring, and safely preparing patient or human research subject dosages; (iv...

10 CFR 35.396 - Training for the parenteral administration of unsealed byproduct material requiring a written...

Code of Federal Regulations, 2012 CFR

2012-01-01

... radioactivity; (iv) Chemistry of byproduct material for medical use; and (v) Radiation biology; and (2) Has work...). The work experience must involve— (i) Ordering, receiving, and unpacking radioactive materials safely... meters; (iii) Calculating, measuring, and safely preparing patient or human research subject dosages; (iv...

10 CFR 35.396 - Training for the parenteral administration of unsealed byproduct material requiring a written...

Code of Federal Regulations, 2011 CFR

2011-01-01

... radioactivity; (iv) Chemistry of byproduct material for medical use; and (v) Radiation biology; and (2) Has work...). The work experience must involve— (i) Ordering, receiving, and unpacking radioactive materials safely... meters; (iii) Calculating, measuring, and safely preparing patient or human research subject dosages; (iv...

An Evaluation of a Pre-Training Assistant Educational Psychologist Programme

ERIC Educational Resources Information Center

Monsen, Jeremy J.; Brown, Emma; Akthar, Zobiah; Khan, Sehra Y.

2009-01-01

Two cohorts of psychology graduates with Graduate Basis for Registration (GBR) with the British Psychological Society (BPS), and a range of relevant work experience (teaching, youth and social work) were employed by the Kent Educational Psychology Service (EPS) over a two-year period as assistant educational psychologists (Assistant EPs). This…

Evaluation of a seven-week web-based happiness training to improve psychological well-being, reduce stress, and enhance mindfulness and flourishing: a randomized controlled occupational health study.

PubMed

Feicht, T; Wittmann, M; Jose, G; Mock, A; von Hirschhausen, E; Esch, T

2013-01-01

Background. As distress in society increases, including work environments, individual capacities to compete with stress have to be strengthened. Objective. We examined the impact of a web-based happiness training on psychological and physiological parameters, by self-report and objective means, in an occupational health setting. Methods. Randomized controlled trial with 147 employees. Participants were divided into intervention (happiness training) and control groups (waiting list). The intervention consisted of a seven-week online training. Questionnaires were administered before, after, and four weeks after training. The following scales were included: VAS (happiness and satisfaction), WHO-5 Well-being Index, Stress Warning Signals, Freiburg Mindfulness Inventory, Recovery Experience Questionnaire, and Flourishing Scale. Subgroup samples for saliva cortisol and alpha-amylase determinations were taken, indicating stress, and Attention Network Testing for effects on attention regulation. Results. Happiness (P = 0.000; d = 0.93), satisfaction (P = 0.000; d = 1.17), and quality of life (P = 0.000; d = 1.06) improved; perceived stress was reduced (P = 0.003; d = 0.64); mindfulness (P = 0.006; d = 0.62), flourishing (P = 0.002; d = 0.63), and recovery experience (P = 0.030; d = 0.42) also increased significantly. No significant differences in the Attention Network Tests and saliva results occurred (intergroup), except for one saliva value. Conclusions. The web-based training can be a useful tool for stabilizing health/psychological well-being and work/life balance.

Evaluation of a Seven-Week Web-Based Happiness Training to Improve Psychological Well-Being, Reduce Stress, and Enhance Mindfulness and Flourishing: A Randomized Controlled Occupational Health Study

PubMed Central

Feicht, T.; Wittmann, M.; Jose, G.; Mock, A.; von Hirschhausen, E.; Esch, T.

2013-01-01

Background. As distress in society increases, including work environments, individual capacities to compete with stress have to be strengthened. Objective. We examined the impact of a web-based happiness training on psychological and physiological parameters, by self-report and objective means, in an occupational health setting. Methods. Randomized controlled trial with 147 employees. Participants were divided into intervention (happiness training) and control groups (waiting list). The intervention consisted of a seven-week online training. Questionnaires were administered before, after, and four weeks after training. The following scales were included: VAS (happiness and satisfaction), WHO-5 Well-being Index, Stress Warning Signals, Freiburg Mindfulness Inventory, Recovery Experience Questionnaire, and Flourishing Scale. Subgroup samples for saliva cortisol and alpha-amylase determinations were taken, indicating stress, and Attention Network Testing for effects on attention regulation. Results. Happiness (P = 0.000; d = 0.93), satisfaction (P = 0.000; d = 1.17), and quality of life (P = 0.000; d = 1.06) improved; perceived stress was reduced (P = 0.003; d = 0.64); mindfulness (P = 0.006; d = 0.62), flourishing (P = 0.002; d = 0.63), and recovery experience (P = 0.030; d = 0.42) also increased significantly. No significant differences in the Attention Network Tests and saliva results occurred (intergroup), except for one saliva value. Conclusions. The web-based training can be a useful tool for stabilizing health/psychological well-being and work/life balance. PMID:24489588

Comparison of endotracheal tube cuff pressure values before and after training seminar.

PubMed

Özcan, Ayça Tuba Dumanlı; Döğer, Cihan; But, Abdülkadir; Kutlu, Işık; Aksoy, Şemsi Mustafa

2018-06-01

It is recommended that endotracheal cuff (ETTc) pressure be between 20 and 30 cm H 2 O. In this present study, we intend to observe average cuff pressure values in our clinic and the change in these values after the training seminar. The cuff pressure values of 200 patients intubated following general anesthesia induction in the operating theatre were measured following intubation. One hundred patients whose values were measured before the training seminar held for all physician assistants, and 100 patients whose values were measured after the training seminar were regarded as Group 1 and Group 2, respectively. Cuff pressures of both groups were recorded, and the difference between them was shown. Moreover, cuff pressure values were explored according to the working period of the physician assistants. There was no significant difference between the groups in terms of age, gender and tube diameters. Statistically significant difference was found between cuff pressure values before and after the training (p < 0.001). Average pressure measure for Group I was 54 cm H 2 O, while average pressure in Group II declined to 33 cm H 2 O. It was observed that as the working period and experience of physician assistants increased, cuff pressure values decreased, however no statistically significant different was found (p < 0.375). We believe that clinical experience does not have significant effects on cuff pressure and that training seminars held at intervals would prevent high cuff pressure values and potential complications.

Workability of Safety Education and Training for Workers' Strategy in Accident Reduction in Selected Manufacturing Industries in Lagos State

ERIC Educational Resources Information Center

Ayodele, Rachael B.; Olubayo-Fatiregun, Martina A.

2013-01-01

This study determined the workability of Safety Education and Training for Workers' strategy in reducing accidents. A descriptive survey research design was used. A total of 20 Managerial staff with mean work experience of 13.5 years was selected from 10 manufacturing industries in Lagos State, using intact group method. They were 100% males. Data…

Whys and hows of in-house writing

NASA Technical Reports Server (NTRS)

Lane, J. C.

1981-01-01

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

Counseling Training in Operation Mainstream; Outline of Principles and Experience. Occasional Papers, No. 3.

ERIC Educational Resources Information Center

Marvin, John B.; Kelman, Samuel M.

As funded from July 1967 to June 1968 by the Bureau of Work Programs, Operation Mainstream called for employing 120 community aides from the rural poor of the three most northern counties of Maine, New Hampshire, and Vermont, who were to be trained in counseling and problem solving skills. A staff of part time resource development consultants from…

Instilling best educational practices into future physics professionals and faculty

NASA Astrophysics Data System (ADS)

Collins, Philip G.

2009-03-01

A primary aim of the New Faculty Workshop (NFW) has been to communicate best educational practices in faculty beginning their teaching careers. However, further amplification of NFW goals is achieved by providing similar content and training to Ph.D. candidates working as Teaching Assistants (TAs). NFW experience led to the successful creation at UCI of a relatively extensive, 30-hour training course now required of every graduate student in the Dept. of Physics and Astronomy. Half of the training occurs before the first week of classes, and focuses on peer instruction, active learning, and results from Physics Education Research. This orientation segues into peer evaluation as first-time TAs and soon-to-be TAs practice teaching styles for each other and evaluate videos of each other teaching their actual courses. This course directly trains 25-30 graduate students each year, indirectly affecting dozens of discussion sections and the experience of nearly 2000 students per quarter.

"I Was Told It Was Going to Be Hard Work but I Wasn't Told It Was Going to Be This Much Work": The Experiences and Aspirations of Undergraduate Science Students

ERIC Educational Resources Information Center

Smith, Emma; Cooke, Sandra

2011-01-01

The recruitment and training of scientists is an area of international concern. Much of the research and policy focus around this issue in the UK has been on how science is taught in schools and in particular on the structure of the school science curriculum. Much less attention has been devoted to the undergraduate student experience and the…

How Does Consecutive Interpreting Training Influence Working Memory: A Longitudinal Study of Potential Links Between the Two

PubMed Central

Dong, Yanping; Liu, Yuhua; Cai, Rendong

2018-01-01

With an intention to contribute to the issue of how language experience may influence working memory (WM), we focused on consecutive interpreting (CI), analyzed its potential links with WM functions and tested these links in a longitudinal experiment, trying to answer the specific question of how CI training may influence WM. Two comparable groups of Chinese learners of English received either CI or general second language (L2) training for one semester, and were tested before and after the training with the tasks of n-back (non-verbal updating), L2 listening span, and letter running span (verbal spans). CI performance was tested in the posttest. The results showed that (1) updating efficiency in both the pretest and posttest predicted CI performance, and CI training enhanced updating efficiency while general L2 training did not; (2) the relationship between verbal spans and CI performance was weaker (i.e., only pretest L2 listening span correlated with CI performance and predicted CI performance with marginal significance), and CI training did not make a unique contribution to these spans (i.e., no group differences). The results indicated an “interpreter advantage” in updating, which was probably due to that updating was more central in the CI task than WM spans. Theoretically, we believe that updating and CI are closely related because they share the same underlying mechanism, or more specifically updating and the recalling process in the CI task share the same attentional control process, a unique link between updating and the CI task. Methodological implications are discussed. PMID:29922199

Student Satisfaction With an Innovative Internship

PubMed Central

Petrila, Ann; Fireman, Orah; Fitzpatrick, Leslie Schnoll; Hodas, Robyn Wertheimer; Taussig, Heather N.

2014-01-01

This article describes an internship program designed specifically to meet graduate students’ training needs within the context of their work in a prevention program for children in foster care. An internship based on a strong model of intern recruitment and supervision, structured inclusion of interns in a supportive agency culture, a manualized orientation, and an ongoing didactic program, was hypothesized to result in a positive experience for interns. Results of anonymous surveys administered to 102 interns over a 9-year period assessing their internship experience are presented and discussed. Recommendations are made for development of internship training sites. PMID:25642119

Norwegian trauma team leaders - training and experience: A national point prevalence study

PubMed Central

2011-01-01

Background The treatment of trauma victims is a complex multi-professional task in a stressful environment. We previously found that trauma team members perceive leadership as the most important human factor. The aim of the present study was to assess the experience and education of Norwegian trauma team leaders, and allow them to describe their perceived educational needs. Methods We conducted an anonymous descriptive study using a point prevalence methodology based on written questionnaires. All 45 hospitals in Norway receiving severely injured trauma victims were contacted on a randomly selected weeknight during November 2009. Team leaders were asked to specify what trauma related training programs they had participated in, how much experience they had, and what further training they wished, if any. Results Response rate was 82%. Slightly more than half of the team leaders were residents. The median working experience as a surgeon among team leaders was 7.5 years. Sixty-eight percent had participated in multi-professional training in non-technical skills, while 54% had passed the advanced trauma life support(ATLS) course. Fifty-one percent were trained in damage control surgery. A median of one course per team leader was needed to comply with the new proposed national standards. Team leaders considered training in damage control surgery the most needed educational objective. Conclusions Level of experience among team leaders was highly variable and their educational background insufficient according to international and proposed national standards. Proposed national standards should be urgently implemented to ensure equal access to high quality trauma care. PMID:21975088

Retraumatization Mediates the Effect of Adverse Childhood Experiences on Clinical Training-Related Secondary Traumatic Stress Symptoms.

PubMed

Butler, Lisa D; Maguin, Eugene; Carello, Janice

2018-01-01

Previous research (Butler, Carello, & Maguin, 2016) has found that exposure to trauma-related material in graduate clinical coursework and field training can put students at risk for reactivations of feelings/memories from negative past experiences (retraumatization) and for secondary traumatic stress (STS) symptoms. The present report sought to examine the role, if any, of adverse childhood experiences (ACEs) in these outcomes. Using the Butler et al. (2016) sample, we examined: (1) rates of ACEs in 195 graduate social work students, (2) whether the total number of ACEs was associated with training-related retraumatization (TRT) and/or STS symptoms, and (3) if TRT mediated the relationship between ACEs and STS symptoms. The results indicate that more than three quarters of the sample had experienced one or more ACEs before age 18 and almost one third endorsed 4 or more. The most commonly reported ACEs were household mental illness, parental separation/divorce, household alcohol/substance abuse, and emotional abuse or neglect by a parent or household member. Higher ACE scores were associated with increased likelihood of TRT experiences and STS symptoms during training. A mediation analysis confirmed that TRT mediated the effect of ACE scores on STS symptoms; this finding also provides support for the role of proximal emotional reactions in mediating the effects of distal adverse experiences on the development of trauma symptoms. In summary, despite the evident resilience of this graduate student sample, those with ACE histories were at heightened risk for training-related distress. These results underscore the need for a trauma-informed approach to clinical training.

WHC significant lessons learned 1993--1995

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

Bickford, J.C.

1997-12-12

A lesson learned as defined in DOE-STD-7501-95, Development of DOE Lessons Learned Programs, is: A ``good work practice`` or innovative approach that is captured and shared to promote repeat applications or an adverse work practice or experience that is captured and shared to avoid a recurrence. The key word in both parts of this definition is ``shared``. This document was published to share a wide variety of recent Hanford experiences with other DOE sites. It also provides a valuable tool to be used in new employee and continuing training programs at Hanford facilities and at other DOE locations. This manualmore » is divided into sections to facilitate extracting appropriate subject material when developing training modules. Many of the bulletins could be categorized into more than one section, however, so examination of other related sections is encouraged.« less

Too close to home? Experiences of Kurdish refugee interpreters working in UK mental health services.

PubMed

Green, Hannah; Sperlinger, David; Carswell, Kenneth

2012-06-01

Despite their essential role in the National Health Service, there is limited research on the experiences of refugee interpreters. To explore Kurdish refugee interpreters' experiences of working in UK mental health services. Six participants were interviewed and data collected were analysed using interpretative phenomenological analysis. The results showed that interpreters often felt overwhelmed by the emotional impact of interpreting in mental health services, particularly at the beginning of their careers. Interpreters struggled to negotiate complex and unclear roles and responsibilities. Interpreting for refugees with shared histories was particularly challenging. The study recommends that interpreters working in mental health services receive training on mental health issues and self-care and are assisted by frameworks to help make sense of the impact of the work, such as supervision.

What factors are critical to attracting NHS foundation doctors into specialty or core training? A discrete choice experiment

PubMed Central

Cleland, Jennifer; Johnston, Peter; Walker, Kim; Krucien, Nicolas; Skåtun, Diane

2018-01-01

Objectives Multiple personal and work-related factors influence medical trainees’ career decision-making. The relative value of these diverse factors is under-researched, yet this intelligence is crucially important for informing medical workforce planning and retention and recruitment policies. Our aim was to investigate the relative value of UK doctors’ preferences for different training post characteristics during the time period when they either apply for specialty or core training or take time out. Methods We developed a discrete choice experiment (DCE) specifically for this population. The DCE was distributed to all Foundation Programme Year 2 (F2) doctors across Scotland as part of the National Career Destination Survey in June 2016. The main outcome measure was the monetary value of training post characteristics, based on willingness to forgo additional potential income and willingness to accept extra income for a change in each job characteristic calculated from regression coefficients. Results 677/798 F2 doctors provided usable DCE responses. Location was the most influential characteristic of a training position, followed closely by supportive culture and then working conditions. F2 doctors would need to be compensated by an additional 45.75% above potential earnings to move from a post in a desirable location to one in an undesirable location. Doctors who applied for a training post placed less value on supportive culture and excellent working conditions than those who did not apply. Male F2s valued location and a supportive culture less than female F2s. Conclusion This is the first study focusing on the career decision-making of UK doctors at a critical careers decision-making point. Both location and specific job-related attributes are highly valued by F2 doctors when deciding their future. This intelligence can inform workforce policy to focus their efforts in terms of making training posts attractive to this group of doctors to enhance recruitment and retention. PMID:29530910

Case Study: Does training of private networks of Family Planning clinicians in urban Pakistan affect service utilization?

PubMed Central

2010-01-01

Background To determine whether training of providers participating in franchise clinic networks is associated with increased Family Planning service use among low-income urban families in Pakistan. Methods The study uses 2001 survey data consisting of interviews with 1113 clinical and non-clinical providers working in public and private hospitals/clinics. Data analysis excludes non-clinical providers reducing sample size to 822. Variables for the analysis are divided into client volume, and training in family planning. Regression models are used to compute the association between training and service use in franchise versus private non-franchise clinics. Results In franchise clinic networks, staff are 6.5 times more likely to receive family planning training (P = 0.00) relative to private non-franchises. Service use was significantly associated with training (P = 0.00), franchise affiliation (P = 0.01), providers' years of family planning experience (P = 0.02) and the number of trained staff working at government owned clinics (P = 0.00). In this setting, nurses are significantly less likely to receive training compared to doctors (P = 0.00). Conclusions These findings suggest that franchises recruit and train various cadres of health workers and training maybe associated with increased service use through improvement in quality of services. PMID:21062460

Case Study: Does training of private networks of Family Planning clinicians in urban Pakistan affect service utilization?

PubMed

Qureshi, Asma M

2010-11-09

To determine whether training of providers participating in franchise clinic networks is associated with increased Family Planning service use among low-income urban families in Pakistan. The study uses 2001 survey data consisting of interviews with 1113 clinical and non-clinical providers working in public and private hospitals/clinics. Data analysis excludes non-clinical providers reducing sample size to 822. Variables for the analysis are divided into client volume, and training in family planning. Regression models are used to compute the association between training and service use in franchise versus private non-franchise clinics. In franchise clinic networks, staff are 6.5 times more likely to receive family planning training (P = 0.00) relative to private non-franchises. Service use was significantly associated with training (P = 0.00), franchise affiliation (P = 0.01), providers' years of family planning experience (P = 0.02) and the number of trained staff working at government owned clinics (P = 0.00). In this setting, nurses are significantly less likely to receive training compared to doctors (P = 0.00). These findings suggest that franchises recruit and train various cadres of health workers and training maybe associated with increased service use through improvement in quality of services.

Stability Training for Convolutional Neural Nets in LArTPC

NASA Astrophysics Data System (ADS)

Lindsay, Matt; Wongjirad, Taritree

2017-01-01

Convolutional Neural Nets (CNNs) are the state of the art for many problems in computer vision and are a promising method for classifying interactions in Liquid Argon Time Projection Chambers (LArTPCs) used in neutrino oscillation experiments. Despite the good performance of CNN's, they are not without drawbacks, chief among them is vulnerability to noise and small perturbations to the input. One solution to this problem is a modification to the learning process called Stability Training developed by Zheng et al. We verify existing work and demonstrate volatility caused by simple Gaussian noise and also that the volatility can be nearly eliminated with Stability Training. We then go further and show that a traditional CNN is also vulnerable to realistic experimental noise and that a stability trained CNN remains accurate despite noise. This further adds to the optimism for CNNs for work in LArTPCs and other applications.

Part-task training in the context of automation: current and future directions.

PubMed

Gutzwiller, Robert S; Clegg, Benjamin A; Blitch, John G

2013-01-01

Automation often elicits a divide-and-conquer outlook. By definition, automation has been suggested to assume control over a part or whole task that was previously performed by a human (Parasuraman & Riley, 1997). When such notions of automation are taken as grounds for training, they readily invoke a part-task training (PTT) approach. This article outlines broad functions of automation as a source of PTT and reviews the PTT literature, focusing on the potential benefits and costs related to using automation as a mechanism for PTT. The article reviews some past work in this area and suggests a path to move beyond the type of work captured by the "automation as PTT" framework. An illustrative experiment shows how automation in training and PTT are actually separable issues. PTT with automation has some utility but ultimately remains an unsatisfactory framework for the future broad potential of automation during training, and we suggest that a new conceptualization is needed.

Pediatric diabetes training for healthcare professionals in Europe: Time for change.

PubMed

Kime, Nicky Helen; Waldron, Sheridan; Webster, Elizabeth; Lange, Karin; Zinken, Katarzyna; Danne, Thomas; Aschemeier, Bärbel; Sumnik, Zdenek; Cinek, Ondrej; Raposo, João Filipe; Vazeou, Andriani; Bratina, Natasa; Campbell, Fiona

2018-05-01

Training for healthcare professionals (HCPs) in Europe who care for children and young people (CYP) with type 1 diabetes and their families is variable depending on the country. Building on the work of SWEET (Better control in Pediatric and Adolescent diabeteS: Working to crEate CEnTers of Reference) and using the German Certified Diabetes Educators (CDEs) curriculum, a European collaboration of pediatric diabetes experts aimed to (1) establish current core elements that should be included in a pediatric diabetes education training course and (2) create a template for a European CDE's training curriculum. A qualitative methodology incorporating a survey questionnaire, focus group discussions, individual semi-structured interviews and workshops was employed to explore participants' experiences and opinions. HCPs-pediatric consultants, diabetes nurses, dietitians and psychologists, national and local diabetes leads, academic and education leads and children, and young people with diabetes and families took part in the study. The total number of participants equaled 186. A template for a European Certified Diabetes Educator Curriculum (EU-CDEC) was developed based on the themes that emerged from the participants' expertise and experiences. This provides a model for HCPs' pediatric diabetes training provision. There is a severe shortage of high quality, standardized training for HCPs across the majority of European countries. Lack of trained HCPs for CYP with diabetes will result in the delivery of suboptimal care and impact on health, wellbeing and clinical and psychological outcomes. The EU-CDEC template can be used to increase access to high quality training provision for all HCPs across Europe and worldwide. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Strengthening health workforce capacity through work-based training

PubMed Central

2013-01-01

Background Although much attention has been given to increasing the number of health workers, less focus has been directed at developing models of training that address real-life workplace needs. Makerere University School of Public Health (MakSPH) with funding support from the Centers for Disease Control and Prevention (CDC) developed an eight-month modular, in-service work-based training program aimed at strengthening the capacity for monitoring and evaluation (M&E) and continuous quality improvement (CQI) in health service delivery. Methods This capacity building program, initiated in 2008, is offered to in-service health professionals working in Uganda. The purpose of the training is to strengthen the capacity to provide quality health services through hands-on training that allows for skills building with minimum work disruptions while encouraging greater involvement of other institutional staff to enhance continuity and sustainability. The hands-on training uses practical gaps and challenges at the workplace through a highly participatory process. Trainees work with other staff to design and implement ‘projects’ meant to address work-related priority problems, working closely with mentors. Trainees’ knowledge and skills are enhanced through short courses offered at specific intervals throughout the course. Results Overall, 143 trainees were admitted between 2008 and 2011. Of these, 120 (84%) from 66 institutions completed the training successfully. Of the trainees, 37% were Social Scientists, 34% were Medical/Nursing/Clinical Officers, 5.8% were Statisticians, while 23% belonged to other professions. Majority of the trainees (80%) were employed by Non-Government Organizations while 20% worked with the public health sector. Trainees implemented 66 projects which addressed issues such as improving access to health care services; reducing waiting time for patients; strengthening M&E systems; and improving data collection and reporting. The projects implemented aimed to improve trainees’ skills and competencies in M&E and CQI and the design of the projects was such that they could share these skills with other staff, with minimal interruptions of their work. Conclusions The modular, work-based training model strengthens the capacity of the health workforce through hands-on, real-life experiences in the work-setting and improves institutional capacity, thereby providing a practical example of health systems strengthening through health workforce capacity building. PMID:23347473

Chemistry Graduate Teaching Assistants' Experiences in Academic Laboratories and Development of a Teaching Self-image

NASA Astrophysics Data System (ADS)

Gatlin, Todd Adam

Graduate teaching assistants (GTAs) play a prominent role in chemistry laboratory instruction at research based universities. They teach almost all undergraduate chemistry laboratory courses. However, their role in laboratory instruction has often been overlooked in educational research. Interest in chemistry GTAs has been placed on training and their perceived expectations, but less attention has been paid to their experiences or their potential benefits from teaching. This work was designed to investigate GTAs' experiences in and benefits from laboratory instructional environments. This dissertation includes three related studies on GTAs' experiences teaching in general chemistry laboratories. Qualitative methods were used for each study. First, phenomenological analysis was used to explore GTAs' experiences in an expository laboratory program. Post-teaching interviews were the primary data source. GTAs experiences were described in three dimensions: doing, knowing, and transferring. Gains available to GTAs revolved around general teaching skills. However, no gains specifically related to scientific development were found in this laboratory format. Case-study methods were used to explore and illustrate ways GTAs develop a GTA self-image---the way they see themselves as instructors. Two general chemistry laboratory programs that represent two very different instructional frameworks were chosen for the context of this study. The first program used a cooperative project-based approach. The second program used weekly, verification-type activities. End of the semester interviews were collected and served as the primary data source. A follow-up case study of a new cohort of GTAs in the cooperative problem-based laboratory was undertaken to investigate changes in GTAs' self-images over the course of one semester. Pre-semester and post-semester interviews served as the primary data source. Findings suggest that GTAs' construction of their self-image is shaped through the interaction of 1) prior experiences, 2) training, 3) beliefs about the nature of knowledge, 4) beliefs about the nature of laboratory work, and 5) involvement in the laboratory setting. Further GTAs' self-images are malleable and susceptible to change through their laboratory teaching experiences. Overall, this dissertation contributes to chemistry education by providing a model useful for exploring GTAs' development of a self-image in laboratory teaching. This work may assist laboratory instructors and coordinators in reconsidering, when applicable, GTA training and support. This work also holds considerable implications for how teaching experiences are conceptualized as part of the chemistry graduate education experience. Findings suggest that appropriate teaching experiences may contribute towards better preparing graduate students for their journey in becoming scientists.

Seeing emotions: a review of micro and subtle emotion expression training

NASA Astrophysics Data System (ADS)

Poole, Ernest Andre

2016-09-01

In this review I explore and discuss the use of micro and subtle expression training in the social sciences. These trainings, offered commercially, are designed and endorsed by noted psychologist Paul Ekman, co-author of the Facial Action Coding System, a comprehensive system of measuring muscular movement in the face and its relationship to the expression of emotions. The trainings build upon that seminal work and present them in a way for either the layperson or researcher to easily add to their personal toolbox for a variety of purposes. Outlined are my experiences across the training products, how they could be used in social science research, a brief comparison to automated systems, and possible next steps.

[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.

Visual-spatial ability is more important than motivation for novices in surgical simulator training: a preliminary study.

PubMed

Schlickum, Marcus; Hedman, Leif; Felländer-Tsai, Li

2016-02-21

To investigate whether surgical simulation performance and previous video gaming experience would correlate with higher motivation to further train a specific simulator task and whether visual-spatial ability would rank higher in importance to surgical performance than the above. It was also examined whether or not motivation would correlate with a preference to choose a surgical specialty in the future and if simulator training would increase the interest in choosing that same work field. Motivation and general interest in surgery was measured pre- and post-training in 30 medical students at Karolinska Institutet who were tested in a laparoscopic surgical simulator in parallel with measurement of visual-spatial ability and self-estimated video gaming experience. Correlations between simulator performance metrics, visual-spatial ability and motivation were statistically analyzed using regression analysis. A good result in the first simulator trial correlated with higher self-determination index (r =-0.46, p=0.05) in male students. Visual-spatial ability was the most important underlying factor followed by intrinsic motivation score and finally video gaming experience (p=0.02, p=0.05, p=0.11) regarding simulator performance in male students. Simulator training increased interest in surgery when studying all subjects (p=0.01), male subjects (p=0.02) as well as subjects with low video gaming experience (p=0.02). This preliminary study highlights individual differences regarding the effect of simulator training on motivation that can be taken into account when designing simulator training curricula, although the sample size is quite small and findings should be interpreted carefully.

An Internship May Not Be Enough: Enhancing Bioscience Industry Job Readiness through Practicum Experiences.

PubMed

Cramer, Jason M; Hamilton, Paul T

2017-04-01

In contrast to the narrowing of options in academic careers, the bioscience industry offers robust employment opportunities for STEM-trained workers, especially those who display both scientific and business talent. Unfortunately, traditional science programs typically lack curricular features that develop this type of worker. The North Carolina State University Master of Microbial Biotechnology (MMB) program facilitates industry-specific experiential learning to fill this training gap. Similar programs often rely on a single industry internship to provide students relevant work experience, but completion of one internship might not suffice to position students for employment in a highly competitive job market. The MMB program requires students to complete an internship and three practicum projects in an industry setting, to promote development of key skills in a variety of areas, to build confidence in the ability to perform initial job duties, and to establish a more extensive work history in industry. In this Perspective we discuss an unmet need in undergraduate and graduate STEM education that can be filled by incorporating a similar set of industry-specific work experiences for students who desire to transition from academe into the life science industry.