Obstetric and gynecologic ultrasound curriculum and competency assessment in residency training programs

DEFF Research Database (Denmark)

Abuhamad, Alfred; Minton, Katherine K; Benson, Carol B

2018-01-01

in Medicine assembled a multisociety task force to develop a consensus-based, standardized curriculum and competency assessment tools for obstetric and gynecologic ultrasound training in residency programs. The curriculum and competency assessment tools were developed based on existing national...... and international guidelines for the performance of obstetric and gynecologic ultrasound examinations and thus are intended to represent the minimum requirement for such training. By expert consensus, the curriculum was developed for each year of training, criteria for each competency assessment image were...... that the criteria set forth in this document will evolve with time. The task force also encourages use of ultrasound simulation in residency training and expects that simulation will play a significant part in the curriculum and the competency assessment process. Incorporating this training curriculum...

Higher specialty training in genitourinary medicine: A curriculum competencies-based approach.

Science.gov (United States)

Desai, Mitesh; Davies, Olubanke; Menon-Johansson, Anatole; Sethi, Gulshan Cindy

2018-01-01

Specialty trainees in genitourinary medicine (GUM) are required to attain competencies described in the GUM higher specialty training curriculum by the end of their training, but learning opportunities available may conflict with service delivery needs. In response to poor feedback on trainee satisfaction surveys, a four-year modular training programme was developed to achieve a curriculum competencies-based approach to training. We evaluated the clinical opportunities of the new programme to determine: (1) Whether opportunity cost of training to service delivery is justifiable; (2) Which competencies are inadequately addressed by direct clinical opportunities alone and (3) Trainee satisfaction. Local faculty and trainees assessed the 'usefulness' of the new modular programme to meet each curriculum competence. The annual General Medical Council (GMC) national training survey assessed trainee satisfaction. The clinical opportunities provided by the modular training programme were sufficiently useful for attaining many competencies. Trainee satisfaction as captured by the GMC survey improved from two reds pre- to nine greens post-intervention on a background of rising clinical activity in the department. The curriculum competencies-based approach to training offers an objective way to balance training with service provision and led to an improvement in GMC survey satisfaction.

Evaluation of an innovative hands-on anatomy-centered ultrasound curriculum to supplement graduate gross anatomy education.

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Royer, Danielle F; Kessler, Ross; Stowell, Jeffrey R

2017-07-01

Ultrasound (US) can enhance anatomy education, yet is incorporated into few non-medical anatomy programs. This study is the first to evaluate the impact of US training in gross anatomy for non-medical students in the United States. All 32 master's students enrolled in gross anatomy with the anatomy-centered ultrasound (ACUS) curriculum were recruited. Mean Likert ratings on pre- and post-course surveys (100% response rates) were compared to evaluate the effectiveness of the ACUS curriculum in developing US confidence, and gauge its impact on views of US. Post-course, students reported significantly higher (P education and to students' future careers remained positive after the course. End-of-semester quiz performance (91% response rate) provided data on educational outcomes. The average score was 79%, with a 90% average on questions about distinguishing tissues/artifacts, demonstrating positive learning outcomes and retention. The anatomy-centered ultrasound curriculum significantly increased confidence with and knowledge of US among non-medical anatomy students with limited prior training. Non-medical students greatly value the contributions that US makes to anatomy education and to their future careers. It is feasible to enhance anatomy education outside of medical training by incorporating US. Anat Sci Educ 10: 348-362. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

An EMG-driven exoskeleton hand robotic training device on chronic stroke subjects: task training system for stroke rehabilitation.

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Ho, N S K; Tong, K Y; Hu, X L; Fung, K L; Wei, X J; Rong, W; Susanto, E A

2011-01-01

An exoskeleton hand robotic training device is specially designed for persons after stroke to provide training on their impaired hand by using an exoskeleton robotic hand which is actively driven by their own muscle signals. It detects the stroke person's intention using his/her surface electromyography (EMG) signals from the hemiplegic side and assists in hand opening or hand closing functional tasks. The robotic system is made up of an embedded controller and a robotic hand module which can be adjusted to fit for different finger length. Eight chronic stroke subjects had been recruited to evaluate the effects of this device. The preliminary results showed significant improvement in hand functions (ARAT) and upper limb functions (FMA) after 20 sessions of robot-assisted hand functions task training. With the use of this light and portable robotic device, stroke patients can now practice more easily for the opening and closing of their hands at their own will, and handle functional daily living tasks at ease. A video is included together with this paper to give a demonstration of the hand robotic system on chronic stroke subjects and it will be presented in the conference. © 2011 IEEE

A national survey of program director opinions of core competencies and structure of hand surgery fellowship training.

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Sears, Erika Davis; Larson, Bradley P; Chung, Kevin C

2012-10-01

We assessed hand surgery program directors' opinions of essential components of hand surgery training and potential changes in the structure of hand surgery programs. We recruited all 74 program directors of Accreditation Council of Graduate Medical Education-accredited hand surgery fellowship programs to participate. We designed a web-based survey to assess program directors' support for changes in the structure of training programs and to assess opinions of components that are essential for graduates to be proficient. Respondents were asked to rate 9 general areas of practice, 97 knowledge topics, and 172 procedures. Each component was considered essential if 50% or more of respondents thought that graduates must be fully knowledgeable of the topic and be able to perform the procedure at the end of training. The response rate was 84% (n = 62). A minority of program directors (n = 15; 24%) supported creation of additional pathways for hand surgery training, and nearly three-quarters (n = 46; 74%) preferred a fellowship model to an integrated residency model. Most program directors (n = 40; 65%) thought that a 1-year fellowship was sufficient to train a competent hand surgeon. Wrist, distal radius/ulna, forearm, and peripheral nerve conditions were rated as essential areas of practice. Of the detailed components, 76 of 97 knowledge topics and 98 of 172 procedures were rated as essential. Only 48% respondents (n = 30) rated microsurgery as it relates to free tissue transfer as essential. However, small and large vessel laceration repairs were rated as essential by 92% (n = 57) and 77% (n = 48) of respondents, respectively. This study found resistance to prolonging the length of fellowship training and introduction of an integrated residency pathway. To train all hand surgeons in essential components of hand surgery, programs must individually evaluate exposure provided and find innovative ways to augment training when necessary. Studies of curriculum content in hand

Comparing hands-on and video training for postpartum hemorrhage management

DEFF Research Database (Denmark)

Nilsson, Cecilia; Sørensen, Bjarke Lund; Sørensen, Jette Led

2014-01-01

, pass rates improved significantly. No significant differences in performance score or pass rates were found between the two methods. The findings indicate that postpartum hemorrhage management training by mobile media might be just as effective as conventional hands-on training and a feasible way...... to overcome the outreach gap in sub-Saharan Africa's rural areas, where peripheral health facilities are generally difficult to reach with conventional training programs....

Does cramming work? Impact of National Web-Based Thoracic Surgery Curriculum login frequency on thoracic surgery in-training exam performance.

Science.gov (United States)

Luc, Jessica G Y; Verrier, Edward D; Allen, Mark S; Aloia, Lauren; Baker, Craig; Fann, James I; Iannettoni, Mark D; Yang, Stephen C; Vaporciyan, Ara A; Antonoff, Mara B

2018-04-18

Web-based curricula provide login data that can be advantageously used to characterize and analyze study habits. We sought to compare thoracic surgical trainee In-Training Examination percentiles with regard to their study habits (ie, cramming), as characterized by curriculum login frequency to the national Web-based Thoracic Surgery Curriculum. Furthermore, we then aimed to characterize the curriculum login frequency of trainees as stratified by their performance on the In-Training Examination and their improvement on the In-Training Examination over subsequent years. We performed a retrospective review of trainees who accessed the curriculum before the 2014 In-Training Examination, with curriculum login data collected from site analytics. Scores were compared between trainees who crammed (≥30% increase in logins in the month before the In-Training Examination) and those who did not. Trainees were stratified on the basis of 2014 In-Training Examination percentile and improvement in percentile from 2013 to 2014 into high, medium, and low scorers and improvers. Of 256 trainees who took the 2014 In-Training Examination, 63 (25%) met criteria as crammers. Crammers increased total study sessions immediately before the In-Training Examination (P < .001), but without impact on 2014 In-Training Examination percentile (P = .995) or year-to-year improvement (P = .234). Stratification by In-Training Examination percentile demonstrated that highest scoring trainees used the curriculum more frequently in the final month than medium-range scorers (P = .039). When stratified by extent of year-to-year improvement, those who improved the most accessed the curriculum significantly more often in the last month compared with baseline (P = .040). Moreover, those with greatest improvement logged in more in the final month than those with least improvement (P = .006). Increasing the frequency of study periods on the national Web-based thoracic surgery curriculum before the

An automated hand hygiene training system improves hand hygiene technique but not compliance.

Science.gov (United States)

Kwok, Yen Lee Angela; Callard, Michelle; McLaws, Mary-Louise

2015-08-01

The hand hygiene technique that the World Health Organization recommends for cleansing hands with soap and water or alcohol-based handrub consists of 7 poses. We used an automated training system to improve clinicians' hand hygiene technique and test whether this affected hospitalwide hand hygiene compliance. Seven hundred eighty-nine medical and nursing staff volunteered to participate in a self-directed training session using the automated training system. The proportion of successful first attempts was reported for each of the 7 poses. Hand hygiene compliance was collected according to the national requirement and rates for 2011-2014 were used to determine the effect of the training system on compliance. The highest pass rate was for pose 1 (palm to palm) at 77% (606 out of 789), whereas pose 6 (clean thumbs) had the lowest pass rate at 27% (216 out of 789). One hundred volunteers provided feedback to 8 items related to satisfaction with the automated training system and most (86%) expressed a high degree of satisfaction and all reported that this method was time-efficient. There was no significant change in compliance rates after the introduction of the automated training system. Observed compliance during the posttraining period declined but increased to 82% in response to other strategies. Technology for training clinicians in the 7 poses played an important education role but did not affect compliance rates. Crown Copyright © 2015. Published by Elsevier Inc. All rights reserved.

Altering the Athletic Training Curriculum: A Unique Perspective on Learning over Time

Science.gov (United States)

Potteiger, Kelly; Brown, Christopher David; Kahanov, Leamor

2012-01-01

Context: The cohort athletic training curriculum features a competency-based approach that allows the student to matriculate through the program in a systematic fashion. This method is desired as it allows for efficient delivery and mastery of the educational content and associated clinical skills. The result may be an inflexible curriculum that…

Residency Training: The need for an integrated diversity curriculum for neurology residency.

Science.gov (United States)

Rosendale, Nicole; Josephson, S Andrew

2017-12-12

Providing culturally responsive care to an increasingly multicultural population is essential and requires formal cultural humility training for residents. We sought to understand the current prevalence and need for this type of training within neurology programs and to pilot an integrated curriculum locally. We surveyed via email all program directors of academic neurology programs nationally regarding the prevalence of and need for formal cultural responsiveness training. Forty-seven program directors (36%) responded to the survey. The majority of respondents did not have a formalized diversity curriculum in their program (65%), but most (85%) believed that training in cultural responsiveness was important. We developed locally an integrated diversity curriculum as a proof of concept. The curriculum covered topics of diversity in language, religion, sexual orientation, gender identity/expression, and socioeconomic status designed to focus on the needs of the local community. Program evaluation included a pre and post survey of the learner attitudes toward cultural diversity. There is an unmet need for cultural responsiveness training within neurology residencies, and integrating this curriculum is both feasible and efficacious. When adapted to address cultural issues of the local community, this curriculum can be generalizable to both academic and community organizations. © 2017 American Academy of Neurology.

Effects of electromyography-driven robot-aided hand training with neuromuscular electrical stimulation on hand control performance after chronic stroke.

Science.gov (United States)

Rong, Wei; Tong, Kai Yu; Hu, Xiao Ling; Ho, Sze Kit

2015-03-01

An electromyography-driven robot system integrated with neuromuscular electrical stimulation (NMES) was developed to investigate its effectiveness on post-stroke rehabilitation. The performance of this system in assisting finger flexion/extension with different assistance combinations was evaluated in five stroke subjects. Then, a pilot study with 20-sessions training was conducted to evaluate the training's effectiveness. The results showed that combined assistance from the NMES-robot could improve finger movement accuracy, encourage muscle activation of the finger muscles and suppress excessive muscular activities in the elbow joint. When assistances from both NMES and the robot were 50% of their maximum assistances, finger-tracking performance had the best results, with the lowest root mean square error, greater range of motion, higher voluntary muscle activations of the finger joints and lower muscle co-contraction in the finger and elbow joints. Upper limb function improved after the 20-session training, indicated by the increased clinical scores of Fugl-Meyer Assessment, Action Research Arm Test and Wolf Motor Function Test. Muscle co-contraction was reduced in the finger and elbow joints reflected by the Modified Ashworth Scale. The findings demonstrated that an electromyography-driven NMES-robot used for chronic stroke improved hand function and tracking performance. Further research is warranted to validate the method on a larger scale. Implications for Rehabilitation The hand robotics and neuromuscular electrical stimulation (NMES) techniques are still separate systems in current post-stroke hand rehabilitation. This is the first study to investigate the combined effects of the NMES and robot on hand rehabilitation. The finger tracking performance was improved with the combined assistance from the EMG-driven NMES-robot hand system. The assistance from the robot could improve the finger movement accuracy and the assistance from the NMES could reduce the

A core curriculum for clinical fellowship training in pathology informatics

Directory of Open Access Journals (Sweden)

David S McClintock

2012-01-01

Full Text Available Background: In 2007, our healthcare system established a clinical fellowship program in Pathology Informatics. In 2010 a core didactic course was implemented to supplement the fellowship research and operational rotations. In 2011, the course was enhanced by a formal, structured core curriculum and reading list. We present and discuss our rationale and development process for the Core Curriculum and the role it plays in our Pathology Informatics Fellowship Training Program. Materials and Methods: The Core Curriculum for Pathology Informatics was developed, and is maintained, through the combined efforts of our Pathology Informatics Fellows and Faculty. The curriculum was created with a three-tiered structure, consisting of divisions, topics, and subtopics. Primary (required and suggested readings were selected for each subtopic in the curriculum and incorporated into a curated reading list, which is reviewed and maintained on a regular basis. Results: Our Core Curriculum is composed of four major divisions, 22 topics, and 92 subtopics that cover the wide breadth of Pathology Informatics. The four major divisions include: (1 Information Fundamentals, (2 Information Systems, (3 Workflow and Process, and (4 Governance and Management. A detailed, comprehensive reading list for the curriculum is presented in the Appendix to the manuscript and contains 570 total readings (current as of March 2012. Discussion: The adoption of a formal, core curriculum in a Pathology Informatics fellowship has significant impacts on both fellowship training and the general field of Pathology Informatics itself. For a fellowship, a core curriculum defines a basic, common scope of knowledge that the fellowship expects all of its graduates will know, while at the same time enhancing and broadening the traditional fellowship experience of research and operational rotations. For the field of Pathology Informatics itself, a core curriculum defines to the outside world

[Needs assessment of a core curriculum for residency training].

Science.gov (United States)

Kwon, Hyo-Jin; Lee, Young-Mee; Chang, Hyung-Joo; Kim, Ae-Ri

2015-09-01

The core curriculum in graduate medical education (GME) is an educational program that covers the minimum body of knowledge and skills that is required of all residents, regardless of their specialty. This study examined the opinions of stakeholders in GME regarding the core curriculum. A questionnaire was administered at three tertiary hospitals that were affiliated with one university; 192 residents and 61 faculty members and attending physicians participated in the survey. The questionnaire comprised six items on physician competency and the needs for a core curriculum. Questions on subjects or topics and adequate training years for each topics were asked only to residents. Most residents (78.6%) and faculty members (86.9%) chose "medical expertise" as the "doctor's role in the 21st century." In contrast, communicator, manager, and collaborator were recognized by less than 30% of all participants. Most residents (74.1%) responded that a core curriculum is "necessary but not feasible," whereas 68.3% of faculty members answered that it is "absolutely needed." Regarding subjects that should be included in the core curriculum, residents and faculty members had disparate preferences- residents preferred more "management of a private clinic" and "financial management," whereas faculty members desired "medical ethics" and "communication skills." Residents and faculty members agree that residents should develop a wide range of competencies in their training. However, the perception of the feasibility and opinions on the contents of the core curriculum differed between groups. Further studies with larger samples should be conducted to define the roles and professional competencies of physicians and the needs for a core curriculum in GME.

Implementing a robotics curriculum at an academic general surgery training program: our initial experience.

Science.gov (United States)

Winder, Joshua S; Juza, Ryan M; Sasaki, Jennifer; Rogers, Ann M; Pauli, Eric M; Haluck, Randy S; Estes, Stephanie J; Lyn-Sue, Jerome R

2016-09-01

The robotic surgical platform is being utilized by a growing number of hospitals across the country, including academic medical centers. Training programs are tasked with teaching their residents how to utilize this technology. To this end, we have developed and implemented a robotic surgical curriculum, and share our initial experience here. Our curriculum was implemented for all General Surgical residents for the academic year 2014-2015. The curriculum consisted of online training, readings, bedside training, console simulation, participating in ten cases as bedside first assistant, and operating at the console. 20 surgical residents were included. Residents were provided the curriculum and notified the department upon completion. Bedside assistance and operative console training were completed in the operating room through a mix of biliary, foregut, and colorectal cases. During the fiscal years of 2014 and 2015, there were 164 and 263 robot-assisted surgeries performed within the General Surgery Department, respectively. All 20 residents completed the online and bedside instruction portions of the curriculum. Of the 20 residents trained, 13/20 (65 %) sat at the Surgeon console during at least one case. Utilizing this curriculum, we have trained and incorporated residents into robot-assisted cases in an efficient manner. A successful curriculum must be based on didactic learning, reading, bedside training, simulation, and training in the operating room. Each program must examine their caseload and resident class to ensure proper exposure to this platform.

Endoscopic training in gastroenterology fellowship: adherence to core curriculum guidelines.

Science.gov (United States)

Jirapinyo, Pichamol; Imaeda, Avlin B; Thompson, Christopher C

2015-12-01

The Gastroenterology Core Curriculum and American Society of Gastrointestinal Endoscopy provide guidelines for endoscopic training. Program adherence to these recommendations is unclear. This study aims to assess endoscopic training experience during fellowship. Questionnaire study. The questionnaire was circulated to US fellowship programs, with the assistance of the American Gastroenterological Association. Graduating third-year fellows. Seventy-three fellows returned the questionnaire. Nearly all fellows met the required numbers for esophagoduodenoscopy (98%) and colonoscopy (100%), with fewer meeting requirements for PEG (73%) and non-variceal hemorrhage (75%). The majority of fellows did not meet minimum numbers for variceal banding (40%), esophageal dilation (43%), capsule endoscopy (42%). Fellows rated training in cognitive aspects of endoscopy as 3.86 [1 (inadequate), 5 (excellent)] and reported greatest emphasis on interpreting endoscopic findings and least on virtual colonography. Quality indicators of endoscopy received little emphasis (rating of 3.04; p = 0.00001), with adenoma detection rate being least emphasized. Fifty-six percent of fellows reported having routine endoscopy conferences. Half of the programs have endoscopic simulators, with 15% of fellows being required to use simulation. Following direct hands-on experience, fellows rated external endoscopy courses (64%) as the next most useful experience. Many fellows do not meet required numbers for several endoscopic procedures, and quality indicators receive little emphasis during training. Most programs do not provide simulation training or hold regular endoscopy conferences. Fellowship programs should perform internal audits and make feasible adjustments. Furthermore, it may be time for professional societies to revisit training guidelines.

Unique Assessment of Hand Surgery Knowledge by Specialty.

Science.gov (United States)

Silvestre, Jason; Lin, Ines C; Chang, Benjamin; Levin, L Scott

2016-03-01

Orthopedic and plastic surgery residents receive unique training yet often compete for similar hand surgery fellowships. This study compared didactic hand surgery training during orthopedic and plastic surgery residency. The Plastic Surgery In-Service Training Exam and Orthopaedic In-Training Examination were analyzed for hand content for the years 2009 to 2013. Topics were categorized with the content outline for the Surgery of the Hand Examination. Differences were elucidated by means of Fisher's exact test. Relative to the Orthopaedic In-Training Examination, the Plastic Surgery In-Service Training Exam had greater hand representation (20.3 percent versus 8.1 percent; p < 0.001) with more annual hand questions (40 ± 3 versus 24 ± 2; p < 0.001). The Plastic Surgery Exam questions had more words, were less often level I-recall type, and were less often image-based. The questions focused more on finger and hand/palm anatomy, whereas the Orthopaedic examination was more wrist-focused. The Plastic Surgery Exam emphasized wound management and muscle/tendon injuries, but underemphasized fractures/dislocations. References differed, but Journal of Hand Surgery (American Volume) and Green's Operative Hand Surgery were common on both examinations. The Plastic Surgery Exam had a greater publication lag for journal references (10.7 ± 0.5 years versus 9.0 ± 0.6; p = 0.035). Differences in didactic hand surgery training are elucidated for plastic surgery and orthopedic residents. Deficiencies in the Plastic Surgery In-Service Training Exam hand curriculum relative to the Orthopaedic In-Training Examination may underprepare plastic surgeons for the Surgery of the Hand Examination. These data may assist future modifications to hand surgery training in the United States.

Comprehensive simulation-enhanced training curriculum for an advanced minimally invasive procedure: a randomized controlled trial.

Science.gov (United States)

Zevin, Boris; Dedy, Nicolas J; Bonrath, Esther M; Grantcharov, Teodor P

2017-05-01

There is no comprehensive simulation-enhanced training curriculum to address cognitive, psychomotor, and nontechnical skills for an advanced minimally invasive procedure. 1) To develop and provide evidence of validity for a comprehensive simulation-enhanced training (SET) curriculum for an advanced minimally invasive procedure; (2) to demonstrate transfer of acquired psychomotor skills from a simulation laboratory to live porcine model; and (3) to compare training outcomes of SET curriculum group and chief resident group. University. This prospective single-blinded, randomized, controlled trial allocated 20 intermediate-level surgery residents to receive either conventional training (control) or SET curriculum training (intervention). The SET curriculum consisted of cognitive, psychomotor, and nontechnical training modules. Psychomotor skills in a live anesthetized porcine model in the OR was the primary outcome. Knowledge of advanced minimally invasive and bariatric surgery and nontechnical skills in a simulated OR crisis scenario were the secondary outcomes. Residents in the SET curriculum group went on to perform a laparoscopic jejunojejunostomy in the OR. Cognitive, psychomotor, and nontechnical skills of SET curriculum group were also compared to a group of 12 chief surgery residents. SET curriculum group demonstrated superior psychomotor skills in a live porcine model (56 [47-62] versus 44 [38-53], Ppsychomotor skills in the live porcine model and in the OR in a human patient (56 [47-62] versus 63 [61-68]; P = .21). SET curriculum group demonstrated inferior knowledge (13 [11-15] versus 16 [14-16]; P<.05), equivalent psychomotor skill (63 [61-68] versus 68 [62-74]; P = .50), and superior nontechnical skills (41 [38-45] versus 34 [27-35], P<.01) compared with chief resident group. Completion of the SET curriculum resulted in superior training outcomes, compared with conventional surgery training. Implementation of the SET curriculum can standardize training

Student tutors for hands-on training in focused emergency echocardiography – a randomized controlled trial

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Kühl Matthias

2012-10-01

Full Text Available Abstract Background Focused emergency echocardiography performed by non-cardiologists has been shown to be feasible and effective in emergency situations. During resuscitation a short focused emergency echocardiography has been shown to narrow down potential differential diagnoses and to improve patient survival. Quite a large proportion of physicians are eligible to learn focused emergency echocardiography. Training in focused emergency echocardiography usually comprises a lecture, hands-on trainings in very small groups, and a practice phase. There is a shortage of experienced echocardiographers who can supervise the second step, the hands-on training. We thus investigated whether student tutors can perform the hands-on training for focused emergency echocardiography. Methods A total of 30 volunteer 4th and 5th year students were randomly assigned to a twelve-hour basic echocardiography course comprising a lecture followed by a hands-on training in small groups taught either by an expert cardiographer (EC or by a student tutor (ST. Using a pre-post-design, the students were evaluated by an OSCE. The students had to generate two still frames with the apical five-chamber view and the parasternal long axis in five minutes and to correctly mark twelve anatomical cardiac structures. Two blinded expert cardiographers rated the students’ performance using a standardized checklist. Students could achieve a maximum of 25 points. Results Both groups showed significant improvement after the training (p Conclusions Hands-on training by student tutors led to a significant gain in echocardiography skills, although inferior to teaching by an expert cardiographer.

Curriculum for neurogastroenterology and motility training

DEFF Research Database (Denmark)

Gyawali, C P; Savarino, E; Lazarescu, A

2018-01-01

Although neurogastroenterology and motility (NGM) disorders are some of the most frequent disorders encountered by practicing gastroenterologists, a structured competency-based training curriculum developed by NGM experts is lacking. The American Neurogastroenterology and Motility Society (ANMS) ...

Hierarchy curriculum for practical skills training in optics and photonics

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Zheng, XiaoDong; Wang, XiaoPing; Liu, Xu; Liu, XiangDong; Lin, YuanFang

2017-08-01

The employers in optical engineering fields hope to recruit students who are capable of applying optical principles to solve engineering problems and have strong laboratory skills. In Zhejiang University, a hierarchy curriculum for practical skill training has been constructed to satisfy this demand. This curriculum includes "Introductive practicum" for freshmen, "Opto-mechanical systems design", "Engineering training", "Electronic system design", "Student research training program (SRTP)", "National University Students' Optical-Science-Technology Competition game", and "Offcampus externship". Without cutting optical theory credit hours, this hierarchy curriculum provides a step-by-step solution to enhance students' practical skills. By following such a hierarchy curriculum, students can smoothly advance from a novice to a qualified professional expert in optics. They will be able to utilize optical engineering tools to design, build, analyze, improve, and test systems, and will be able to work effectively in teams to solve problems in engineering and design.

A study on the development of curriculum of nuclear technology development for training engineering technicians in nuclear plants

International Nuclear Information System (INIS)

Lee, Y.S.; Yoon, S.K.; Lee, C.Y.

1982-01-01

In this paper, the development of curriculum was studied for Department of Nuclear Technology. In order to make the students suitable for the job as engineering technicians with both theory and practical technique, the basic education in the field related to nuclear energy was emphasized in designing the curriculum. In addition taking the special situation of our department into consideration, we made it a principle to provide them with practical experiences with on-the-job training for 16 weeks. A model curriculum with syllabuses for major subjects, contents of experiments with lists of equipments, and program of on-the-job-training were suggested. (author)

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

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Lane Community Coll., Eugene, OR.

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

Competency based ophthalmology training curriculum for ...

African Journals Online (AJOL)

Background: The establishment of a credible, defensible and acceptable “formal competency based ophthalmology training curriculum for undergraduate medical and dental students” is fundamental to program recognition, monitoring and evaluation. The University of Zimbabwe College of Health Sciences (UZ-CHS) has ...

Multidisciplinary Graduate Training in Social Research Methodology and Computer-Assisted Qualitative Data Analysis: A Hands-On/Hands-Off Course Design

Science.gov (United States)

Bourque, Claude Julie; Bourdon, Sylvain

2017-01-01

Drawing on the experience of training graduate students and researchers in qualitative and mixed-methods analysis since the mid-1990s, the authors reflect on the evolution of a multidisciplinary graduate course developed in a Canadian university since 2007. The hands-on/hands-off course design based on the use of NVivo was developed in parallel…

Impact of a simulation training curriculum on technical and nontechnical skills in colonoscopy: a randomized trial.

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Grover, Samir C; Garg, Ankit; Scaffidi, Michael A; Yu, Jeffrey J; Plener, Ian S; Yong, Elaine; Cino, Maria; Grantcharov, Teodor P; Walsh, Catharine M

2015-12-01

GI endoscopy simulation-based training augments early clinical performance; however, the optimal manner by which to deliver training is unknown. We aimed to validate a simulation-based structured comprehensive curriculum (SCC) designed to teach technical, cognitive, and integrative competencies in colonoscopy. Single-blinded, randomized, controlled trial. Endoscopic simulation course at an academic hospital. Thirty-three novice endoscopists were allocated to an SCC group or self-regulated learning (SRL) group. The SCC group received a curriculum consisting of 6 hours of didactic lectures and 8 hours of virtual reality simulation-based training with expert feedback. The SRL group was provided a list of desired objectives and was instructed to practice on the simulator for an equivalent time (8 hours). Clinical transfer was assessed during 2 patient colonoscopies using the Joint Advisory Group Direct Observation of Procedural Skills (JAG DOPS) scale. Secondary outcome measures included differences in procedural knowledge, immediate post-training simulation performance, and delayed post-training (4-6 weeks) performance during an integrated scenario test on the JAG DOPS communication and integrated scenario global rating scales. There was no significant difference in baseline or post-training performance on the simulator task. The SCC group performed superiorly during their first and second clinical colonoscopies. Additionally, the SCC group demonstrated significantly better knowledge and colonoscopy-specific performance, communication, and global performance during the integrated scenario. We were unable to measure SRL participants' effort outside of mandatory training. In addition, feedback metrics and number of available simulation cases are limited. These results support integration of endoscopy simulation into a structured curriculum incorporating instructional feedback and complementary didactic knowledge as a means to augment technical, cognitive, and

Study protocol for a randomized controlled trial on a multimodal training curriculum for laparoscopic cholecystectomy – LapTrain

Directory of Open Access Journals (Sweden)

Mirco Friedrich

2017-01-01

Discussion: This study assesses the value of a multimodal training platform in medical education and postgraduate training and aims at illustrating possible guidelines when establishing such a curriculum. Possible factors of influence, such as varying backgrounds, learning motivation and –success among participants are explored in the data analysis and add beneficially to further evaluating the efficacy of such training to more heterogeneous participant groups like medical students and other professionals.

Paving the road for a European postgraduate training curriculum

NARCIS (Netherlands)

van der Aa, Jessica E; Goverde, Angelique J; Teunissen, Pim W; Scheele, Fedde

The 'Project for Achieving Consensus in Training' has been initiated by the European Board & College of Obstetrics and Gynaecology to harmonise training in Obstetrics and Gynaecology throughout Europe. In this project called the EBCOG-PACT, a state of the art pan-European training curriculum will be

Systematic review of the implementation of simulation training in surgical residency curriculum.

Science.gov (United States)

Kurashima, Yo; Hirano, Satoshi

2017-07-01

We reviewed the literature regarding the specific methods and strategies for implementing simulation-based training into the modern surgical residency curriculum. Residency programs are still struggling with how best to implement it into their curricula from a practical viewpoint. A systematic review was performed using Ovid MEDLINE, EMBASE, PubMed, PsycINFO, Web of Science, and other resources for studies involving the use of simulation for technical skills training in the surgical residency curriculum. Studies were selected based on the integration of simulation into the curriculum and/or a description of the details of implementation and the resources required. In total, 2533 unique citations were retrieved based on this search, and 31 articles met the inclusion criteria. Most simulators were focused on laparoscopic procedures, and training occurred most often in a skills lab. The assessment of skills consisted mostly of speed of task completion. Only 4 studies addressed issues of cost, and 6 programs mentioned human resources without any mention of skills center personnel or administrative support. All of the studies described the nature of the simulation training, but very few commented on how it was actually implemented and what was needed from organizational, administrative and logistical perspectives.

Lung transplant curriculum in pulmonary/critical care fellowship training.

Science.gov (United States)

Hayes, Don; Diaz-Guzman, Enrique; Berger, Rolando; Hoopes, Charles W

2013-01-01

Lung transplantation is an evolving specialty with the number of transplants growing annually. A structured lung transplant curriculum was developed for Pulmonary/Critical Care (Pulm/CC) fellows. Scores on pulmonary in-training examinations (ITE) 2 years prior to and 3 years after implementation were reviewed as well as completion of satisfaction surveys. The mean pulmonary ITE score of 1st-year fellows increased from 54.2 ± 2.5 to 63.6 ± 1.2 (M ± SD), p = .002, whereas mean pulmonary ITE score for 2nd-year fellows increased from 63.0 ± 3.0 to 70.7 ± 1.2, p = .019. The combined mean pulmonary ITE score increased from 58.6 ± 2.3 to 67.1 ± 1.2, p = .001. Satisfaction surveys revealed that fellow perception of the curriculum was that the experience contributed to an overall improvement in their knowledge base and clinical skills while opportunity to perform transbronchial biopsies was available. A structured educational lung transplant curriculum was associated with improved performance on the pulmonary ITE and was perceived by fellows to be beneficial in their education and training while providing opportunities for fellows to perform transbronchial biopsies.

CONTRAST : gamification of arm-hand training for stroke survivors

NARCIS (Netherlands)

Jacobs, A.; Timmermans, A.A.A.; Michielsen, M.; Vander Plaetse, M.; Markopoulos, P.

2011-01-01

This paper describes the design of a serious game that supports arm-hand training for stroke survivors aiming to render rehabilitation training enjoyable and sustainable. The design of this game was based on combining well-known game-design principles and principles of task-oriented training. Most

[Effects of functional training combined with self-made hand flexing training band in treatment of scar contracture after burn injury of dorsal hand].

Science.gov (United States)

Zhu, C; Yi, N; Shi, M N; Liang, Y Y; Zhou, Y B; Dang, R; Qi, Z S; Zhao, H Y

2017-07-20

Objective: To observe the effects of functional training combined with self-made hand flexing training band in treatment of scar contracture after burn injury of dorsal hand. Methods: Forty-six patients with scar contracture after deep partial-thickness or full-thickness burn injury of dorsal hand hospitalized in our department from March 2013 to February 2015 were divided into routine training group (RT, n =18) and comprehensive training group (CT, n =28) according to their willingness. Two weeks after the wounds were healed, patients in group RT were treated with functional training of hands and self-made pressure gloves, while patients in group CT were treated with self-made hand flexing training band (consisting of nylon strap, flexing band, and velcro) on the basis of those in group RT. All patients were treated for 3 months. Before and after treatment, scar condition of affected hands was assessed with Vancouver Scar Scale (VSS). The range of motion of joints of affected hands was measured by Total Active Movement (TAM) Scale. The function of affected hands was evaluated by Carroll Upper Extremity Function Test. Data were processed with t test, chi-square test, and Mann-Whitney U test. Results: (1) The score of VSS in patients of group RT was (10.0±1.9) points before treatment and (4.4±1.4) points after treatment, with the improved score of (5.6±1.0) points. The score of VSS in patients of group CT was (10.5±1.8) points before treatment and (4.6±1.4) points after treatment, with the improved score of (5.9±1.2) points. There was no statistically significant difference in the improved score of patients between the two groups ( t =0.834, P >0.05). The score of VSS in patients of groups RT and CT after treatment was significantly lower than that before treatment (with t values respectively 14.014 and 10.003, P values below 0.01). (2) Before treatment, the ratios of excellent and good results according to TAM were 2/9 in patients of group RT and 3/14 in

An intention driven hand functions task training robotic system.

Science.gov (United States)

Tong, K Y; Ho, S K; Pang, P K; Hu, X L; Tam, W K; Fung, K L; Wei, X J; Chen, P N; Chen, M

2010-01-01

A novel design of a hand functions task training robotic system was developed for the stroke rehabilitation. It detects the intention of hand opening or hand closing from the stroke person using the electromyography (EMG) signals measured from the hemiplegic side. This training system consists of an embedded controller and a robotic hand module. Each hand robot has 5 individual finger assemblies capable to drive 2 degrees of freedom (DOFs) of each finger at the same time. Powered by the linear actuator, the finger assembly achieves 55 degree range of motion (ROM) at the metacarpophalangeal (MCP) joint and 65 degree range of motion (ROM) at the proximal interphalangeal (PIP) joint. Each finger assembly can also be adjusted to fit for different finger length. With this task training system, stroke subject can open and close their impaired hand using their own intention to carry out some of the daily living tasks.

Towards a curriculum for the training of subtitlers in South Africa ...

African Journals Online (AJOL)

... on-the-job training or internships, recognition of prior learning, candidates envisaged, assessment of progress, and the use of film and television scripts). The curriculum is aimed at striking a balance between vocational and purely academic theoretical training, in view of South Africa's unique language-political landscape ...

A Hands-On Approach To Teaching Microcontroller

Directory of Open Access Journals (Sweden)

Che Fai Yeong

2013-02-01

Full Text Available Practice and application-oriented approach in education is important, and some research on active learning and cooperative problem-solving have shown that a student will learn faster and develop communication skill, leadership and team work through these methods. This paper presents a study of student preference and performance while learning the microcontroller subject with a 2-day curriculum that emphasized on hands-on approach. The curriculum uses the PIC16F877A microcontroller and participants learned to develop basic circuits and several other applications. Programming was completed on the MPLAB platform. Results show that participants had better understanding in this subject after attending the hands-on course.

Re-engineering the nuclear medicine residency curriculum in the new era of PET imaging: Perspectives on PET education and training in the Philippine context

International Nuclear Information System (INIS)

Pascual, T.N.; Santiago, J.F.; Leus, M.

2007-01-01

changes and updates in the curriculum are properly and efficiently implemented, then proper education, instructional methods and training of the residents ensues. Education and training in the new era of PET imaging has been dynamic ever since. With its rapidly growing aspects, different instructional methodologies, employing learning dynamics and technology, are used to make sure that the goals and properly written learning objectives in learning PET imaging are achieved. The paradigm shift is that learning is focused on the learner, with strong emphasis on self directed learning. These methods may include direct and indirect instructional methodologies, processes-oriented methods, self-contained educational module use and even innovative learning structures such as peer-collaboration, problem-based learning and benchmarking techniques in between institutions. Information Technology has played a major role in PET imaging education and training. The use of PACS systems has been used for its efficiency in networking and comparative imaging capability. The internet has been used as a vital tool to gather relevant information through on-line journals and peer/groups forums dedicated on PET imaging and education among others. Video-conferencing of informative and difficult cases between hospitals are future directions in our context and with this technology, distance between learning partners is no longer an issue. PET imaging and molecular nuclear imaging have entered its horizon in this modern era. Educational tools and the role of technology are emphasized and serve as a guide to attain the goals and learning objectives, which aim to ensure proper education and training in the area of PET imaging and molecular nuclear medicine. (author)

The effects of resistance training on muscle strength, joint pain, and hand function in individuals with hand osteoarthritis: a systematic review and meta-analysis.

Science.gov (United States)

Magni, Nicoló Edoardo; McNair, Peter John; Rice, David Andrew

2017-06-13

Hand osteoarthritis is a common condition characterised by joint pain and muscle weakness. These factors are thought to contribute to ongoing disability. Some evidence exists that resistance training decreases pain, improves muscle strength, and enhances function in people with knee and hip osteoarthritis. However, there is currently a lack of consensus regarding its effectiveness in people with hand osteoarthritis. Therefore, the aim of this systematic review and meta-analysis was to establish whether resistance training in people with hand osteoarthritis increases grip strength, decreases joint pain, and improves hand function. Seven databases were searched from 1975 until July 1, 2016. Randomised controlled trials were included. The Cochrane Risk of Bias Tool was used to assess studies' methodological quality. The Grade of Recommendations Assessment, Development, and Evaluation system was adopted to rate overall quality of evidence. Suitable studies were pooled using a random-effects meta-analysis. Five studies were included with a total of 350 participants. The majority of the training programs did not meet recommended intensity, frequency, or progression criteria for muscle strengthening. There was moderate-quality evidence that resistance training does not improve grip strength (mean difference = 1.35; 95% confidence interval (CI) = -0.84, 3.54; I 2  = 50%; p = 0.23 ). Low-quality evidence showed significant improvements in joint pain (standardised mean difference (SMD) = -0.23; 95% CI = -0.42, -0.04; I 2  = 0%; p = 0.02) which were not clinically relevant. Low-quality evidence demonstrated no improvements in hand function following resistance training (SMD = -0.1; 95% CI = -0.33, 0.13; I 2  = 28%; p = 0.39). There is no evidence that resistance training has a significant effect on grip strength or hand function in people with hand osteoarthritis. Low-quality evidence suggests it has a small, clinically

Priming Hand Motor Training with Repetitive Stimulation of the Fingertips; Performance Gain and Functional Imaging of Training Effects.

Science.gov (United States)

Lotze, Martin; Ladda, Aija Marie; Roschka, Sybille; Platz, Thomas; Dinse, Hubert R

Application of repetitive electrical stimulation (rES) of the fingers has been shown to improve tactile perception and sensorimotor performance in healthy individuals. To increase motor performance by priming the effects of active motor training (arm ability training; AAT) using rES. We compared the performance gain for the training increase of the averaged AAT tasks of both hands in two groups of strongly right-handed healthy volunteers. Functional Magnetic Resonance Imaging (fMRI) before and after AAT was assessed using three tasks for each hand separately: finger sequence tapping, visually guided grip force modulation, and writing. Performance during fMRI was controlled for preciseness and frequency. A total of 30 participants underwent a two-week unilateral left hand AAT, 15 participants with 20 minutes of rES priming of all fingertips of the trained hand, and 15 participants without rES priming. rES-primed AAT improved the trained left-hand performance across all training tasks on average by 32.9%, non-primed AAT improved by 29.5%. This gain in AAT performance with rES priming was predominantly driven by an increased finger tapping velocity. Functional imaging showed comparable changes for both training groups over time. Across all participants, improved AAT performance was associated with a higher contralateral primary somatosensory cortex (S1) fMRI activation magnitude during the grip force modulation task. This study highlights the importance of S1 for hand motor training gain. In addition, it suggests the usage of rES of the fingertips for priming active hand motor training. Copyright © 2016 Elsevier Inc. All rights reserved.

Occupational training in the health physics curriculum

International Nuclear Information System (INIS)

Vetter, R.J.; Ziemer, P.L.

1976-01-01

In response to projected demands for health physics personnel with field training at the bachelor's degree level, the Bionucleonics Department has revised its curriculum in Radiological Health to provide applied training in health physics. The basic program provides a strong background in math, physics, chemistry and biology and an in-depth background in the fundamentals of health physics and field training in applied health physics. The field training is also open to graduate students. The field exercises are coordinated with Purdue's Radiological Control Program and include such tasks as contamination and direct radiation surveys; facility and personnel decontamination; reactor, accelerator, and analytical and diagnostic X-ray monitoring; instrument calibration; personnel monitoring; and emergency planning and accident evaluation. In a weekly discussion period associated with the field exercises, the students evaluate their field experience, discuss assigned problems, and receive additional information on regulations, regulatory guides, and management of radiation protection programs

Mid-level healthcare personnel training: an evaluation of the revised, nationally-standardized, pre-service curriculum for clinical officers in Mozambique.

Directory of Open Access Journals (Sweden)

Caryl Feldacker

Full Text Available Mozambique suffers from a critical shortage of healthcare workers. Mid-level healthcare workers, (Tecnicos de Medicina Geral (TMG, in Mozambique require less money and time to train than physicians. From 2009-2010, the Mozambique Ministry of Health (MoH and the International Training and Education Center for Health (I-TECH, University of Washington, Seattle, revised the TMG curriculum. To evaluate the effect of the curriculum revision, we used mixed methods to determine: 1 if TMGs meet the MoH's basic standards of clinical competency; and 2 do scores on measurements of clinical knowledge, physical exam, and clinical case scenarios differ by curriculum?T-tests of differences in means examined differences in continuous score variables between curriculum groups. Univariate and multivariate linear regression models assess curriculum-related and demographic factors associated with assessment scores on each of the three evaluation methods at the p<0.05 level. Qualitative interviews and focus groups inform interpretation.We found no significant differences in sex, marital status and age between the 112 and 189 TMGs in initial and revised curriculum, respectively. Mean scores at graduation of initial curriculum TMGs were 56.7%, 63.5%, and 49.1% on the clinical cases, knowledge test, and physical exam, respectively. Scores did not differ significantly from TMGs in the revised curriculum. Results from linear regression models find that training institute was the most significant predictor of TMG scores on both the clinical cases and physical exam.TMGs trained in either curriculum may be inadequately prepared to provide quality care. Curriculum changes are a necessary, but insufficient, part of improving TMG knowledge and skills overall. A more comprehensive, multi-level approach to improving TMG training that includes post-graduation mentoring, strengthening the pre-service internship training, and greater resources for training institute faculty may

Using virtual data for training deep model for hand gesture recognition

Science.gov (United States)

Nikolaev, E. I.; Dvoryaninov, P. V.; Lensky, Y. Y.; Drozdovsky, N. S.

2018-05-01

Deep learning has shown real promise for the classification efficiency for hand gesture recognition problems. In this paper, the authors present experimental results for a deeply-trained model for hand gesture recognition through the use of hand images. The authors have trained two deep convolutional neural networks. The first architecture produces the hand position as a 2D-vector by input hand image. The second one predicts the hand gesture class for the input image. The first proposed architecture produces state of the art results with an accuracy rate of 89% and the second architecture with split input produces accuracy rate of 85.2%. In this paper, the authors also propose using virtual data for training a supervised deep model. Such technique is aimed to avoid using original labelled images in the training process. The interest of this method in data preparation is motivated by the need to overcome one of the main challenges of deep supervised learning: using a copious amount of labelled data during training.

Advanced Myoelectric Control for Robotic Hand-Assisted Training: Outcome from a Stroke Patient.

Science.gov (United States)

Lu, Zhiyuan; Tong, Kai-Yu; Shin, Henry; Li, Sheng; Zhou, Ping

2017-01-01

A hand exoskeleton driven by myoelectric pattern recognition was designed for stroke rehabilitation. It detects and recognizes the user's motion intent based on electromyography (EMG) signals, and then helps the user to accomplish hand motions in real time. The hand exoskeleton can perform six kinds of motions, including the whole hand closing/opening, tripod pinch/opening, and the "gun" sign/opening. A 52-year-old woman, 8 months after stroke, made 20× 2-h visits over 10 weeks to participate in robot-assisted hand training. Though she was unable to move her fingers on her right hand before the training, EMG activities could be detected on her right forearm. In each visit, she took 4× 10-min robot-assisted training sessions, in which she repeated the aforementioned six motion patterns assisted by our intent-driven hand exoskeleton. After the training, her grip force increased from 1.5 to 2.7 kg, her pinch force increased from 1.5 to 2.5 kg, her score of Box and Block test increased from 3 to 7, her score of Fugl-Meyer (Part C) increased from 0 to 7, and her hand function increased from Stage 1 to Stage 2 in Chedoke-McMaster assessment. The results demonstrate the feasibility of robot-assisted training driven by myoelectric pattern recognition after stroke.

Many worlds, one ethic: design and development of a global research ethics training curriculum.

Science.gov (United States)

Rivera, Roberto; Borasky, David; Rice, Robert; Carayon, Florence

2005-05-01

The demand for basic research ethics training has grown considerably in the past few years. Research and education organizations face the challenge of providing this training with limited resources and training tools available. To meet this need, Family Health International (FHI), a U.S.-based international research organization, recently developed a Research Ethics Training Curriculum (RETC). It was designed as a practical, user-friendly tool that provides basic, up-to-date, standardized training on the ethics of human research. The curriculum can easily be adapted to different audiences and training requirements. The RETC was reviewed by a group of international experts and field tested in five countries. It is available in English, French, and Spanish as a three-ring binder and CD-ROM, as well as on the Web. It may be used as either an interactive self-study program or for group training.

A Formalized Three-Year Emergency Medicine Residency Ultrasound Education Curriculum

Directory of Open Access Journals (Sweden)

Andrew King

2016-09-01

Full Text Available Audience and type of curriculum: The Ohio State University Wexner Medical Center Emergency Medicine Residency Program Ultrasound Education Curriculum is a three-year curriculum for PGY-1 to PGY-3 learners. Introduction/Background: Each year of the three-year The Ohio State University Wexner Medical Center Emergency Medicine Ultrasound Curriculum focuses on different aspects of emergency ultrasonography, thereby promoting progressive understanding and utilization of point-of-care ultrasound in medical decision-making during residency training. Ultrasound is an invaluable bedside tool for emergency physicians; this skill must be mastered by resident learners during residency training, and ultrasound competency is a required ACGME milestone.1 The American College of Emergency Physicians (ACEP currently recommends that 11 applications of emergency ultrasound be part of the core skills of an emergency physician.2 This curriculum acknowledges the standards developed by ACEP and the ACGME. Objectives: Learners will 1 know the indications for each the 11 ACEP point-of-care ultrasound (POCUS applications; 2 perform each of the 11 ACEP POCUS applications; 3 integrate POCUS into medical decision-making. Methods: The educational strategies used in this curriculum include: independent, self-directed learning (textbook and literature reading, brief didactic sessions describing indications and technique for each examination, hands-on ultrasound scanning under the direct supervision of ultrasound faculty with real-time feedback, and quality assurance review of ultrasound images. Residents are expected to perform a minimum of 150 ultrasound examinations with associated quality assurance during the course of their residency training. The time requirements, reading material, and ultrasound techniques taught vary depending on the year of training. Length of curriculum: The entirety of the curriculum is three years; however, each year of residency training has

Communication skills training curriculum for pulmonary and critical care fellows.

Science.gov (United States)

McCallister, Jennifer W; Gustin, Jillian L; Wells-Di Gregorio, Sharla; Way, David P; Mastronarde, John G

2015-04-01

The Accreditation Council for Graduate Medical Education requires physicians training in pulmonary and critical care medicine to demonstrate competency in interpersonal communication. Studies have shown that residency training is often insufficient to prepare physicians to provide end-of-life care and facilitate patient and family decision-making. Poor communication in the intensive care unit (ICU) can adversely affect outcomes for critically ill patients and their family members. Despite this, communication training curricula in pulmonary and critical care medicine are largely absent in the published literature. We evaluated the effectiveness of a communication skills curriculum during the first year of a pulmonary and critical care medicine fellowship using a family meeting checklist to provide formative feedback to fellows during ICU rotations. We hypothesized that fellows would demonstrate increased competence and confidence in the behavioral skills necessary for facilitating family meetings. We evaluated a 12-month communication skills curriculum using a pre-post, quasiexperimental design. Subjects for this study included 11 first-year fellows who participated in the new curriculum (intervention group) and a historical control group of five fellows who had completed no formal communication curriculum. Performance of communication skills and self-confidence in family meetings were assessed for the intervention group before and after the curriculum. The control group was assessed once at the beginning of their second year of fellowship. Fellows in the intervention group demonstrated significantly improved communication skills as evaluated by two psychologists using the Family Meeting Behavioral Skills Checklist, with an increase in total observed skills from 51 to 65% (P ≤ 0.01; Cohen's D effect size [es], 1.13). Their performance was also rated significantly higher when compared with the historical control group, who demonstrated only 49% of observed skills

Mid-level healthcare personnel training: an evaluation of the revised, nationally-standardized, pre-service curriculum for clinical officers in Mozambique.

Science.gov (United States)

Feldacker, Caryl; Chicumbe, Sergio; Dgedge, Martinho; Augusto, Gerito; Cesar, Freide; Robertson, Molly; Mbofana, Francisco; O'Malley, Gabrielle

2014-01-01

Mozambique suffers from a critical shortage of healthcare workers. Mid-level healthcare workers, (Tecnicos de Medicina Geral (TMG)), in Mozambique require less money and time to train than physicians. From 2009-2010, the Mozambique Ministry of Health (MoH) and the International Training and Education Center for Health (I-TECH), University of Washington, Seattle, revised the TMG curriculum. To evaluate the effect of the curriculum revision, we used mixed methods to determine: 1) if TMGs meet the MoH's basic standards of clinical competency; and 2) do scores on measurements of clinical knowledge, physical exam, and clinical case scenarios differ by curriculum? T-tests of differences in means examined differences in continuous score variables between curriculum groups. Univariate and multivariate linear regression models assess curriculum-related and demographic factors associated with assessment scores on each of the three evaluation methods at the pTMG scores on both the clinical cases and physical exam. TMGs trained in either curriculum may be inadequately prepared to provide quality care. Curriculum changes are a necessary, but insufficient, part of improving TMG knowledge and skills overall. A more comprehensive, multi-level approach to improving TMG training that includes post-graduation mentoring, strengthening the pre-service internship training, and greater resources for training institute faculty may result in improvements in TMG capacity and patient care over time.

Standardizing hysteroscopy teaching: development of a curriculum using the Delphi method.

Science.gov (United States)

Neveu, Marie-Emmanuelle; Debras, Elodie; Niro, Julien; Fernandez, Hervé; Panel, Pierre

2017-12-01

Hysteroscopy is performed often and in many indications but is challenging to learn. Hands-on training in live patients faces ethical, legal, and economic obstacles. Virtual reality simulation may hold promise as a hysteroscopy training tool. No validated curriculum specific in hysteroscopy exists. The aim of this study was to develop a hysteroscopy curriculum, using the Delphi method to identify skill requirements. Based on a literature review using the key words "curriculum," "simulation," and "hysteroscopy," we identified five technical and non-technical areas in which skills were required. Twenty hysteroscopy experts from different French hospital departments participated in Delphi rounds to select items in these five areas. The rounds were to be continued until 80-100% agreement was obtained for at least 60% of items. A curriculum was built based on the selected items and was evaluated in residents. From November 2014 to April 2015, 18 of 20 invited experts participated in three Delphi rounds. Of the 51 items selected during the first round, only 25 (49%) had 80-100% agreement during the second round, and a third round was therefore conducted. During this last round, 80-100% agreement was achieved for 31 (61%) items, which were used to create the curriculum. All 14 residents tested felt that a simulator training session was acceptable and helped them to improve their skills. We describe a simulation-based hysteroscopy curriculum focusing on skill requirements identified by a Delphi procedure. Its development allows standardization of training programs offered to residents.

NOTES ON THE APPLICATION OF THE THEORY AND PRAXIS TRAINING CURRICULUM FOR COMMUNICATION AND CULTURE OF PEACE

Directory of Open Access Journals (Sweden)

Rocio Belandria Cerdeira

2011-04-01

Full Text Available The objective of this research is to present theoretical considerations on the application of the Theory and Praxis Training Curriculum for Communication and Culture of Peace. The theoretical study is descriptive and documentary. In the first stage were analyzed and discussed theoretical material related to the category of analysis. In a second stage developed a series of notes and reflective-critical comments, which point to consider hybrid forms of theories when designing curricular training in Communication and Culture of Peace. In conclusion, we feel the need to open the Multidisciplinary discussion on the subject, where the curriculum, the humanistic, existential communicational and bring new ways of learning, being, doing, living together, but above all to communicate, in order to take a step to build a communicative culture.

Retention of cardiopulmonary resuscitation skills after hands-only training versus conventional training in novices: a randomized controlled trial.

Science.gov (United States)

Kim, Young Joon; Cho, Youngsuk; Cho, Gyu Chong; Ji, Hyun Kyung; Han, Song Yi; Lee, Jin Hyuck

2017-06-01

Cardiopulmonary resuscitation (CPR) training can improve performance during simulated cardiac arrest; however, retention of skills after training remains uncertain. Recently, hands-only CPR has been shown to be as effective as conventional CPR. The purpose of this study is to compare the retention rate of CPR skills in laypersons after hands-only or conventional CPR training. Participants were randomly assigned to 1 of 2 CPR training methods: 80 minutes of hands-only CPR training or 180 minutes of conventional CPR training. Each participant's CPR skills were evaluated at the end of training and 3 months thereafter using the Resusci Anne manikin with a skill-reporting software. In total, 252 participants completed training; there were 125 in the hands-only CPR group and 127 in the conventional CPR group. After 3 months, 118 participants were randomly selected to complete a post-training test. The hands-only CPR group showed a significant decrease in average compression rate (P=0.015), average compression depth (P=0.031), and proportion of adequate compression depth (P=0.011). In contrast, there was no difference in the skills of the conventional CPR group after 3 months. Conventional CPR training appears to be more effective for the retention of chest compression skills than hands-only CPR training; however, the retention of artificial ventilation skills after conventional CPR training is poor.

The Process of Curriculum Innovations in the Army

Science.gov (United States)

2016-08-01

just tell them they were wrong. The hands-on exercises were viewed as one way of developing the technical competence needed, as instructors...PowerPoint) __Soldier competencies per the Army Learning Model __Learner-centered and/or problem solving activities/ exercises /scenarios __Principles...Diffusion of Innovations, Program of Instruction, Instructional Techniques, Curriculum Development, Soldier Competencies , Army Training and Education 16

Integrating neuroscience in the training of psychiatrists: a patient-centered didactic curriculum based on adult learning principles.

Science.gov (United States)

Ross, David A; Rohrbaugh, Robert

2014-04-01

The authors describe the development and implementation of a new adult psychiatry residency didactic curriculum based on adult learning principles and an integrative, patient-centered approach that includes a progressive 4-year neuroscience curriculum. The authors describe the process of conducting a needs assessment, engaging stakeholders and developing guiding principles for the new curriculum. The curriculum was evaluated using qualitative measures, a resident survey, course evaluations, and a pilot version of a specialized assessment tool. Feedback from the resident survey and from course evaluations was positive, and residents indicated interest in receiving additional training in neuroscience. Residents self-reported not incorporating neuroscience into formulation and treatment planning as often as other perspectives. They also reported that neuroscience was reinforced less by clinical faculty than other perspectives. Performance on the curriculum assessment corroborated that clinical application of neuroscience may benefit from additional reinforcement. Residents responded well to the design and content of the new didactic curriculum. The neuroscience component appears to have achieved its primary objective of enhancing attitudes to the field. Continued work including enhancing the culture of neuroscience at the clinical sites may be required to achieve broader behavioral goals.

Curriculum for Commissioning Energy Efficient Buildings

Energy Technology Data Exchange (ETDEWEB)

Webster, Lia [Portland Energy Conservation, Inc., OR (United States)

2012-12-27

In July 2010, the U.S. Department of Energy (DOE) awarded funding to PECI to develop training curriculum in commercial energy auditing and building commissioning. This program was created in response to the high demand for auditing and commissioning services in the U.S. commercial buildings market and to bridge gaps and barriers in existing training programs. Obstacles addressed included: lack of focus on entry level candidates; prohibitive cost and time required for training; lack of hands-on training; trainings that focus on certifications & process overviews; and lack of comprehensive training. PECI organized several other industry players to create a co-funded project sponsored by DOE, PECI, New York State Energy and Research Development Authority (NYSERDA), California Energy Commission (CEC), Northwest Energy Efficiency Alliance (NEEA) and California Commissioning Collaborative (CCC). After awarded, PECI teamed with another DOE awardee, New Jersey Institute of Technology (NJIT), to work collaboratively to create one comprehensive program featuring two training tracks. NJIT’s Center for Building Knowledge is a research and training institute affiliated with the College of Architecture and Design, and provided e-learning and video enhancements. This project designed and developed two training programs with a comprehensive, energy-focused curriculum to prepare new entrants to become energy auditors or commissioning authorities (CxAs). The following are the key elements of the developed trainings, which is depicted graphically in Figure 1: • Online classes are self-paced, and can be completed anywhere, any time • Commissioning Authority track includes 3 online modules made up of 24 courses delivered in 104 individual lessons, followed by a 40 hour hands-on lab. Total time required is between 75 and 100 hours, depending on the pace of the independent learner. • Energy Auditor track includes 3 online modules made up of 18 courses delivered in 72 individual

Postgraduate Education in Quality Improvement Methods: Initial Results of the Fellows' Applied Quality Training (FAQT) Curriculum.

Science.gov (United States)

Winchester, David E; Burkart, Thomas A; Choi, Calvin Y; McKillop, Matthew S; Beyth, Rebecca J; Dahm, Phillipp

2016-06-01

Training in quality improvement (QI) is a pillar of the next accreditation system of the Accreditation Committee on Graduate Medical Education and a growing expectation of physicians for maintenance of certification. Despite this, many postgraduate medical trainees are not receiving training in QI methods. We created the Fellows Applied Quality Training (FAQT) curriculum for cardiology fellows using both didactic and applied components with the goal of increasing confidence to participate in future QI projects. Fellows completed didactic training from the Institute for Healthcare Improvement's Open School and then designed and completed a project to improve quality of care or patient safety. Self-assessments were completed by the fellows before, during, and after the first year of the curriculum. The primary outcome for our curriculum was the median score reported by the fellows regarding their self-confidence to complete QI activities. Self-assessments were completed by 23 fellows. The majority of fellows (15 of 23, 65.2%) reported no prior formal QI training. Median score on baseline self-assessment was 3.0 (range, 1.85-4), which was significantly increased to 3.27 (range, 2.23-4; P = 0.004) on the final assessment. The distribution of scores reported by the fellows indicates that 30% were slightly confident at conducting QI activities on their own, which was reduced to 5% after completing the FAQT curriculum. An interim assessment was conducted after the fellows completed didactic training only; median scores were not different from the baseline (mean, 3.0; P = 0.51). After completion of the FAQT, cardiology fellows reported higher self-confidence to complete QI activities. The increase in self-confidence seemed to be limited to the applied component of the curriculum, with no significant change after the didactic component.

Challenges in developing competency-based training curriculum for food safety regulators in India

Directory of Open Access Journals (Sweden)

Anitha Thippaiah

2014-01-01

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

Developing a curriculum for training nuclear protective force persons in legal matters

International Nuclear Information System (INIS)

Cadwell, J.J.

1984-01-01

The development of a curriculum for the training of security officers involves the integration of the importance of the subject, the difficulty of the subject and a consideration of the time available for the lecture. The importance of the subject is regarded as a combination of 1) the frequency the officer will need to use the material in the field and 2) the possible consequences of the officer not being well trained in the subject. The result of these considerations is a recommended seven-hour curriculum consisting of three hours of instruction on 1) the law of arrest, search and seizure, 2) one hour of instruction on the use of force, 3) two hours of instruction on the scope of legal authority and 4) one hour of instruction on civil liability

Evaluation of an Evidence-Based Tobacco Treatment Curriculum for Psychiatry Residency Training Programs

Science.gov (United States)

Prochaska, Judith J.; Fromont, Sebastien C.; Leek, Desiree; Hudmon, Karen Suchanek; Louie, Alan K.; Jacobs, Marc H.; Hall, Sharon M.

2009-01-01

Objective Smokers with mental illness and addictive disorders account for nearly one in two cigarettes sold in the United States and are at high risk for smoking-related deaths and disability. Psychiatry residency programs provide a unique arena for disseminating tobacco treatment guidelines, influencing professional norms, and increasing access to tobacco cessation services among smokers with mental illness. The current study evaluated the Rx for Change in Psychiatry curriculum, developed for psychiatry residency programs and focused on identifying and treating tobacco dependence among individuals with mental illness. Methods The 4-hour curriculum emphasized evidence-based, patient-oriented cessation treatments relevant for all tobacco users, including those not yet ready to quit. The curriculum was informed by comprehensive literature review, consultation with an expert advisory group, faculty interviews, and a focus group with psychiatry residents. This study reports on evaluation of the curriculum in 2005–2006, using a quasi-experimental design, with 55 residents in three psychiatry residency training programs in Northern California. Results The curriculum was associated with improvements in psychiatry residents’ knowledge, attitudes, confidence, and counseling behaviors for treating tobacco use among their patients, with initial changes from pre- to posttraining sustained at 3-months’ follow-up. Residents’ self-reported changes in treating patients’ tobacco use were substantiated through systematic chart review. Conclusion The evidence-based Rx for Change in Psychiatry curriculum is offered as a model tobacco treatment curriculum that can be implemented in psychiatry residency training programs and disseminated widely, thereby effectively reaching a vulnerable and costly population of smokers. PMID:19190293

Development of a virtual reality training curriculum for phacoemulsification surgery.

Science.gov (United States)

Spiteri, A V; Aggarwal, R; Kersey, T L; Sira, M; Benjamin, L; Darzi, A W; Bloom, P A

2014-01-01

Training within a proficiency-based virtual reality (VR) curriculum may reduce errors during real surgical procedures. This study used a scientific methodology to develop a VR training curriculum for phacoemulsification surgery (PS). Ten novice-(n) (performed 500) surgeons were recruited. Construct validity was defined as the ability to differentiate between the three levels of experience, based on the simulator-derived metrics for two abstract modules (four tasks) and three procedural modules (five tasks) on a high-fidelity VR simulator. Proficiency measures were based on the performance of experienced surgeons. Abstract modules demonstrated a 'ceiling effect' with construct validity established between groups (n) and (i) but not between groups (i) and (e)-Forceps 1 (46, 87, and 95; P<0.001). Increasing difficulty of task showed significantly reduced performance in (n) but minimal difference for (i) and (e)-Anti-tremor 4 (0, 51, and 59; P<0.001), Forceps 4 (11, 73, and 94; P<0.001). Procedural modules were found to be construct valid between groups (n) and (i) and between groups (i) and (e)-Lens-cracking (0, 22, and 51; P<0.05) and Phaco-quadrants (16, 53, and 87; P<0.05). This was also the case with Capsulorhexis (0, 19, and 63; P<0.05) with the performance decreasing in the (n) and (i) group but improving in the (e) group (0, 55, and 73; P<0.05) and (0, 48, and 76; P<0.05) as task difficulty increased. Experienced/intermediate benchmark skill levels are defined allowing the development of a proficiency-based VR training curriculum for PS for novices using a structured scientific methodology.

Retention of cardiopulmonary resuscitation skills after hands-only training versus conventional training in novices: a randomized controlled trial

OpenAIRE

Kim, Young Joon; Cho, Youngsuk; Cho, Gyu Chong; Ji, Hyun Kyung; Han, Song Yi; Lee, Jin Hyuck

2017-01-01

Objective Cardiopulmonary resuscitation (CPR) training can improve performance during simulated cardiac arrest; however, retention of skills after training remains uncertain. Recently, hands-only CPR has been shown to be as effective as conventional CPR. The purpose of this study is to compare the retention rate of CPR skills in laypersons after hands-only or conventional CPR training. Methods Participants were randomly assigned to 1 of 2 CPR training methods: 80 minutes of hands-only CPR tra...

Transforming LEND leadership training curriculum through the maternal and child health leadership competencies.

Science.gov (United States)

Humphreys, Betsy P; Couse, Leslie J; Sonnenmeier, Rae M; Kurtz, Alan; Russell, Susan M; Antal, Peter

2015-02-01

The purpose of this article is to describe how the Maternal and Child Health (MCH) Leadership Competencies (v 3.0) were used to examine and improve an MCH Leadership Education in Neurodevelopmental and Related Disabilities (LEND) training curriculum for New Hampshire and Maine. Over 15 % of the nation's children experience neurodevelopmental disabilities or special health care needs and estimates suggest 1 in every 68 children is diagnosed with an autism spectrum disorder. Across the Unites States critical shortages of qualified MCH professionals exist, particularly in poor and rural areas. A continued investment in training interdisciplinary leaders is critical. The MCH Leadership Competencies provide an effective foundation for leadership training through identification of requisite knowledge, skills, and dispositions required of MCH leaders. This paper describes a three-step process, which began in 2010 and included utilizing the MCH Leadership Competencies as a tool to reflect on, develop, and evaluate the NH LEND leadership curriculum. Curriculum development was further supported through participation in a multi-state learning collaborative. Through a series of intentional decisions, the curriculum design of NH LEND utilized the competencies and evidence-based principles of instruction to engage trainees in the development of specific MCH content knowledge and leadership skills. The LEND network specifically, and MCH leadership programs more broadly, may benefit from the intentional use of the MCH competencies to assist in curriculum development and program evaluation, and as a means to support trainees in identifying specific leadership goals and evaluating their leadership skill development.

Building a competency-based workplace curriculum around entrustable professional activities: The case of physician assistant training.

Science.gov (United States)

Mulder, Hanneke; Ten Cate, Olle; Daalder, Rieneke; Berkvens, Josephine

2010-01-01

Competency-based medical education (CBME) is increasingly dominating clinical training, but also poses questions as to its practical implementation. There is a need for practical guidelines to translate CBME to the clinical work floor. This article aims to provide a practical model, based on the concept of entrustable professional activities (EPAs) to make this translation, derived from curriculum building for physician assistants (PAs). For the training of PAs at the Utrecht University of Applied Sciences, a three-step model was developed to guide competency-based curriculum development, teaching and assessment. It includes specific guidelines for the identification, systematic description and planning of EPAs. The EPA concept appeared to be a useful tool to build competency-based clinical workplace curricula. Implementation of the curriculum requires use of trainee portfolios and progress interviews, statements of rewarded responsibility and training of supervisors. The individualised approach and flexibility that true CBME implies is brought into practice with this model. The model may also be transferred to other domains of clinical training, among which postgraduate training for medical specialties.

Fine finger motor skill training with exoskeleton robotic hand in chronic stroke: stroke rehabilitation.

Science.gov (United States)

Ockenfeld, Corinna; Tong, Raymond K Y; Susanto, Evan A; Ho, Sze-Kit; Hu, Xiao-ling

2013-06-01

Background and Purpose. Stroke survivors often show a limited recovery in the hand function to perform delicate motions, such as full hand grasping, finger pinching and individual finger movement. The purpose of this study is to describe the implementation of an exoskeleton robotic hand together with fine finger motor skill training on 2 chronic stroke patients. Case Descriptions. Two post-stroke patients participated in a 20-session training program by integrating 10 minutes physical therapy, 20 minutes robotic hand training and 15 minutes functional training tasks with delicate objects(card, pen and coin). These two patients (A and B) had cerebrovascular accident at 6 months and 11 months respectively when enrolled in this study. Outcomes. The results showed that both patients had improvements in Fugl-Meyer assessment (FM), Action Research Arm Test (ARAT). Patients had better isolation of the individual finger flexion and extension based on the reduced muscle co-contraction from the electromyographic(EMG) signals and finger extension force after 20 sessions of training. Discussion. This preliminary study showed that by focusing on the fine finger motor skills together with the exoskeleton robotic hand, it could improve the motor recovery of the upper extremity in the fingers and hand function, which were showed in the ARAT. Future randomized controlled trials are needed to evaluate the clinical effectiveness.

Lab Safety and Bioterrorism Readiness Curricula Using Active Learning and Hands-on Strategies as Continuing Education for Medical Technologists

Directory of Open Access Journals (Sweden)

Steven Fiester

2010-04-01

Full Text Available Frequent reports of laboratory- (and hospital- acquired infection suggest a deficiency in safety training or lack of compliance. To assess the need for continuing education (CE addressing this problem, an original education needs assessment survey was designed and administered to medical technologists (med-techs in Northeast Ohio. Survey results were used to design a learner-centered training curriculum (for example, Lab Safety and Bioterrorism Readiness trainings that engaged med-techs in active learning, integrative peer-to-peer teaching, and hands-on exercises in order to improve microbiology safety knowledge and associated laboratory techniques. The Lab Safety training was delivered six times and the Bioterrorism Readiness training was delivered five times. Pre/posttesting revealed significant gains in knowledge and techniques specific to laboratory safety, security, risk assessment, and bioterrorism readiness amongst the majority of med-techs completing the CE trainings. The majority of participants felt that the hands-on exercises met their needs and that their personal laboratory practices would change as a result of the training course, as measured by attitudinal surveys. We conclude that active learning techniques and peer education significantly enhance microbiology learning amongst participating med-techs.

Using the AGsploration: the Science of Maryland Agriculture Curriculum as a Tool to Increase Youth Appreciation and Understanding of Agriculture and Science

Directory of Open Access Journals (Sweden)

April Hall Barczewski

2017-01-01

Full Text Available AGsploration: The Science of Maryland Agriculture is a 24-lesson, peer-reviewed curriculum that includes experiential hands-on activities and built-in pre-/post-evaluation tools. Lesson topics include production agriculture, the environment and nutrition with emphasis on how science relates to each topic. Student pre-/post- evaluation data reflects participation in AGsploration positively affects students’ attitudes about agriculture and science. Separate evaluations were developed to survey two groups of trained teen teachers about the curriculum immediately following their training, 1-2 years after using the curriculum and another 3-4 years post involvement. The results demonstrated that teen teachers were an effective way to disseminate the curriculum and these same teens increased their agriculture knowledge, life skills and interest in agriculture science education and careers. A similar evaluation was conducted with adult educators following a training session and another 1-2 years after actively using the curriculum. This data suggests that the curriculum is well received and valued.

How to Create the Ideal Son: The Unhidden Curriculum in Pseudo-Plutarch "On the Training of Children"

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Bourke, Graeme Francis

2014-01-01

This article enquires into the curriculum advocated in the only ancient Greek treatise concerning education that has survived in its entirety, entitled "On the Training of Children." The treatise was highly influential in Europe from the Renaissance to the nineteenth century, and thus exhibits certain assumptions concerning the purpose…

Radiation Oncology Training Program Curriculum developments in Australia and New Zealand: Design, implementation and evaluation--What next?

Science.gov (United States)

Turner, Sandra; Seel, Matthew; Berry, Martin

2015-12-01

The Australian and New Zealand Radiation Oncology Training Program has undergone major changes to align with pedagogical principles and best-evidence practice. The curriculum was designed around the Canadian Medical Education Directives for Specialists framework and involved structural programme changes and new in-training assessment. This paper summarises the work of programme design and implementation and presents key findings from an evaluation of the revised programme. An independent team conducted the evaluation during the last year of the first 5-year curriculum cycle. Opinions were sought from trainees, supervisors and directors of training (DoTs) through online surveys, focused interviews and group consultations. One hundred nineteen participated in surveys; 211 participated in consultations. All training networks were represented. The new curriculum was viewed favourably by most participants with over 90% responding that it 'provided direction in attaining competencies'. Most (87/107; 81%) said it 'promotes regular, productive interaction between trainees and supervisors'. Adequacy of feedback to trainees was rated as only 'average' by trainees/trainers in one-third of cases. Consultations revealed this was more common where trainers were less familiar with curriculum tools. Half of DoTs/supervisors felt better supported. Nearly two-third of all responders (58/92; 63%) stated that clinical service requirements could be met during training; 17/92 (18.5%) felt otherwise. When asked about 'work-readiness', 59/90 (66%) respondents, including trainees, felt this was improved. Findings suggest that the 'new' curriculum has achieved many of its aims, and implementation has largely been successful. Outcomes focus future work on better supporting trainers in using curriculum tools and providing useful feedback to trainees. © 2015 The Royal Australian and New Zealand College of Radiologists.

Radiation Oncology Training Program Curriculum developments in Australia and New Zealand: Design, implementation and evaluation - what next?

International Nuclear Information System (INIS)

Turner, Sandra; Seel, Matthew; Berry, Martin

2015-01-01

The Australian and New Zealand Radiation Oncology Training Program has undergone major changes to align with pedagogical principles and best-evidence practice. The curriculum was designed around the Canadian Medical Education Directives for Specialists framework and involved structural programme changes and new in-training assessment. This paper summarises the work of programme design and implementation and presents key findings from an evaluation of the revised programme. An independent team conducted the evaluation during the last year of the first 5-year curriculum cycle. Opinions were sought from trainees, supervisors and directors of training (DoTs) through online surveys, focused interviews and group consultations. One hundred nineteen participated in surveys; 211 participated in consultations. All training networks were represented. The new curriculum was viewed favourably by most participants with over 90% responding that it ‘provided direction in attaining competencies’. Most (87/107; 81%) said it ‘promotes regular, productive interaction between trainees and supervisors’. Adequacy of feedback to trainees was rated as only ‘average’ by trainees/trainers in one-third of cases. Consultations revealed this was more common where trainers were less familiar with curriculum tools. Half of DoTs/supervisors felt better supported. Nearly two-third of all responders (58/92; 63%) stated that clinical service requirements could be met during training; 17/92 (18.5%) felt otherwise. When asked about ‘work-readiness’, 59/90 (66%) respondents, including trainees, felt this was improved. Findings suggest that the ‘new’ curriculum has achieved many of its aims, and implementation has largely been successful. Outcomes focus future work on better supporting trainers in using curriculum tools and providing useful feedback to trainees.

A critical review of the core medical training curriculum in the UK: A medical education perspective.

Science.gov (United States)

Laskaratos, Faidon-Marios; Gkotsi, Despoina; Panteliou, Eleftheria

2014-01-01

This paper represents a systematic evaluation of the Core Medical Training Curriculum in the UK. The authors critically review the curriculum from a medical education perspective based mainly on the medical education literature as well as their personal experience of this curriculum. They conclude in practical recommendations and suggestions which, if adopted, could improve the design and implementation of this postgraduate curriculum. The systematic evaluation approach described in this paper is transferable to the evaluation of other undergraduate or postgraduate curricula, and could be a helpful guide for medical teachers involved in the delivery and evaluation of any medical curriculum.

Little by Little the Bird Builds Its Nest: First Steps in Cross Cultural Curriculum Training

Science.gov (United States)

Harte, Helene Arbouet; Jones, Melissa M.; Wray, Francis

2015-01-01

With the goal of raising awareness of child slavery and devastation of the natural environment in Haiti, while simultaneously supporting active teaching strategies, a team of educators collaborated to develop The Respecting Haiti curriculum. Following development of the curriculum, representatives from the team facilitated curriculum training with…

General surgery training in Spain: core curriculum and specific areas of training.

Science.gov (United States)

Miguelena Bobadilla, José Ma; Morales-García, Dieter; Iturburu Belmonte, Ignacio; Alcázar Montero, José Antonio; Serra Aracil, Xabier; Docobo Durantez, Fernando; López de Cenarruzabeitia, Ignacio; Sanz Sánchez, Mercedes; Hernández Hernández, Juan Ramón

2015-03-01

The royal decree RD 639/2014 has been published, regulating among others, the core curriculum, and specific areas of training (SAT). It is of great interest for the specialty of General and Digestive Surgery (GS and DS). The aim is to expose and clarify the main provisions and reflect on their implications for the practical application of the core curriculum and SAT in the specialty of General and Digestive Surgery, to promote initiatives and regulations. This RD will be a milestone in our specialty that will test the strength of the specialty, if it does not finally culminate in its degradation against the emergence of new surgical specialties. A new stage begins in which the Spanish Association of Surgeons should be involved to define the conceptual basis of GS and DS in the XXI century, and the creation of new SAT to continue to maintain the "essence of our specialty". Copyright © 2014 AEC. Publicado por Elsevier España, S.L.U. All rights reserved.

The Importance of Curriculum-Based Training and Assessment in Interventional Radiology

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Belli, Anna-Maria, E-mail: anna.belli@stgeorges.nhs.uk [St. George’s Hospital, Department of Radiology (United Kingdom); Reekers, Jim A., E-mail: j.a.reekers@amc.uva.nl [Academic Medical Centre, Department of Radiology (Netherlands); Lee, Michael, E-mail: mlee@rcsi.ie [Beaumont Hospital, Department of Radiology (Ireland)

2013-10-30

Physician performance and outcomes are being scrutinised by health care providers to improve patient safety and cost efficiency. Patients are best served by physicians who have undergone appropriate specialist training and assessment and perform large numbers of cases to maintain their skills. The Cardiovascular and Interventional Radiological Society of Europe has put into place a curriculum for training in interventional radiology (IR) and a syllabus with an examination, the European Board of Interventional Radiology, providing evidence of attainment of an appropriate and satisfactory skill set for the safe practice of IR. This curriculum is appropriate for IR where there is a high volume of image-guided procedures in vascular and nonvascular organ systems with cross-use of minimally invasive techniques in patients with a variety of disease processes. Other specialties may require different, longer, and more focused training if their experience is “diluted” by the need to master a different skill set.

The Importance of Curriculum-Based Training and Assessment in Interventional Radiology

International Nuclear Information System (INIS)

Belli, Anna-Maria; Reekers, Jim A.; Lee, Michael

2014-01-01

Physician performance and outcomes are being scrutinised by health care providers to improve patient safety and cost efficiency. Patients are best served by physicians who have undergone appropriate specialist training and assessment and perform large numbers of cases to maintain their skills. The Cardiovascular and Interventional Radiological Society of Europe has put into place a curriculum for training in interventional radiology (IR) and a syllabus with an examination, the European Board of Interventional Radiology, providing evidence of attainment of an appropriate and satisfactory skill set for the safe practice of IR. This curriculum is appropriate for IR where there is a high volume of image-guided procedures in vascular and nonvascular organ systems with cross-use of minimally invasive techniques in patients with a variety of disease processes. Other specialties may require different, longer, and more focused training if their experience is “diluted” by the need to master a different skill set

Technology-supported training of arm-hand skills in stroke

NARCIS (Netherlands)

Timmermans, A.A.A.

2010-01-01

Impaired arm-hand performance is a serious consequence of stroke that is associated with reduced self-efficacy and poor quality of life. Task-oriented arm training is a therapy approach that is known to improve skilled arm-hand performance, even in chronic stages after stroke. At the start of this

The Effects of Upper-Limb Training Assisted with an Electromyography-Driven Neuromuscular Electrical Stimulation Robotic Hand on Chronic Stroke

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Chingyi Nam

2017-12-01

Full Text Available BackgroundImpaired hand dexterity is a major disability of the upper limb after stroke. An electromyography (EMG-driven neuromuscular electrical stimulation (NMES robotic hand was designed previously, whereas its rehabilitation effects were not investigated.ObjectivesThis study aims to investigate the rehabilitation effectiveness of the EMG-driven NMES-robotic hand-assisted upper-limb training on persons with chronic stroke.MethodA clinical trial with single-group design was conducted on chronic stroke participants (n = 15 who received 20 sessions of EMG-driven NMES-robotic hand-assisted upper-limb training. The training effects were evaluated by pretraining, posttraining, and 3-month follow-up assessments with the clinical scores of the Fugl-Meyer Assessment (FMA, the Action Research Arm Test (ARAT, the Wolf Motor Function Test, the Motor Functional Independence Measure, and the Modified Ashworth Scale (MAS. Improvements in the muscle coordination across the sessions were investigated by EMG parameters, including EMG activation level and Co-contraction Indexes (CIs of the target muscles in the upper limb.ResultsSignificant improvements in the FMA shoulder/elbow and wrist/hand scores (P < 0.05, the ARAT (P < 0.05, and in the MAS (P < 0.05 were observed after the training and sustained 3 months later. The EMG parameters indicated a significant decrease of the muscle activation level in flexor digitorum (FD and biceps brachii (P < 0.05, as well as a significant reduction of CIs in the muscle pairs of FD and triceps brachii and biceps brachii and triceps brachii (P < 0.05.ConclusionThe upper-limb training integrated with the assistance from the EMG-driven NMES-robotic hand is effective for the improvements of the voluntary motor functions and the muscle coordination in the proximal and distal joints. Furthermore, the motor improvement after the training could be maintained till 3 months later.Trial registration

The Effects of Upper-Limb Training Assisted with an Electromyography-Driven Neuromuscular Electrical Stimulation Robotic Hand on Chronic Stroke.

Science.gov (United States)

Nam, Chingyi; Rong, Wei; Li, Waiming; Xie, Yunong; Hu, Xiaoling; Zheng, Yongping

2017-01-01

Impaired hand dexterity is a major disability of the upper limb after stroke. An electromyography (EMG)-driven neuromuscular electrical stimulation (NMES) robotic hand was designed previously, whereas its rehabilitation effects were not investigated. This study aims to investigate the rehabilitation effectiveness of the EMG-driven NMES-robotic hand-assisted upper-limb training on persons with chronic stroke. A clinical trial with single-group design was conducted on chronic stroke participants ( n  = 15) who received 20 sessions of EMG-driven NMES-robotic hand-assisted upper-limb training. The training effects were evaluated by pretraining, posttraining, and 3-month follow-up assessments with the clinical scores of the Fugl-Meyer Assessment (FMA), the Action Research Arm Test (ARAT), the Wolf Motor Function Test, the Motor Functional Independence Measure, and the Modified Ashworth Scale (MAS). Improvements in the muscle coordination across the sessions were investigated by EMG parameters, including EMG activation level and Co-contraction Indexes (CIs) of the target muscles in the upper limb. Significant improvements in the FMA shoulder/elbow and wrist/hand scores ( P  < 0.05), the ARAT ( P  < 0.05), and in the MAS ( P  < 0.05) were observed after the training and sustained 3 months later. The EMG parameters indicated a significant decrease of the muscle activation level in flexor digitorum (FD) and biceps brachii ( P  < 0.05), as well as a significant reduction of CIs in the muscle pairs of FD and triceps brachii and biceps brachii and triceps brachii ( P  < 0.05). The upper-limb training integrated with the assistance from the EMG-driven NMES-robotic hand is effective for the improvements of the voluntary motor functions and the muscle coordination in the proximal and distal joints. Furthermore, the motor improvement after the training could be maintained till 3 months later. ClinicalTrials.gov. NCT02117089; date of registration: April

Cricothyroidotomy In Situ Simulation Curriculum (CRIC Study): Training Residents for Rare Procedures.

Science.gov (United States)

Petrosoniak, Andrew; Ryzynski, Agnes; Lebovic, Gerald; Woolfrey, Karen

2017-04-01

Technical skill acquisition for rare procedures can be challenging given the few real-life training opportunities. In situ simulation (ISS), a training technique that takes place in the actual workplace, is a promising method to promote environmental fidelity for rare procedures. This study evaluated a simulation-based technical skill curriculum for cricothyroidotomy using deliberate practice, followed by an ISS evaluation session. Twenty emergency medicine residents participated in a two-part curriculum to improve cricothryoidotomy performance. A pretest established participant baseline technical skill. The training session consisted of two parts, didactic teaching followed by deliberate practice using a task-training manikin. A posttest consisted of an unannounced, high-fidelity ISS, during an emergency department shift. The primary outcome was the mean performance time between the pretest and posttest sessions. Skill performance was also evaluated using a checklist scale and global rating scale. Cricothyroidotomy performance time improved significantly from pretest to posttest sessions (mean difference, 59 seconds; P training session consisting of didactic learning and deliberate practice, improved cricothyroidotomy skill performance was observed during an unannounced ISS in the emergency department. The integration of ISS in cricothyroidotomy training represents a promising approach; however, further study is needed to establish its role.

Pilot evaluation of a ward-based automated hand hygiene training system.

Science.gov (United States)

Ghosh, Anarta; Ameling, Stefan; Zhou, Jiang; Lacey, Gerard; Creamer, Eilish; Dolan, Anthony; Sherlock, Orla; Humphreys, Hilary

2013-04-01

A novel artificial intelligence (AI) system (SureWash; GLANTA, Dublin, Ireland) was placed on a ward with 45 staff members for two 6-day periods to automatically assess hand hygiene technique and the potential effectiveness of the automated training system. Two human reviewers assessed videos from 50 hand hygiene events with an interrater reliability (IIR) of 88% (44/50). The IIR was 88% (44/50) for the human reviewers and 80% (40/50) for the software. This study also investigated the poses missed and the impact of feedback on participation (+113%), duration (+11%), and technique (+2.23%). Our findings showed significant correlation between the human raters and the computer, demonstrating for the first time in a clinical setting the potential use of this type of AI technology in hand hygiene training. Copyright © 2013 Association for Professionals in Infection Control and Epidemiology, Inc. Published by Mosby, Inc. All rights reserved.

Effects of conventional neurological treatment and a virtual reality training program on eye-hand coordination in children with cerebral palsy.

Science.gov (United States)

Shin, Ji-Won; Song, Gui-Bin; Hwangbo, Gak

2015-07-01

[Purpose] The purpose of the study was to evaluate the effects of conventional neurological treatment and a virtual reality training program on eye-hand coordination in children with cerebral palsy. [Subjects] Sixteen children (9 males, 7 females) with spastic diplegic cerebral palsy were recruited and randomly assigned to the conventional neurological physical therapy group (CG) and virtual reality training group (VRG). [Methods] Eight children in the control group performed 45 minutes of therapeutic exercise twice a week for eight weeks. In the experimental group, the other eight children performed 30 minutes of therapeutic exercise and 15 minutes of a training program using virtual reality twice a week during the experimental period. [Results] After eight weeks of the training program, there were significant differences in eye-hand coordination and visual motor speed in the comparison of the virtual reality training group with the conventional neurological physical therapy group. [Conclusion] We conclude that a well-designed training program using virtual reality can improve eye-hand coordination in children with cerebral palsy.

Pre-Service Physics Teachers’ Perception toward Hands-on Lab Activity and 21st Century Skills

Science.gov (United States)

Putri, D. H.; Risdianto, E.; Sutarno, S.

2017-09-01

This study aimed to describe the hands-on lab activities and 21st century skills of pre-service physics teachers at a university in Bengkulu. The respondents of this study were 113 students who have been finished and were following the laboratory course. The research instrument was questionnaire. The explored aspects of laboratory activities were motivation, the importance of laboratory activities, equipment, laboratory activities process, suitability of curriculum, assessment, laboratory design, and the 21st century skills training. The 21st century skills explored consist of learning and innovation skills, life and careers skills, and media, information and technology skills. The data obtained will be analyzed descriptively. Based on the results of data analysis was obtained that they have a good perception toward the aspect of motivation, the importance of hands-on lab activities, and laboratory activities process; and the perception was fair for other aspects. The lowest perception score was obtained in the aspects of the 21st century skills training. This result was in accordance with the 21st century skills of pre-service physics teachers which were still in moderate category. So it is necessary to develop a model of laboratory activities design that can training and enhancing the 21st century skills for pre-service physics teachers.

Comprehensive Health Care Economics Curriculum and Training in Radiology Residency.

Science.gov (United States)

Keiper, Mark; Donovan, Timothy; DeVries, Matthew

2018-06-01

To investigate the ability to successfully develop and institute a comprehensive health care economics skills curriculum in radiology residency training utilizing didactic lectures, case scenario exercises, and residency miniretreats. A comprehensive health care economics skills curriculum was developed to significantly expand upon the basic ACGME radiology residency milestone System-Based Practice, SBP2: Health Care Economics requirements and include additional education in business and contract negotiation, radiology sales and marketing, and governmental and private payers' influence in the practice of radiology. A health care economics curriculum for radiology residents incorporating three phases of education was developed and implemented. Phase 1 of the curriculum constituted basic education through didactic lectures covering System-Based Practice, SBP2: Health Care Economics requirements. Phase 2 constituted further, more advanced didactic lectures on radiology sales and marketing techniques as well as government and private insurers' role in the business of radiology. Phase 3 applied knowledge attained from the initial two phases to real-life case scenario exercises and radiology department business miniretreats with the remainder of the radiology department. A health care economics skills curriculum in radiology residency is attainable and essential in the education of future radiology residents in the ever-changing climate of health care economics. Institution of more comprehensive programs will likely maximize the long-term success of radiology as a specialty by identifying and educating future leaders in the field of radiology. Copyright © 2018 American College of Radiology. Published by Elsevier Inc. All rights reserved.

White Paper: Curriculum in Interventional Radiology.

Science.gov (United States)

Mahnken, Andreas H; Bücker, Arno; Hohl, Christian; Berlis, Ansgar

2017-04-01

Purpose  Scope and clinical importance of interventional radiology markedly evolved over the last decades. Consequently it was acknowledged as independent subspecialty by the "European Union of Medical Specialists" (UEMS). Based on radiological imaging techniques Interventional Radiology is an integral part of Radiology. Materials und Methods  In 2009 the German Society for Interventional Radiology and minimally-invasive therapy (DeGIR) developed a structured training in Interventional Radiology. In cooperation with the German Society of Neuroradiology (DGNR) this training was extended to also cover Interventional Neuroradiology in 2012. Tailored for this training in Interventional Radiology a structured curriculum was developed, covering the scope of this modular training. Results  The curriculum is based on the DeGIR/DGNR modular training concept in Interventional Radiology. There is also an European Curriculum and Syllabus for Interventional Radiology developed by the "Cardiovascular and Interventional Radiological Society of Europe" (CIRSE). The presented curriculum in Interventional Radiology is designed to provide a uniform base for the training in Interventional Radiology in Germany, based on the competencies obtained during residency. Conclusion  This curriculum can be used as a basis for training in Interventional Radiology by all training sites. Key Points: · Interventional Radiology is an integral part of clinical radiology. · The German Society for Interventional Radiology and minimally-invasive therapy (DeGIR) developed a curriculum in Interventional Radiology. · This curriculum is an integrative basis for the training in interventional. Citation Format · Mahnken AH, Bücker A, Hohl C et al. White Paper: Curriculum in Interventional Radiology. Fortschr Röntgenstr 2017; 189: 309 - 311. © Georg Thieme Verlag KG Stuttgart · New York.

Pilot Point-of-Care Ultrasound Curriculum at Harvard Medical School: Early Experience

Science.gov (United States)

Rempell, Joshua S.; Saldana, Fidencio; DiSalvo, Donald; Kumar, Navin; Stone, Michael B.; Chan, Wilma; Luz, Jennifer; Noble, Vicki E.; Liteplo, Andrew; Kimberly, Heidi; Kohler, Minna J.

2016-01-01

Introduction Point-of-care ultrasound (POCUS) is expanding across all medical specialties. As the benefits of US technology are becoming apparent, efforts to integrate US into pre-clinical medical education are growing. Our objective was to describe our process of integrating POCUS as an educational tool into the medical school curriculum and how such efforts are perceived by students. Methods This was a pilot study to introduce ultrasonography into the Harvard Medical School curriculum to first- and second-year medical students. Didactic and hands-on sessions were introduced to first-year students during gross anatomy and to second-year students in the physical exam course. Student-perceived attitudes, understanding, and knowledge of US, and its applications to learning the physical exam, were measured by a post-assessment survey. Results All first-year anatomy students (n=176) participated in small group hands-on US sessions. In the second-year physical diagnosis course, 38 students participated in four sessions. All students (91%) agreed or strongly agreed that additional US teaching should be incorporated throughout the four-year medical school curriculum. Conclusion POCUS can effectively be integrated into the existing medical school curriculum by using didactic and small group hands-on sessions. Medical students perceived US training as valuable in understanding human anatomy and in learning physical exam skills. This innovative program demonstrates US as an additional learning modality. Future goals include expanding on this work to incorporate US education into all four years of medical school. PMID:27833681

Incorporating and evaluating an integrated gender-specific medicine curriculum: a survey study in Dutch GP training

Science.gov (United States)

Dielissen, Patrick W; Bottema, Ben JAM; Verdonk, Petra; Lagro-Janssen, Toine LM

2009-01-01

Background We recently set standards for gender-specific medicine training as an integrated part of the GP training curriculum. This paper describes the programme and evaluation of this training. Methods The programme is designed for GP registrars throughout the 3-year GP training. The modules emphasize interaction, application, and clinically integrated learning and teaching methods in peer groups. In 2005 - 2008, after completion of each tutorial, GP registrars were asked to fill in a questionnaire on a 5-point Likert scale to assess the programme's methods and content. GP registrars were also asked to identify two learning points related to the programme. Results The teaching programme consists of five 3-hour modules that include gender themes related to and frequently seen by GPs such as in doctor-patient communication and cardiovascular disease. GP registrars evaluated the training course positively. The written learning points suggest that GP registrars have increased their awareness of why attention to gender-specific information is relevant. Conclusion In summary, gender-specific medicine training has been successfully integrated into an existing GP training curriculum. The modules and teaching methods are transferable to other training institutes for postgraduate training. The evaluation of the teaching programme shows a positive impact on GP registrars' gender awareness. PMID:19737396

Incorporating and evaluating an integrated gender-specific medicine curriculum: a survey study in Dutch GP training

Directory of Open Access Journals (Sweden)

Lagro-Janssen Toine LM

2009-09-01

Full Text Available Abstract Background We recently set standards for gender-specific medicine training as an integrated part of the GP training curriculum. This paper describes the programme and evaluation of this training. Methods The programme is designed for GP registrars throughout the 3-year GP training. The modules emphasize interaction, application, and clinically integrated learning and teaching methods in peer groups. In 2005 - 2008, after completion of each tutorial, GP registrars were asked to fill in a questionnaire on a 5-point Likert scale to assess the programme's methods and content. GP registrars were also asked to identify two learning points related to the programme. Results The teaching programme consists of five 3-hour modules that include gender themes related to and frequently seen by GPs such as in doctor-patient communication and cardiovascular disease. GP registrars evaluated the training course positively. The written learning points suggest that GP registrars have increased their awareness of why attention to gender-specific information is relevant. Conclusion In summary, gender-specific medicine training has been successfully integrated into an existing GP training curriculum. The modules and teaching methods are transferable to other training institutes for postgraduate training. The evaluation of the teaching programme shows a positive impact on GP registrars' gender awareness.

Integrating Creativity Training into Problem and Project-Based Learning (PBL) Curriculum in Engineering Education

DEFF Research Database (Denmark)

Zhou, Chunfang

2012-01-01

In order to foster creative engineers, a creativity training programme was carried out in medialogy education in a Problem and Project-Based Learning (PBL) environment at Aalborg University, Denmark. This paper focuses on the question of how engineering students perceive the strategy of integrating...... creativity training into a PBL curriculum. A total of 20 medialogy students in the training programme were interviewed. The data shows that the training programme was thought useful and students get benefits such as gaining project work skills, creative concepts and confidence of being creative. However...

Recovery Act. Development of a Model Energy Conservation Training Program

Energy Technology Data Exchange (ETDEWEB)

none,

2012-07-05

The overall objective of this project was to develop an updated model Energy Conservation training program for stationary engineers. This revision to the IUOE National Training Fund’s existing Energy Conservation training curriculum is designed to enable stationary engineers to incorporate essential energy management into routine building operation and maintenance tasks. The curriculum uses a blended learning approach that includes classroom, hands-on, computer simulation and web-based training in addition to a portfolio requirement for a workplace-based learning application. The Energy Conservation training program goal is development of a workforce that can maintain new and existing commercial buildings at optimum energy performance levels. The grant start date was July 6, 2010 and the project continued through September 30, 2012, including a three month non-funded extension.

Piano training in youths with hand motor impairments after damage to the developing brain

Science.gov (United States)

Lampe, Renée; Thienel, Anna; Mitternacht, Jürgen; Blumenstein, Tobias; Turova, Varvara; Alves-Pinto, Ana

2015-01-01

Damage to the developing brain may lead to impairment of the hand motor function and negatively impact on patients’ quality of life. Development of manual dexterity and finger and hand motor function may be promoted by learning to play the piano. The latter brings together music with the intensive training of hand coordination and fine finger mobility. We investigated if learning to play the piano helped to improve hand motor skills in 18 youths with hand motor disorders resulting from damage during early brain development. Participants trained 35–40 minutes twice a week for 18 months with a professional piano teacher. With the use of a Musical Instrument Digital Interface piano, the uniformity of finger strokes could be objectively assessed from the timing of keystrokes. The analysis showed a significant improvement in the uniformity of keystrokes during the training. Furthermore, the youths showed strong motivation and engagement during the study. This is nevertheless an open study, and further studies remain needed to exclude effects of growth and concomitant therapies on the improvements observed and clarify which patients will more likely benefit from learning to play the piano. PMID:26345312

Leadership training in a family medicine residency program: Cross-sectional quantitative survey to inform curriculum development.

Science.gov (United States)

Gallagher, Erin; Moore, Ainsley; Schabort, Inge

2017-03-01

To assess the current status of leadership training as perceived by family medicine residents to inform the development of a formal leadership curriculum. Cross-sectional quantitative survey. Department of Family Medicine at McMaster University in Hamilton, Ont, in December 2013. A total of 152 first- and second-year family medicine residents. Family medicine residents' attitudes toward leadership, perceived level of training in various leadership domains, and identified opportunities for leadership training. Overall, 80% (152 of 190) of residents completed the survey. On a Likert scale (1 = strongly disagree, 4 = neutral, 7 = strongly agree), residents rated the importance of physician leadership in the clinical setting as high (6.23 of 7), whereas agreement with the statement "I am a leader" received the lowest rating (5.28 of 7). At least 50% of residents desired more training in the leadership domains of personal mastery, mentorship and coaching, conflict resolution, teaching, effective teamwork, administration, ideals of a healthy workplace, coalitions, and system transformation. At least 50% of residents identified behavioural sciences seminars, a lecture and workshop series, and a retreat as opportunities to expand leadership training. The concept of family physicians as leaders resonated highly with residents. Residents desired more personal and system-level leadership training. They also identified ways that leadership training could be expanded in the current curriculum and developed in other areas. The information gained from this survey might facilitate leadership development among residents through application of its results in a formal leadership curriculum. Copyright© the College of Family Physicians of Canada.

Choose Health Action Teens: A Review of a Teens as Teachers Nutritional Education Training Curriculum

Directory of Open Access Journals (Sweden)

Jeffrey M. Flesch

2016-12-01

Full Text Available This review draws from published research related to the best practices for the utilization of teens as teachers to examine Choose Health Action Teens (CHAT, a teen’s as teachers (TAT training curriculum.  Research shows that there are various components necessary to build a high quality TAT program.  Most of these components fall under four areas in which training is necessary for teens and adults: Teaching strategies, youth/child development, subject matter to be taught, and youth-adult partnerships.  These four areas provide a framework to review the Choose Health Action Teens (CHAT (Crosiar & Wolfe, 2013 teens as teachers training program curriculum.

Evaluation of Mathematics Curriculum in Primary Teacher Training Institute in Somalia. African Studies in Curriculum Development & Evaluation.

Science.gov (United States)

Jama, Mohamed A. F.

This study sought to evaluate the mathematics curriculum of the Halane Teacher Training Institute in Somalia with a view toward: (1) determining its weaknesses and recommending measures for improvement; (2) examining its relevance to the present needs of the Somali society; (3) determining the suitability of instructional materials and other…

A school mental health literacy curriculum resource training approach: effects on Tanzanian teachers' mental health knowledge, stigma and help-seeking efficacy.

Science.gov (United States)

Kutcher, Stan; Wei, Yifeng; Gilberds, Heather; Ubuguyu, Omary; Njau, Tasiana; Brown, Adena; Sabuni, Norman; Magimba, Ayoub; Perkins, Kevin

2016-01-01

Mental health literacy (MHL) is foundational for mental health promotion, prevention, stigma reduction, and care; School supported information pertaining to MHL in sub-Saharan Africa is extremely limited, including in Tanzania. Successful application of a school MHL curriculum resource may be an effective way to increase teacher MHL and therefore help to improve mental health outcomes for students. Secondary school teachers in Tanzania were trained on the African Guide (AG) a school MHL curriculum resource culturally adapted from a Canadian MHL resource (The Guide) for use in Africa. Teacher training workshops on the classroom application of the AG were used to evaluate its impact on mental health literacy in a sample of Tanzanian Secondary school teachers. Pre-post training assessment of participant knowledge and attitudes was conducted. Help-seeking efficacy for teachers themselves and their interventions for students, friends, family members and peers were determined. Paired t test (n = 37) results demonstrate highly significant improvements in teacher's overall knowledge (p Teachers' stigma against mental illness decreased significantly following the training (p teacher's overall knowledge (p Teachers also reported high rates (greater than ¾ of the sample) of positive help-seeking efficacy for themselves as well as for their students, friends, family members and peers. As a result of the training, the number of students teachers identified for potential mental health care totaled over 200. These positive results, when taken together with other research, suggest that the use of a classroom-based resource (the AG) that integrates MHL into existing school curriculum through training teachers may be an effective and sustainable way to increase the MHL (improved knowledge, decreased stigma and positive help-seeking efficacy) of teachers in Tanzania. As this study replicated the results of a previous intervention in Malawi, consideration could be given to

Model training curriculum for Low-Level Radioactive Waste Disposal Facility Operations

Energy Technology Data Exchange (ETDEWEB)

Tyner, C.J.; Birk, S.M.

1995-09-01

This document is to assist in the development of the training programs required to be in place for the operating license for a low-level radioactive waste disposal facility. It consists of an introductory document and four additional appendixes of individual training program curricula. This information will provide the starting point for the more detailed facility-specific training programs that will be developed as the facility hires and trains new personnel and begins operation. This document is comprehensive and is intended as a guide for the development of a company- or facility-specific program. The individual licensee does not need to use this model training curriculum as written. Instead, this document can be used as a menu for the development, modification, or verification of customized training programs.

Model training curriculum for Low-Level Radioactive Waste Disposal Facility Operations

International Nuclear Information System (INIS)

Tyner, C.J.; Birk, S.M.

1995-09-01

This document is to assist in the development of the training programs required to be in place for the operating license for a low-level radioactive waste disposal facility. It consists of an introductory document and four additional appendixes of individual training program curricula. This information will provide the starting point for the more detailed facility-specific training programs that will be developed as the facility hires and trains new personnel and begins operation. This document is comprehensive and is intended as a guide for the development of a company- or facility-specific program. The individual licensee does not need to use this model training curriculum as written. Instead, this document can be used as a menu for the development, modification, or verification of customized training programs

Robotic finger perturbation training improves finger postural steadiness and hand dexterity.

Science.gov (United States)

Yoshitake, Yasuhide; Ikeda, Atsutoshi; Shinohara, Minoru

2018-02-01

The purpose of the study was to understand the effect of robotic finger perturbation training on steadiness in finger posture and hand dexterity in healthy young adults. A mobile robotic finger training system was designed to have the functions of high-speed mechanical response, two degrees of freedom, and adjustable loading amplitude and direction. Healthy young adults were assigned to one of the three groups: random perturbation training (RPT), constant force training (CFT), and control. Subjects in RPT and CFT performed steady posture training with their index finger using the robot in different modes: random force in RPT and constant force in CFT. After the 2-week intervention period, fluctuations of the index finger posture decreased only in RPT during steady position-matching tasks with an inertial load. Purdue pegboard test score improved also in RPT only. The relative change in finger postural fluctuations was negatively correlated with the relative change in the number of completed pegs in the pegboard test in RPT. The results indicate that finger posture training with random mechanical perturbations of varying amplitudes and directions of force is effective in improving finger postural steadiness and hand dexterity in healthy young adults. Copyright © 2017 Elsevier Ltd. All rights reserved.

The Impact of Specialty on Cases Performed During Hand Surgery Fellowship Training.

Science.gov (United States)

Silvestre, Jason; Upton, Joseph; Chang, Benjamin; Steinberg, David R

2018-03-07

fellowships afford disparate operative experiences. Understanding these differences may help to align prospective trainees with future career goals and to guide discussions to better standardize hand surgery training.

Hand Rehabilitation Robotics on Poststroke Motor Recovery

Science.gov (United States)

2017-01-01

The recovery of hand function is one of the most challenging topics in stroke rehabilitation. Although the robot-assisted therapy has got some good results in the latest decades, the development of hand rehabilitation robotics is left behind. Existing reviews of hand rehabilitation robotics focus either on the mechanical design on designers' view or on the training paradigms on the clinicians' view, while these two parts are interconnected and both important for designers and clinicians. In this review, we explore the current literature surrounding hand rehabilitation robots, to help designers make better choices among varied components and thus promoting the application of hand rehabilitation robots. An overview of hand rehabilitation robotics is provided in this paper firstly, to give a general view of the relationship between subjects, rehabilitation theories, hand rehabilitation robots, and its evaluation. Secondly, the state of the art hand rehabilitation robotics is introduced in detail according to the classification of the hardware system and the training paradigm. As a result, the discussion gives available arguments behind the classification and comprehensive overview of hand rehabilitation robotics. PMID:29230081

Adapting a successful inquiry-based immersion program to create an Authentic, Hands- on, Field based Curriculum in Environmental Science at Barnard College

Science.gov (United States)

Kenna, T. C.; Pfirman, S.; Mailloux, B. J.; Martin, S.; Kelsey, R.; Bower, P.

2008-12-01

Adapting a successful inquiry-based immersion program to create an Authentic, Hands-on, Field based Curriculum in Environmental Science at Barnard College T. C. Kenna, S. Pfirman, B. J. Mailloux, M. Stute, R. Kelsey, and P. Bower By adapting a successful inquiry-based immersion program (SEA semester) to the typical college format of classes, we are improving the technical and quantitative skills of undergraduate women and minorities in environmental science and improving their critical thinking and problem-solving by exposing our students to open-ended real-world environmental issues. Our approach uses the Hudson River Estuary as a natural laboratory. In a series of hands-on inquiry-based activities, students use advanced equipment to collect data and samples. Each class session introduces new analytical and data analysis techniques. All classes have the connecting theme of the river. Working with real data is open-ended. Our major findings as indicated by surveys as well as journaling throughout the semester are that the field- based experience significantly contributed to student learning and engagement. Journaling responses indicated that nearly all students discussed the importance and excitement of an authentic research experience. Some students were frustrated with data irregularities, uncertainty in methods and data, and the general challenge of a curriculum with inherent ambiguity. The majority were satisfied with the aims of the course to provide an integrative experience. All students demonstrated transfer of learned skills. This project has had a significant impact on our undergraduate female students: several students have pursued senior thesis projects stemming from grant activities, stating that the field activities were the highlight of their semester. Some students love the experience and want more. Others decide that they want to pursue a different career. All learn how science is conducted and have a better foundation to understand concepts such

Daily iTBS worsens hand motor training--a combined TMS, fMRI and mirror training study.

Science.gov (United States)

Läppchen, C H; Ringer, T; Blessin, J; Schulz, K; Seidel, G; Lange, R; Hamzei, F

2015-02-15

Repetitive transcranial magnetic stimulation (rTMS) is used to increase regional excitability to improve motor function in combination with training after neurological diseases or events such as stroke. We investigated whether a daily application of intermittent theta burst stimulation (iTBS; a short-duration rTMS that increases regional excitability) improves the training effect compared with sham stimulation in association with a four-day hand training program using a mirror (mirror training, MT). The right dorsal premotor cortex (dPMC right) was chosen as the target region for iTBS because this region has recently been emphasized as a node within a network related to MT. Healthy subjects were randomized into the iTBS group or sham group (control group CG). In the iTBS group, iTBS was applied daily over dPMC right, which was functionally determined in an initial fMRI session prior to starting MT. MT involved 20 min of hand training daily in a mirror over four days. The hand tests, the intracortical excitability and fMRI were evaluated prior to and at the end of MT. The results of the hand training tests of the iTBS group were surprisingly significantly poorer compared with those from the CG group. Both groups showed a different course of excitability in both M1 and a different course of fMRI activation within the supplementary motor area and M1 left. We suggest the inter-regional functional balance was affected by daily iTBS over dPMC right. Maybe an inter-regional connectivity within a network is differentially balanced. An excitability increase within an inhibitory-balanced network would therefore disturb the underlying network. Copyright © 2014 Elsevier Inc. All rights reserved.

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

Science.gov (United States)

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.

Innovative techniques in maintenance training

International Nuclear Information System (INIS)

Soileau, J.B.; Blackwell, C.; Rackos, N.; Elmer, L.B.

1991-01-01

Performance based training has its beginning with a Job and Task Analysis (JTA), and culminates with the presentation of the developed training material. For optimum training effectiveness, a post training feedback mechanism is utilized to update and/or upgrade material content. A Job Task Analysis uses subject matter experts and supporting documentation to define the skills and knowledge necessary to perform functions from total position responsibilities to the simplest tasks, depending on desired results. Once skills and knowledge are defined, decisions on needed curriculum can be made including objectives, exams, and training settings (classroom, lab, or job site). This focused curriculum and the determination of best training settings are innovations of the performanced based training system. Past training experience has illustrated that a baseline level of classroom training acts as a catalyst for optimum hands-on training. The trainee exits the training phase able to do the job proficiently. This provides the training customer with quality training with minimum investment. Maintenance Training at Comanche Peak Steam Electric Station (CPSES) integrates the knowledge and skill needs by providing the individual with focused classroom presentations followed by sufficient laboratory time to practice actual task activities. Labs are configured to represent plant equipment and work environment to the maximum extent possible and duplicate in-plant work orders and procedures are used. This allows actions to be analyzed and corrective feedback given as necessary. As an added benefit, any mistakes made during training has minimal, if any, impact on plant performance

Public cardiopulmonary resuscitation training rates and awareness of hands-only cardiopulmonary resuscitation: a cross-sectional survey of Victorians.

Science.gov (United States)

Bray, Janet E; Smith, Karen; Case, Rosalind; Cartledge, Susie; Straney, Lahn; Finn, Judith

2017-04-01

To provide contemporary Australian data on the public's training in cardiopulmonary resuscitation (CPR) and awareness of hands-only CPR. A cross-sectional telephone survey in April 2016 of adult residents of the Australian state of Victoria was conducted. Primary outcomes were rates of CPR training and awareness of hands-only CPR. Of the 404 adults surveyed (mean age 55 ± 17 years, 59% female, 73% metropolitan residents), 274 (68%) had undergone CPR training. Only 50% (n = 201) had heard of hands-only CPR, with most citing first-aid courses (41%) and media (36%) as sources of information. Of those who had undergone training, the majority had received training more than 5 years previously (52%) and only 28% had received training or refreshed training in the past 12 months. Most received training in a formal first-aid class (43%), and received training as a requirement for work (67%). The most common reasons for not having training were: they had never thought about it (59%), did not have time (25%) and did not know where to learn (15%). Compared to standard CPR, a greater proportion of respondents were willing to provide hands-only CPR for strangers (67% vs 86%, P CPR training rates and awareness of hands-only CPR. Further promotion of hands-only CPR and self-instruction (e.g. DVD kits or online) may see further improvements in CPR training and bystander CPR rates. © 2017 Australasian College for Emergency Medicine and Australasian Society for Emergency Medicine.

Objective structured assessment of technical skills evaluation of theoretical compared with hands-on training of shoulder dystocia management: a randomized controlled trial.

Science.gov (United States)

Buerkle, Bernd; Pueth, Julia; Hefler, Lukas A; Tempfer-Bentz, Eva-Katrin; Tempfer, Clemens B

2012-10-01

To compare the skills of performing a shoulder dystocia management algorithm after hands-on training compared with demonstration. We randomized medical students to a 30-minute hands-on (group 1) and a 30-minute demonstration (group 2) training session teaching a standardized shoulder dystocia management scheme on a pelvic training model. Participants were tested with a 22-item Objective Structured Assessment of Technical Skills scoring system after training and 72 hours thereafter. Objective Structured Assessment of Technical Skills scores were the primary outcome. Performance time, self-assessment, confidence, and global rating scale were the secondary outcomes. Statistics were performed using Mann-Whitney U test, χ test, and multiple linear regression analysis. Two hundred three participants were randomized. Objective Structured Assessment of Technical Skills scores were significantly higher in group 1 (n=103) compared with group 2 (n=100) (17.95±3.14 compared with 15.67±3.18, respectively; PTechnical Skills scores were still significantly higher in group 1 (n=67) compared with group 2 (n=60) (18.17±2.76 compared with 14.98±3.03, respectively; PTechnical Skills scores. Hands-on training helps to achieve a significant improvement of shoulder dystocia management on a pelvic training model. www.ClinicalTrials.gov, NCT01618565. I.

Curriculum for neurogastroenterology and motility training: A report from the joint ANMS-ESNM task force.

Science.gov (United States)

Gyawali, C P; Savarino, E; Lazarescu, A; Bor, S; Patel, A; Dickman, R; Pressman, A; Drewes, A M; Rosen, J; Drug, V; Saps, M; Novais, L; Vazquez-Roque, M; Pohl, D; van Tilburg, M A L; Smout, A; Yoon, S; Pandolfino, J; Farrugia, G; Barbara, G; Roman, S

2018-03-25

Although neurogastroenterology and motility (NGM) disorders are some of the most frequent disorders encountered by practicing gastroenterologists, a structured competency-based training curriculum developed by NGM experts is lacking. The American Neurogastroenterology and Motility Society (ANMS) and the European Society of Neurogastroenterology and Motility (ESNM) jointly evaluated the components of NGM training in North America and Europe. Eleven training domains were identified within NGM, consisting of functional gastrointestinal disorders, visceral hypersensitivity and pain pathways, motor disorders within anatomic areas (esophagus, stomach, small bowel and colon, anorectum), mucosal disorders (gastro-esophageal reflux disease, other mucosal disorders), consequences of systemic disease, consequences of therapy (surgery, endoscopic intervention, medications, other therapy), and transition of pediatric patients into adult practice. A 3-tiered training curriculum covering these domains is proposed here and endorsed by all NGM societies. Tier 1 NGM knowledge and training is expected of all gastroenterology trainees and practicing gastroenterologists. Tier 2 knowledge and training is appropriate for trainees who anticipate NGM disorder management and NGM function test interpretation being an important part of their careers, which may require competency assessment and credentialing of test interpretation skills. Tier 3 knowledge and training is undertaken by trainees interested in a dedicated NGM career and may be restricted to specific domains within the broad NGM field. The joint ANMS and ESNM task force anticipates that the NGM curriculum will streamline NGM training in North America and Europe and will lead to better identification of centers of excellence where Tier 2 and Tier 3 training can be accomplished. © 2018 The Authors. Neurogastroenterology & Motility Published by John Wiley & Sons, Ltd.

Global curriculum in surgical oncology.

Science.gov (United States)

Are, C; Berman, R S; Wyld, L; Cummings, C; Lecoq, C; Audisio, R A

2016-06-01

The significant global variations in surgical oncology training paradigms can have a detrimental effect on tackling the rising global cancer burden. While some variations in training are essential to account for the differences in types of cancer and biology, the fundamental principles of providing care to a cancer patient remain the same. The development of a global curriculum in surgical oncology with incorporated essential standards could be very useful in building an adequately trained surgical oncology workforce, which in turn could help in tackling the rising global cancer burden. The leaders of the Society of Surgical Oncology and European Society of Surgical Oncology convened a global curriculum committee to develop a global curriculum in surgical oncology. A global curriculum in surgical oncology was developed to incorporate the required domains considered to be essential in training a surgical oncologist. The curriculum was constructed in a modular fashion to permit flexibility to suit the needs of the different regions of the world. Similarly, recognizing the various sociocultural, financial and cultural influences across the world, the proposed curriculum is aspirational and not mandatory in intent. A global curriculum was developed which may be considered as a foundational scaffolding for training surgical oncologists worldwide. It is envisioned that this initial global curriculum will provide a flexible and modular scaffolding that can be tailored by individual countries or regions to train surgical oncologists in a way that is appropriate for practice in their local environment. Copyright © 2016 Society of Surgical Oncology, European Society of Surgical Oncology. Published by Elsevier Ltd.. All rights reserved.

Development of a proficiency-based virtual reality simulation training curriculum for laparoscopic appendicectomy.

Science.gov (United States)

Sirimanna, Pramudith; Gladman, Marc A

2017-10-01

Proficiency-based virtual reality (VR) training curricula improve intraoperative performance, but have not been developed for laparoscopic appendicectomy (LA). This study aimed to develop an evidence-based training curriculum for LA. A total of 10 experienced (>50 LAs), eight intermediate (10-30 LAs) and 20 inexperienced (<10 LAs) operators performed guided and unguided LA tasks on a high-fidelity VR simulator using internationally relevant techniques. The ability to differentiate levels of experience (construct validity) was measured using simulator-derived metrics. Learning curves were analysed. Proficiency benchmarks were defined by the performance of the experienced group. Intermediate and experienced participants completed a questionnaire to evaluate the realism (face validity) and relevance (content validity). Of 18 surgeons, 16 (89%) considered the VR model to be visually realistic and 17 (95%) believed that it was representative of actual practice. All 'guided' modules demonstrated construct validity (P < 0.05), with learning curves that plateaued between sessions 6 and 9 (P < 0.01). When comparing inexperienced to intermediates to experienced, the 'unguided' LA module demonstrated construct validity for economy of motion (5.00 versus 7.17 versus 7.84, respectively; P < 0.01) and task time (864.5 s versus 477.2 s versus 352.1 s, respectively, P < 0.01). Construct validity was also confirmed for number of movements, path length and idle time. Validated modules were used for curriculum construction, with proficiency benchmarks used as performance goals. A VR LA model was realistic and representative of actual practice and was validated as a training and assessment tool. Consequently, the first evidence-based internationally applicable training curriculum for LA was constructed, which facilitates skill acquisition to proficiency. © 2017 Royal Australasian College of Surgeons.

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

Science.gov (United States)

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

2015-09-01

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

Competency-based (CanMEDS) residency training programme in radiology: systematic design procedure, curriculum and success factors

International Nuclear Information System (INIS)

Jippes, Erik; Engelen, Jo M.L. van; Brand, Paul L.P.; Oudkerk, Matthijs

2010-01-01

Based on the CanMEDS framework and the European Training Charter for Clinical Radiology a new radiology curriculum was designed in the Netherlands. Both the development process and the resulting new curriculum are presented in this paper. The new curriculum was developed according to four systematic design principles: discursiveness, hierarchical decomposition, systematic variation and satisficing (satisficing is different from satisfying; in this context, satisficing means searching for an acceptable solution instead of searching for an optimal solution). The new curriculum is organ based with integration of radiological diagnostic techniques, comprises a uniform national common trunk followed by a 2-year subspecialisation, is competency outcome based with appropriate assessment tools and techniques, and is based on regional collaboration among radiology departments. The application of the systematic design principles proved successful in producing a new curriculum approved by all authorities. The principles led to a structured, yet flexible, development process in which creative solutions could be generated and adopters (programme directors, supervisors and residents) were highly involved. Further research is needed to empirically test the components of the new curriculum. (orig.)

Effect of endurance and high intensity interval swimming training on cardiac structure and Hand2 expression of rats

Directory of Open Access Journals (Sweden)

Mohammad Ali Gharaat

2017-12-01

Conclusion: In the situation of the present study, both of Endurance and Interval training regimens increase Hand2 gene expression, heart weight and left ventricle weight. Because of the shorter training time, high intensity interval training can be more beneficial to be executed.

Preparing Future Leaders: An Integrated Quality Improvement Residency Curriculum.

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Potts, Stacy; Shields, Sara; Upshur, Carole

2016-06-01

The Accreditation Council for Graduate Medical Education (ACGME) has recognized the importance of quality improvement (QI) training and requires that accredited residencies in all specialties demonstrate that residents are "integrated and actively participate in interdisciplinary clinical quality improvement and patient safety activities." However, competing demands in residency training may make this difficult to accomplish. The study's objective is to develop and evaluate a longitudinal curriculum that meets the ACGME requirement for QI and patient safety training and links to patient-centered medical home (PCMH) practices. Residents in the Worcester Family Medicine Residency (WFMR) participated in a faculty-developed quality improvement curriculum that included web-based tutorials, quality improvement projects, and small-group sessions across all 3 years of residency. They completed self-evaluations of knowledge and use of curricular activities annually and at graduation, and comparisons were made between two graduating classes, as well as comparison of end of PGY2 to end of PGY3 for one class. Graduating residents who completed the full 3 years of the curriculum rated themselves as significantly more skilled in nine of 15 areas assessed at end of residency compared to after PGY2 and reported confidence in providing future leadership in a focus group. Five areas were also rated significantly higher than prior-year residents. Involving family medicine residents in a longitudinal curriculum with hands-on practice in implementing QI, patient safety, and chronic illness management activities that are inclusive of PCMH goals increased their self-perceived skills and leadership ability to implement these new and emerging evidence-based practices in primary care.

Effects of combining 2 weeks of passive sensory stimulation with active hand motor training in healthy adults.

Directory of Open Access Journals (Sweden)

Aija Marie Ladda

Full Text Available The gold standard to acquire motor skills is through intensive training and practicing. Recent studies have demonstrated that behavioral gains can also be acquired by mere exposure to repetitive sensory stimulation to drive the plasticity processes. Single application of repetitive electric stimulation (rES of the fingers has been shown to improve tactile perception in young adults as well as sensorimotor performance in healthy elderly individuals. The combination of repetitive motor training with a preceding rES has not been reported yet. In addition, the impact of such a training on somatosensory tactile and spatial sensitivity as well as on somatosensory cortical activation remains elusive. Therefore, we tested 15 right-handed participants who underwent repetitive electric stimulation of all finger tips of the left hand for 20 minutes prior to one hour of motor training of the left hand over the period of two weeks. Overall, participants substantially improved the motor performance of the left trained hand by 34%, but also showed a relevant transfer to the untrained right hand by 24%. Baseline ipsilateral activation fMRI-magnitude in BA 1 to sensory index finger stimulation predicted training outcome for somatosensory guided movements: those who showed higher ipsilateral activation were those who did profit less from training. Improvement of spatial tactile discrimination was positively associated with gains in pinch grip velocity. Overall, a combination of priming rES and repetitive motor training is capable to induce motor and somatosensory performance increase and representation changes in BA1 in healthy young subjects.

Debates on the Basic Education Curriculum Reform and Teachers' Challenges in China: The Case of Mathematics

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Li, Qiong; Ni, Yu-jing

2012-01-01

Focusing on the case of mathematics, this paper reviews debates on China's new Basic Education Curriculum Reform program, including the status of knowledge within the reformed curriculum, the arrangement of the curriculum system, and the push toward real-life applicability and hands-on participation. It discusses the related challenges that…

Training induces cognitive bias: the case of a simulation-based emergency airway curriculum.

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Park, Christine S; Stojiljkovic, Ljuba; Milicic, Biljana; Lin, Brian F; Dror, Itiel E

2014-04-01

Training-induced cognitive bias may affect performance. Using a simulation-based emergency airway curriculum, we tested the hypothesis that curriculum design would induce bias and affect decision making. Twenty-three novice anesthesiology residents were randomized into 2 groups. The primary outcome measure was the initiation of supraglottic airway and cricothyroidotomy techniques in a simulated cannot-ventilate, cannot-intubate scenario during 3 evaluation sessions. Secondary outcomes were response times for device initiation. After a baseline evaluation and didactic lecture, residents received an initial practical training in either surgical cricothyroidotomy (CRIC group) or supraglottic airway (SGA group). After the midtest, the groups switched to receive the alternate training. From baseline to midtest, the SGA group increased initiation of supraglottic airway but not cricothyroidotomy. The CRIC group increased initiation of cricothyroidotomy but not supraglottic airway. After completion of training in both techniques, the SGA group increased initiation of both supraglottic airway and cricothyroidotomy. In contrast, the CRIC group increased initiation of cricothyroidotomy but failed to change practice in supraglottic airway. Final test response times showed that the CRIC group was slower to initiate supraglottic airway and faster to initiate cricothyroidotomy. Practical training in only 1 technique caused bias in both groups despite a preceding didactic lecture. The chief finding was an asymmetrical effect of training sequence even after training in both techniques. Initial training in cricothyroidotomy caused bias that did not correct despite subsequent supraglottic airway training. Educators must be alert to the risk of inducing cognitive bias when designing curricula.

Perceptions, training experiences, and preferences of surgical residents toward laparoscopic simulation training: a resident survey.

Science.gov (United States)

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

Evaluation of ultrasound training in the problem based learning radiography curriculum at Makerere University, Uganda

International Nuclear Information System (INIS)

Elsie, Kiguli-Malwadde; Gonzaga, Mubuuke A.; Francis, Businge; Rebecca, Nakatudde; Stephen, Bule

2010-01-01

Introduction: The College of Health Sciences (CHS), Makerere University has been training health professionals since 1924. Six years ago, there was a curriculum change to Problem Based Learning/Community based Education and Service (PBL/COBES). A SPICES model (Student centered, problem based, integrated, community based, electives, systematic) was adopted and defined to suit the CHS environment. The radiography program is 3 years in length which involves Ultrasound as an important part of the training. It was a challenge to adopt the new PBL method of learning after having a lecture-based pedagogical method for over 80 years. Objective: To implement the training of ultrasound in the PBL radiography curriculum as well as evaluate the opinions of the staff and students about Ultrasound training in the new curriculum. Methodology: A participatory approach was used. Workshops were conducted and objectives for ultrasound courses refined. Scenarios were written for use in the PBL sessions. A retrospective review of student performance in the ultrasound courses was carried out. A cross-sectional survey involving teachers and current radiography students was also carried out to evaluate learning of ultrasound using the PBL approach. Results: Students have consistently excelled in ultrasound courses using the PBL approach of learning. Both teachers and students rated the teaching of ultrasound to radiography students as being highly important and supported the new approach to training. Conclusion: Ultrasound training using PBL has been successfully implemented. However, this is still an ongoing process and will require the total commitment of both students and teachers.

Virtual Reality Glasses and "Eye-Hands Blind Technique" for Microsurgical Training in Neurosurgery.

Science.gov (United States)

Choque-Velasquez, Joham; Colasanti, Roberto; Collan, Juhani; Kinnunen, Riina; Rezai Jahromi, Behnam; Hernesniemi, Juha

2018-04-01

Microsurgical skills and eye-hand coordination need continuous training to be developed and refined. However, well-equipped microsurgical laboratories are not so widespread as their setup is expensive. Herein, we present a novel microsurgical training system that requires a high-resolution personal computer screen, smartphones, and virtual reality glasses. A smartphone placed on a holder at a height of about 15-20 cm from the surgical target field is used as the webcam of the computer. A specific software is used to duplicate the video camera image. The video may be transferred from the computer to another smartphone, which may be connected to virtual reality glasses. Using the previously described training model, we progressively performed more and more complex microsurgical exercises. It did not take long to set up our system, thus saving time for the training sessions. Our proposed training model may represent an affordable and efficient system to improve eye-hand coordination and dexterity in using not only the operating microscope but also endoscopes and exoscopes. Copyright © 2018 Elsevier Inc. All rights reserved.

Training manual for precision hand deburring, Part 3

Energy Technology Data Exchange (ETDEWEB)

Gillespie, L.K.

1981-03-01

This publication is Part 3 of a 4 part training manual to be used by machinist trainees, production workers, and others removing burrs from precision miniature parts. The manuals are written to be self-teaching and are intended to be used with two hours of training each day along with six additional hours of bench work in deburring. This part describes mounted stones, scrapers, hand stones, abrasive filled rubber and cotton tools, abrasive paper products, felt bobs and lapping compounds, mandrels and arbors, miscellaneous tools, personal techniques for assuring quality, cleaning parts, and deburring gears and plastic parts.

Training of tissue bank operators in Asia Pacific region

International Nuclear Information System (INIS)

Aziz Nather

1999-01-01

To raise quality standards of Tissue Bank in Asia Pacific Region and to meet training needs of tissue bank operators. Singapore (NUH Tissue Bank) was officially appointed by IAEA on 18 September 1996 in Vienna to be the IAEA/NUS Regional Training Centre for RCA (Regional Co-operative Agreement). Member of States including Bangladesh, China, India, Indonesia, Korea, Malaysia, Myanmar, Pakistan, Philippines, Thailand, Sri Lanka and Vietnam. The Singapore Ministry of Environment gave a grant of $225,500 for setting up of this centre with National Science and Technology Board as funding agency, $100,000 being allocated for production of IAEA Developed Curriculum into Multi-Media. (authors being National Project Co-ordinators, Directors of Tissue Banks in the region). The Modules included Guide to Curriculum, Historical Background (0), Rules and Regulation (1), Organisation (2), Quality Assurance (3), Procurement (4), Processing (5), Distribution and Utilisation (6) and Future Developments (7). The Distance Learning Package included case studies from the region in text, in slides and videotapes. A new purpose-built NUH Tissue Bank with separate Wet and Dry Processing laboratories equipped with hands-on facilities was completed in July 1997. This was inaugurated as; IAEA/NUS Regional Training Centre for RCA; IAEA/NUS Interregional Training Centre; and NUS Diploma Course on Tissue Banking also launched by Deputy vice-chancellor, NUS, in conjunction with the IAEA/RCA Regional Training Course on 3 November 1997. One year NUS Open Distance Learning Diploma Course started with two weeks Intensive Course with Core Lectures on Modules (0-7) in the Curriculum and Practical Hands-on Demonstrations. One theory and two practical assessments were conducted. Nineteen participants registered for the Diploma Course. Production of IAEA Multi-Media Curriculum was completed and the Curriculum was distributed to member States during a 2-week-RCA 'Train the Trainers' Workshop on 27 April

Hands-on earth science with students at schools for the Deaf

Science.gov (United States)

Cooke, M. L.

2011-12-01

Earth science teachers at schools for the Deaf face a variety of challenges. This community of students has a wide range of language skills, teaching resources can be limited and often teachers are not trained in geosciences. An NSF CAREER grant provided an opportunity to make a difference to this community and foster earth science learning at 8 schools for the Deaf around the country. We designed hands-on deformational sandboxes for the teachers and provided accompanying curriculum materials. The sandbox is a physical model of crustal deformation that students can manipulate to test hypotheses. The visual nature of the sandbox was well-suited for the spatial grammar of American Sign Language used by these students. Furthermore, language skills were enhanced by scaffolded observation, sketch, annotation, discussion, interpretation assignments. Geoscience training of teachers was strengthened with workshops and three 5-day field trips for teachers and selected students to Utah, western New England and southern California. The field trips provided opportunity for students to work as geoscientists observing, interpreting, discussing and presenting their investigations. Between field trips, we set up videoconferences from the UMass experimental lab with the high school earth science classrooms. These sessions facilitated dialog between students and researchers at UMass. While the project set out to provide geoscience learning opportunities for students at Schools for the Deaf, the long lasting impact was the improved geoscience training of teachers, most of whom had limited post-secondary earth science training. The success of the project also rested on the dedication of the teachers to their students and their willingness to try new approaches and experiences. By tapping into a community of 6 teachers, who already shared curriculum and had fantastic leadership, the project was able to have significant impact and exceed the initial goals. The project has led to a

Feasibility study into self-administered training at home using an arm and hand device with motivational gaming environment in chronic stroke.

Science.gov (United States)

Nijenhuis, Sharon M; Prange, Gerdienke B; Amirabdollahian, Farshid; Sale, Patrizio; Infarinato, Francesco; Nasr, Nasrin; Mountain, Gail; Hermens, Hermie J; Stienen, Arno H A; Buurke, Jaap H; Rietman, Johan S

2015-10-09

Assistive and robotic training devices are increasingly used for rehabilitation of the hemiparetic arm after stroke, although applications for the wrist and hand are trailing behind. Furthermore, applying a training device in domestic settings may enable an increased training dose of functional arm and hand training. The objective of this study was to assess the feasibility and potential clinical changes associated with a technology-supported arm and hand training system at home for patients with chronic stroke. A dynamic wrist and hand orthosis was combined with a remotely monitored user interface with motivational gaming environment for self-administered training at home. Twenty-four chronic stroke patients with impaired arm/hand function were recruited to use the training system at home for six weeks. Evaluation of feasibility involved training duration, usability and motivation. Clinical outcomes on arm/hand function, activity and participation were assessed before and after six weeks of training and at two-month follow-up. Mean System Usability Scale score was 69 % (SD 17 %), mean Intrinsic Motivation Inventory score was 5.2 (SD 0.9) points, and mean training duration per week was 105 (SD 66) minutes. Median Fugl-Meyer score improved from 37 (IQR 30) pre-training to 41 (IQR 32) post-training and was sustained at two-month follow-up (40 (IQR 32)). The Stroke Impact Scale improved from 56.3 (SD 13.2) pre-training to 60.0 (SD 13.9) post-training, with a trend at follow-up (59.8 (SD 15.2)). No significant improvements were found on the Action Research Arm Test and Motor Activity Log. Remotely monitored post-stroke training at home applying gaming exercises while physically supporting the wrist and hand showed to be feasible: participants were able and motivated to use the training system independently at home. Usability shows potential, although several usability issues need further attention. Upper extremity function and quality of life improved after training

Brief history of curriculum and teacher training in Colombia

Directory of Open Access Journals (Sweden)

Gerardo Bazante Caldas

2006-02-01

Full Text Available The following text, which is a short review of the history of education in Colombia, emphasizes the relationship that exists between curriculum and teacher training. It also presents curriculum in its precarious conception which binds it to the syllabus and to some not-well-defined purposes that are due to the evolution of a history full of turbulence in which the war has been the major figure and the governors have resorted to occasional resources more related to improvisation rather than economical and political development of Colombia.The rapid progression of globalization has led to preserve the same course of improvisations which change in accordance with the administrator of the moment that reaches the Government and whose shape is given in accordance with the foreign interests that hinder the possibility of a more suitable development for colombian interests.The last part of the text calls for the teachers to construct their own history and recover the role they have in the society and culture.

Specialty Training's Organizational Readiness for curriculum Change (STORC): development of a questionnaire in a Delphi study.

Science.gov (United States)

Bank, Lindsay; Jippes, Mariëlle; van Luijk, Scheltus; den Rooyen, Corry; Scherpbier, Albert; Scheele, Fedde

2015-08-05

In postgraduate medical education (PGME), programs have been restructured according to competency-based frameworks. The scale and implications of these adjustments justify a comprehensive implementation plan. Organizational Readiness for Change (ORC) is seen as a critical precursor for a successful implementation of change initiatives. Though, ORC in health care settings is mostly assessed in small scale settings and in relation to new policies and practices rather than educational change. Therefore our aim with this work was to develop an instrument to asses Specialty Training's Organizational Readiness for curriculum Change (STORC). A Delphi procedure was conducted to examine the applicability of a preliminary questionnaire in PGME, which was based on existing instruments designed for business and health care organizations. The 41 panellists (19 trainees and 22 supervisors from 6 specialties) from four different countries who were confronted with an apparent curriculum change, or would be in the near future, were asked to rate the relevance of a 89-item web-based questionnaire with regard to changes in specialty training on a 5-point Likert scale. Furthermore, they were invited to make qualitative comments on the items. In two rounds the 89-item preliminary questionnaire was reduced to 44 items. Items were either removed, kept, adapted or added based on individual item scores and qualitative comments. In the absence of a gold standard, this Delphi procedure was considered complete when the overall questionnaire rating exceeded 4.0 (scale 0-5). The overall item score reached 4.1 in the second round, meeting our criteria for completion of this Delphi procedure. This Delphi study describes the initial validating step in the development of an instrument to asses Specialty Training's Organisational Readiness for curriculum Change (STORC). Since ORC is measured on various subscales and presented as such, its strength lies in analysing these subscales. The latter makes

Effects of hand-training in persons with myotonic dystrophy type 1--a randomised controlled cross-over pilot study.

Science.gov (United States)

Aldehag, Anna; Jonsson, Hans; Lindblad, Jan; Kottorp, Anders; Ansved, Tor; Kierkegaard, Marie

2013-10-01

To investigate the effects of a hand-training programme on grip, pinch and wrist force, manual dexterity and activities of daily living, in adults with myotonic dystrophy type 1 (DM1). In this randomised controlled trial with a crossover design, 35 adults with DM1 were, after stratification for grip force, assigned by lot to two groups. Group A started with 12 weeks of hand training, while group B had no intervention. After a wash-out period of 12 weeks, where none received training, the order was reversed. The Grippit® was used as primary outcome measure and the hand-held Microfet2™ myometer, the Purdue Pegboard, the Canadian Occupational Performance Measure (COPM) and the Assessment of Motor and Process Skills (AMPS) were secondary outcome measures. Assessments were performed before and after training and control periods, i.e. four times altogether. Ten persons dropped out and 13 had acceptable adherence. Intention-to-treat analyses revealed significant intervention effects for isometric wrist flexor force (p = 0.048), and for COPM performance (p = 0.047) and satisfaction (p = 0.027). On an individual level, improvements were in general showed after a training period. The hand-training programme had positive effects on wrist flexor force and self-perception of occupational performance, and of satisfaction with performance. No evident detrimental effects were shown. Myotonic dystrophy type 1 (DM1) is a slowly progressive neuromuscular disease characterised by myotonia and muscle weakness and wasting. People with DM1 are often concerned about their ability to carry out ADL and to participate in, e.g. work, sports and hobbies when they gradually become weaker. This pilot study showed that a hand-training programme improved wrist flexor force and self-perception and satisfaction of occupational performance. Resistance training of hand muscles with a silicon-based putty can be a therapy option for people with DM1 in clinical practise.

Assessment of an interprofessional online curriculum for palliative care communication training.

Science.gov (United States)

Wittenberg-Lyles, Elaine; Goldsmith, Joy; Ferrell, Betty; Burchett, Molly

2014-04-01

Curricular changes to palliative care communication training are needed in order to accommodate a variety of learners, especially in lieu of the projected national shortage of hospice and palliative medicine physicians and nurses. This study assessed the utility of a palliative care communication curriculum offered through an online platform and also examined health care professionals' clinical communication experiences related to palliative care topics. Four of the seven modules of the COMFORT communication curriculum were made available online, and participant assessments and knowledge skills were measured. Modules were completed and assessed by 177 participants, including 105 nurses, 25 physicians, and a category of 'other' disciplines totaling 47. Premodule surveys consisted of closed-ended items developed by the interdisciplinary research team. Postcurriculum evaluation and knowledge quizzes were used to assess program effectiveness. Among all participants, end-of-life care and recurrence of disease were considered the most challenging communication contexts and discussion about treatment options the least challenging. Mean responses to postcurriculum evaluation for all modules across nurse and physician participants was greater than 4 on a scale of 1 to 5. This study identifies the COMFORT communication curriculum as an effective online curricular tool to teach multiple disciplines specific palliative care communication.

Basic life support skills training in a first year medical curriculum: six years' experience with two cognitive-constructivist designs.

Science.gov (United States)

Durak, Halil Ibrahim; Certuğ, Agah; Calişkan, Ayhan; van Dalen, Jan

2006-03-01

Although the Basic Life Support (BLS) ability of a medical student is a crucial competence, poor BLS training programs have been documented worldwide. Better training designs are needed. This study aims to share detailed descriptions and the test results of two cognitive-constructivist training models for the BLS skills in the first year of medical curriculum. A BLS skills training module was implemented in the first year curriculum in the course of 6 years (1997-2003). The content was derived from the European Resuscitation Council Guidelines. Initially, a competence-based model was used and was upgraded to a cognitive apprenticeship model in 2000. The main performance-content type that was expected at the end of the course was: competent application of BLS procedures on manikins and peers at an OSCE as well as 60% achievement in a test consisting of 25 MCQ items. A retrospective cohort survey design using exam results and a self-completed anonymous student ratings' questionnaire were used in order to test models. Training time for individual students varied from 21 to 29 hours. One thousand seven hundred and sixty students were trained. Fail rates were very low (1.0-2.2%). The students were highly satisfied with the module during the 6 years. In the first year of the medical curriculum, a competence-based or cognitive apprenticeship model using cognitive-constructivist designs of skills training with 9 hours theoretical and 12-20 hours long practical sessions took place in groups of 12-17 students; medical students reached a degree of competence to sufficiently perform BLS skills on the manikins and their peers. The cognitive-constructivist designs for skills training are associated with high student satisfaction. However, the lack of controls limits the extrapolation of this conclusion.

Present status of the Nuclear Maintenance Training Center

International Nuclear Information System (INIS)

Kotani, Fumio

1995-01-01

The education and training to keep and improve the knowledge and skills of the maintenance personnel and to hand down the skills undoubtedly play important roles in safe operation and increased reliability to a nuclear power station. The Nuclear Maintenance Training Center (hereafter called the Center) provides a variety of education and training curriculums based on the levels and abilities of the trainees. The Center aims to enhance the personnel's maintenance technique by offering the curriculums on maintenance basic education for operators and supporting education and training for the personnel of contractors. The Center has two main features: first, it has the actual components or the equipment similar to the actual components which will enable the practical training; second, we regard the past troubles as valuable experiences and, therefore, focuses on the education to prevent recurrence of troubles by teaching the trainees the meaning and necessity of the training they take. For eleven years since the establishment of the Center, it has been utilized by the total number of about 60,000 people. As for the tasks in the future, the Center is expected to vitalize itself to give attractive education and training and become more actively involved in development of the maintenance personnel with the adequate knowledge and skills. (author)

MO-DE-BRA-04: Hands-On Fluoroscopy Safety Training with Real-Time Patient and Staff Dosimetry

International Nuclear Information System (INIS)

Vanderhoek, M; Bevins, N

2016-01-01

Purpose: Fluoroscopically guided interventions (FGI) are routinely performed across many different hospital departments. However, many involved staff members have minimal training regarding safe and optimal use of fluoroscopy systems. We developed and taught a hands-on fluoroscopy safety class incorporating real-time patient and staff dosimetry in order to promote safer and more optimal use of fluoroscopy during FGI. Methods: The hands-on fluoroscopy safety class is taught in an FGI suite, unique to each department. A patient equivalent phantom is set on the patient table with an ion chamber positioned at the x-ray beam entrance to the phantom. This provides a surrogate measure of patient entrance dose. Multiple solid state dosimeters (RaySafe i2 dosimetry systemTM) are deployed at different distances from the phantom (0.1, 1, 3 meters), which provide surrogate measures of staff dose. Instructors direct participating clinical staff to operate the fluoroscopy system as they view live fluoroscopic images, patient entrance dose, and staff doses in real-time. During class, instructors work with clinical staff to investigate how patient entrance dose, staff doses, and image quality are affected by different parameters, including pulse rate, magnification, collimation, beam angulation, imaging mode, system geometry, distance, and shielding. Results: Real-time dose visualization enables clinical staff to directly see and learn how to optimize their use of their own fluoroscopy system to minimize patient and staff dose, yet maintain sufficient image quality for FGI. As a direct result of the class, multiple hospital departments have implemented changes to their imaging protocols, including reduction of the default fluoroscopy pulse rate and increased use of collimation and lower dose fluoroscopy modes. Conclusion: Hands-on fluoroscopy safety training substantially benefits from real-time patient and staff dosimetry incorporated into the class. Real-time dose display helps

MO-DE-BRA-04: Hands-On Fluoroscopy Safety Training with Real-Time Patient and Staff Dosimetry

Energy Technology Data Exchange (ETDEWEB)

Vanderhoek, M; Bevins, N [Henry Ford Health System, Detroit, MI (United States)

2016-06-15

Purpose: Fluoroscopically guided interventions (FGI) are routinely performed across many different hospital departments. However, many involved staff members have minimal training regarding safe and optimal use of fluoroscopy systems. We developed and taught a hands-on fluoroscopy safety class incorporating real-time patient and staff dosimetry in order to promote safer and more optimal use of fluoroscopy during FGI. Methods: The hands-on fluoroscopy safety class is taught in an FGI suite, unique to each department. A patient equivalent phantom is set on the patient table with an ion chamber positioned at the x-ray beam entrance to the phantom. This provides a surrogate measure of patient entrance dose. Multiple solid state dosimeters (RaySafe i2 dosimetry systemTM) are deployed at different distances from the phantom (0.1, 1, 3 meters), which provide surrogate measures of staff dose. Instructors direct participating clinical staff to operate the fluoroscopy system as they view live fluoroscopic images, patient entrance dose, and staff doses in real-time. During class, instructors work with clinical staff to investigate how patient entrance dose, staff doses, and image quality are affected by different parameters, including pulse rate, magnification, collimation, beam angulation, imaging mode, system geometry, distance, and shielding. Results: Real-time dose visualization enables clinical staff to directly see and learn how to optimize their use of their own fluoroscopy system to minimize patient and staff dose, yet maintain sufficient image quality for FGI. As a direct result of the class, multiple hospital departments have implemented changes to their imaging protocols, including reduction of the default fluoroscopy pulse rate and increased use of collimation and lower dose fluoroscopy modes. Conclusion: Hands-on fluoroscopy safety training substantially benefits from real-time patient and staff dosimetry incorporated into the class. Real-time dose display helps

Teaching the clarinet in Kuwait: creating a curriculum for the Public Authority for Applied Education and Training

OpenAIRE

Alderaiwaish, Ahmad

2014-01-01

Kuwait, post-oil (1932), invested heavily in educational development at all levels. A curriculum was developed which included music, both Eastern and Western. Initially the piano was adopted, but the curriculum was broadened to include other Western instruments, more recently the clarinet. A need for a programme of training to produce versatile clarinet teachers in Kuwait was therefore identified.In order to ensure that the curriculum to be designed met the specific needs of Kuwaiti clarinet ...

Technology-assisted training of arm-hand skills in stroke: concepts on reacquisition of motor control and therapist guidelines for rehabilitation technology design

Directory of Open Access Journals (Sweden)

Willmann Richard D

2009-01-01

Full Text Available Abstract Background It is the purpose of this article to identify and review criteria that rehabilitation technology should meet in order to offer arm-hand training to stroke patients, based on recent principles of motor learning. Methods A literature search was conducted in PubMed, MEDLINE, CINAHL, and EMBASE (1997–2007. Results One hundred and eighty seven scientific papers/book references were identified as being relevant. Rehabilitation approaches for upper limb training after stroke show to have shifted in the last decade from being analytical towards being focussed on environmentally contextual skill training (task-oriented training. Training programmes for enhancing motor skills use patient and goal-tailored exercise schedules and individual feedback on exercise performance. Therapist criteria for upper limb rehabilitation technology are suggested which are used to evaluate the strengths and weaknesses of a number of current technological systems. Conclusion This review shows that technology for supporting upper limb training after stroke needs to align with the evolution in rehabilitation training approaches of the last decade. A major challenge for related technological developments is to provide engaging patient-tailored task oriented arm-hand training in natural environments with patient-tailored feedback to support (re learning of motor skills.

Leadership Training in an MBA Program Using Peer-Led Team Learning

Science.gov (United States)

Dobson, Gregory; Frye, Robin; Mantena, Ravi

2013-01-01

Leadership training is an important part of any MBA program, but is often difficult to provide in an effective way. Over the last three years, we implemented a program of Peer-Led Team Learning in two core courses of our MBA curriculum, which we believe provides a good solution. The program combines leadership training with practical hands-on…

Designing a community-based lay health advisor training curriculum to address cancer health disparities.

Science.gov (United States)

Gwede, Clement K; Ashley, Atalie A; McGinnis, Kara; Montiel-Ishino, F Alejandro; Standifer, Maisha; Baldwin, Julie; Williams, Coni; Sneed, Kevin B; Wathington, Deanna; Dash-Pitts, Lolita; Green, B Lee

2013-05-01

Racial and ethnic minorities have disproportionately higher cancer incidence and mortality than their White counterparts. In response to this inequity in cancer prevention and care, community-based lay health advisors (LHAs) may be suited to deliver effective, culturally relevant, quality cancer education, prevention/screening, and early detection services for underserved populations. APPROACH AND STRATEGIES: Consistent with key tenets of community-based participatory research (CBPR), this project engaged community partners to develop and implement a unique LHA training curriculum to address cancer health disparities among medically underserved communities in a tricounty area. Seven phases of curriculum development went into designing a final seven-module LHA curriculum. In keeping with principles of CBPR and community engagement, academic-community partners and LHAs themselves were involved at all phases to ensure the needs of academic and community partners were mutually addressed in development and implementation of the LHA program. Community-based LHA programs for outreach, education, and promotion of cancer screening and early detection, are ideal for addressing cancer health disparities in access and quality care. When community-based LHAs are appropriately recruited, trained, and located in communities, they provide unique opportunities to link, bridge, and facilitate quality cancer education, services, and research.

Expatriate Cross-Cultural Training for China: Views and Experience of 'China Hands'

DEFF Research Database (Denmark)

Selmer, Jan

2010-01-01

Abstract: Purpose - The purpose of this paper is to examine empirically the views and experience of cross-cultural training (CCT) of experienced Western business expatriates ("China Hands") assigned to China. Design/methodology/approach - Data for this study were extracted from a mail questionnaire...... further highlight the need for more CCT for business expatriates destined for China. A clear majority of respondents preferred pre-departure training a few weeks before departing for China and only a few of them claimed that CCT would not have been useful at any time. Most of the China Hands thought...... that CCT improved core managerial activities and therefore could have helped them to become better managers in China. Practical implications - The views of experienced China Hands will be of use to a wide variety of management practitioners, given the competitive nature of the Chinese business environment...

Internal medicine residency training for unhealthy alcohol and other drug use: recommendations for curriculum design

Science.gov (United States)

2010-01-01

Background Unhealthy substance use is the spectrum from use that risks harm, to use associated with problems, to the diagnosable conditions of substance abuse and dependence, often referred to as substance abuse disorders. Despite the prevalence and impact of unhealthy substance use, medical education in this area remains lacking, not providing physicians with the necessary expertise to effectively address one of the most common and costly health conditions. Medical educators have begun to address the need for physician training in unhealthy substance use, and formal curricula have been developed and evaluated, though broad integration into busy residency curricula remains a challenge. Discussion We review the development of unhealthy substance use related competencies, and describe a curriculum in unhealthy substance use that integrates these competencies into internal medicine resident physician training. We outline strategies to facilitate adoption of such curricula by the residency programs. This paper provides an outline for the actual implementation of the curriculum within the structure of a training program, with examples using common teaching venues. We describe and link the content to the core competencies mandated by the Accreditation Council for Graduate Medical Education, the formal accrediting body for residency training programs in the United States. Specific topics are recommended, with suggestions on how to integrate such teaching into existing internal medicine residency training program curricula. Summary Given the burden of disease and effective interventions available that can be delivered by internal medicine physicians, teaching about unhealthy substance use must be incorporated into internal medicine residency training, and can be done within existing teaching venues. PMID:20230607

Piano training in youths with hand motor impairments after damage to the developing brain

Directory of Open Access Journals (Sweden)

Lampe R

2015-08-01

Full Text Available Renée Lampe,1,* Anna Thienel,2 Jürgen Mitternacht,1 Tobias Blumenstein,1 Varvara Turova,1 Ana Alves-Pinto1,* 1Research Unit for Paediatric Neuroorthopaedics and Cerebral Palsy, Orthopaedics Department, Klinikum Rechts der Isar, Technische Universität München, 2Department Sonderpädagogik, Ludwig Maximilians-Universität München, Munich, Germany *These authors contributed equally to this work Abstract: Damage to the developing brain may lead to impairment of the hand motor function and negatively impact on patients’ quality of life. Development of manual dexterity and finger and hand motor function may be promoted by learning to play the piano. The latter brings together music with the intensive training of hand coordination and fine finger mobility. We investigated if learning to play the piano helped to improve hand motor skills in 18 youths with hand motor disorders resulting from damage during early brain development. Participants trained 35–40 minutes twice a week for 18 months with a professional piano teacher. With the use of a Musical Instrument Digital Interface piano, the uniformity of finger strokes could be objectively assessed from the timing of keystrokes. The analysis showed a significant improvement in the uniformity of keystrokes during the training. Furthermore, the youths showed strong motivation and engagement during the study. This is nevertheless an open study, and further studies remain needed to exclude effects of growth and concomitant therapies on the improvements observed and clarify which patients will more likely benefit from learning to play the piano. Keywords: manual skill, cerebral palsy, neurodevelopmental disorder, music, rehabilitation

Emergency Medical Technician Training During Medical School: Benefits for the Hidden Curriculum.

Science.gov (United States)

Russ-Sellers, Rebecca; Blackwell, Thomas H

2017-07-01

Medical schools are encouraged to introduce students to clinical experiences early, to integrate biomedical and clinical sciences, and to expose students to interprofessional health providers and teams. One important goal is for students to gain a better understanding of the patients they will care for in the future and how their social and behavioral characteristics may affect care delivery. To promote early clinical exposure and biomedical integration, in 2012 the University of South Carolina School of Medicine Greenville incorporated emergency medical technician (EMT) training into the curriculum. This report describes the program; outlines changes (made after year 1) to improve biomedical integration; and provides a brief analysis and categorization of comments from student reflections to determine whether particular themes, especially related to the hidden curriculum, appeared. Medical students wrote frequently about EMT-related experiences: 29% of reflections in the charter year (1.2 per student) and 38% of reflections in the second year (1.5 per student) focused on EMT-related experiences. Reflections related to patient care, professionalism, systems-based practice, and communication/interpersonal skills. The frequency of themes in student reflections may provide insight into a medical program's hidden curriculum. This information may serve to inform curricula that focus on biosocial elements such as professionalism and communication with the goal of enhancing future physicians' tolerance, empathy, and patient-centeredness. The authors plan to conduct further qualitative analysis of student reflections to iteratively revise curricula to address gaps both in learning and in the differences between the explicit curriculum and actual experiences.

The Development of e-tutorial on Implementation National Curriculum 2013 for Mathematics Teacher

Science.gov (United States)

Roza, Yenita; Satria, Gita; Nur Siregar, Syarifah

2017-06-01

Curriculum 2013 is the new national Curriculum in Indonesia that is targeted to be used in all Indonesian schools in 2019. At this time the teacher training continues but the number and locations of teachers very diffuse and time constraints to be an obstacle for the government to be able to conduct training for teachers. This research resulted in the e-tutorial which is designed for mathematics teachers in studying the process of Curriculum implementation. This product will assist the government in accelerating the preparation of teachers in implementation of Curriculum 2013. This e-tutorial contains the dynamics of Curriculum development, learning model, learning assessment, lesson plan, curriculum stages of implementation and government regulation that is relevant to the implementation of Curriculum 2013. The product development started with a needs analysis through discussions with mathematics teachers about their difficulties in the implementation of the Curriculum 2013. This e-tutorial was developed using Application of Adobe Director 11. This paper discusses the results of need analysis, process development and results of product revisions made based on input from teachers during the FGD. From the discussion, it can be concluded that this e-tutorial easily understood by teachers and help them to understand the implementation of Curriculum 2013

Curriculum for education and training of Medical Physicists in Nuclear Medicine

DEFF Research Database (Denmark)

Del Guerra, Alberto; Bardies, Manuel; Belcari, Nicola

2013-01-01

and Competence approach along the lines recommended by the European Qualifications Framework. The minimum level expected in each topic in the theoretical knowledge and practical experience sections is intended to bring trainees up to the requirements expected of a Medical Physicist entering the field of Nuclear...... Medicine. CONCLUSIONS: This new joint EANM/EFOMP European guideline curriculum is a further step to harmonise specialist training of Medical Physicists in Nuclear Medicine within Europe. It provides a common framework for national Medical Physics societies to develop or benchmark their own curricula....... The responsibility for the implementation and accreditation of these standards and guidelines resides within national training and regulatory bodies....

Early intensive hand rehabilitation after spinal cord injury ("Hands On": a protocol for a randomised controlled trial

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Hsueh Ya-Seng

2011-01-01

Full Text Available Abstract Background Loss of hand function is one of the most devastating consequences of spinal cord injury. Intensive hand training provided on an instrumented exercise workstation in conjunction with functional electrical stimulation may enhance neural recovery and hand function. The aim of this trial is to compare usual care with an 8-week program of intensive hand training and functional electrical stimulation. Methods/design A multicentre randomised controlled trial will be undertaken. Seventy-eight participants with recent tetraplegia (C2 to T1 motor complete or incomplete undergoing inpatient rehabilitation will be recruited from seven spinal cord injury units in Australia and New Zealand and will be randomised to a control or experimental group. Control participants will receive usual care. Experimental participants will receive usual care and an 8-week program of intensive unilateral hand training using an instrumented exercise workstation and functional electrical stimulation. Participants will drive the functional electrical stimulation of their target hands via a behind-the-ear bluetooth device, which is sensitive to tooth clicks. The bluetooth device will enable the use of various manipulanda to practice functional activities embedded within computer-based games and activities. Training will be provided for one hour, 5 days per week, during the 8-week intervention period. The primary outcome is the Action Research Arm Test. Secondary outcomes include measurements of strength, sensation, function, quality of life and cost effectiveness. All outcomes will be taken at baseline, 8 weeks, 6 months and 12 months by assessors blinded to group allocation. Recruitment commenced in December 2009. Discussion The results of this trial will determine the effectiveness of an 8-week program of intensive hand training with functional electrical stimulation. Trial registration NCT01086930 (12th March 2010 ACTRN12609000695202 (12th August 2009

Early intensive hand rehabilitation after spinal cord injury ("Hands On"): a protocol for a randomised controlled trial.

Science.gov (United States)

Harvey, Lisa A; Dunlop, Sarah A; Churilov, Leonid; Hsueh, Ya-Seng Arthur; Galea, Mary P

2011-01-17

Loss of hand function is one of the most devastating consequences of spinal cord injury. Intensive hand training provided on an instrumented exercise workstation in conjunction with functional electrical stimulation may enhance neural recovery and hand function. The aim of this trial is to compare usual care with an 8-week program of intensive hand training and functional electrical stimulation. A multicentre randomised controlled trial will be undertaken. Seventy-eight participants with recent tetraplegia (C2 to T1 motor complete or incomplete) undergoing inpatient rehabilitation will be recruited from seven spinal cord injury units in Australia and New Zealand and will be randomised to a control or experimental group. Control participants will receive usual care. Experimental participants will receive usual care and an 8-week program of intensive unilateral hand training using an instrumented exercise workstation and functional electrical stimulation. Participants will drive the functional electrical stimulation of their target hands via a behind-the-ear bluetooth device, which is sensitive to tooth clicks. The bluetooth device will enable the use of various manipulanda to practice functional activities embedded within computer-based games and activities. Training will be provided for one hour, 5 days per week, during the 8-week intervention period. The primary outcome is the Action Research Arm Test. Secondary outcomes include measurements of strength, sensation, function, quality of life and cost effectiveness. All outcomes will be taken at baseline, 8 weeks, 6 months and 12 months by assessors blinded to group allocation. Recruitment commenced in December 2009. The results of this trial will determine the effectiveness of an 8-week program of intensive hand training with functional electrical stimulation. NCT01086930 (12th March 2010)ACTRN12609000695202 (12th August 2009).

Electromechanical Engineering Technology Curriculum.

Science.gov (United States)

Georgia State Univ., Atlanta. Dept. of Vocational and Career Development.

This guide offers information and procedures necessary to train electromechanical engineering technicians. Discussed first are the rationale and objectives of the curriculum. The occupational field of electromechanical engineering technology is described. Next, a curriculum model is set forth that contains information on the standard…

Robot training for hand motor recovery in subacute stroke patients: A randomized controlled trial.

Science.gov (United States)

Orihuela-Espina, Felipe; Roldán, Giovana Femat; Sánchez-Villavicencio, Israel; Palafox, Lorena; Leder, Ronald; Sucar, Luis Enrique; Hernández-Franco, Jorge

2016-01-01

Evidence of superiority of robot training for the hand over classical therapies in stroke patients remains controversial. During the subacute stage, hand training is likely to be the most useful. To establish whether robot active assisted therapies provides any additional motor recovery for the hand when administered during the subacute stage (robot based therapies for hand recovery will show significant differences at subacute stages. A randomized clinical trial. A between subjects randomized controlled trial was carried out on subacute stroke patients (n = 17) comparing robot active assisted therapy (RT) with a classical occupational therapy (OT). Both groups received 40 sessions ensuring at least 300 repetitions per session. Treatment duration was (mean ± std) 2.18 ± 1.25 months for the control group and 2.44 ± 0.88 months for the study group. The primary outcome was motor dexterity changes assessed with the Fugl-Meyer (FMA) and the Motricity Index (MI). Both groups (OT: n = 8; RT: n = 9) exhibited significant improvements over time (Non-parametric Cliff's delta-within effect sizes: dwOT-FMA = 0.5, dwOT-MI = 0.5, dwRT-FMA = 1, dwRT-MI = 1). Regarding differences between the therapies; the Fugl-Meyer score indicated a significant advantage for the hand training with the robot (FMA hand: WRS: W = 8, p hand prehension for RT with respect to OT but failed to reach significance (MI prehension: W = 17.5, p = 0.080). No harm occurred. Robotic therapies may be useful during the subacute stages of stroke - both endpoints (FM hand and MI prehension) showed the expected trend with bigger effect size for the robotic intervention. Additional benefit of the robotic therapy over the control therapy was only significant when the difference was measured with FM, demanding further investigation with larger samples. Implications of this study are important for decision making during therapy administration and resource allocation. Copyright © 2016 Hanley

CERN Technical Training 2006: Software and System Technologies Curriculum - Scheduled

CERN Multimedia

2006-01-01

Course Sessions (October 2006-March 2007) The Software and System Technologies Curriculum of the CERN Technical Training Programme offers comprehensive training in C++, Java, Perl, Python, XML, OO programming, JCOP/PVSS, database design and Oracle. In the PERL, C++, OO and Java course series there are some places available on the following course sessions, currently scheduled until March 2007: Object-Oriented Analysis and Design using UML: 17-19 October 2006 (3 days) JAVA 2 Enterprise Edition - Part 1: Web Applications: 19-20 October 2006 (2 days) JAVA - Level 1: 30 October -1 November 2006 (3 days) PERL 5 - Advanced Aspects: 2 November 2006 (1 day) C++ Programming Part 1 - Introduction to Object-Oriented Design and Programming: 14-16 November 2006 (3 days) JAVA - Level 2: 4-7 December 2006 (4 days) C++ Programming Part 2 - Advanced C++ and its Traps and Pitfalls: 12-15 December 2006 (4 days) JAVA 2 Enterprise Edition - Part 2: Enterprise JavaBeans: 18-20 December 2006 (3 days) C++ for Particle Physicists:...

Hands-on approach to teaching Earth system sciences using a information-computational web-GIS portal "Climate"

Science.gov (United States)

Gordova, Yulia; Gorbatenko, Valentina; Martynova, Yulia; Shulgina, Tamara

2014-05-01

A problem of making education relevant to the workplace tasks is a key problem of higher education because old-school training programs are not keeping pace with the rapidly changing situation in the professional field of environmental sciences. A joint group of specialists from Tomsk State University and Siberian center for Environmental research and Training/IMCES SB RAS developed several new courses for students of "Climatology" and "Meteorology" specialties, which comprises theoretical knowledge from up-to-date environmental sciences with practical tasks. To organize the educational process we use an open-source course management system Moodle (www.moodle.org). It gave us an opportunity to combine text and multimedia in a theoretical part of educational courses. The hands-on approach is realized through development of innovative trainings which are performed within the information-computational platform "Climate" (http://climate.scert.ru/) using web GIS tools. These trainings contain practical tasks on climate modeling and climate changes assessment and analysis and should be performed using typical tools which are usually used by scientists performing such kind of research. Thus, students are engaged in n the use of modern tools of the geophysical data analysis and it cultivates dynamic of their professional learning. The hands-on approach can help us to fill in this gap because it is the only approach that offers experience, increases students involvement, advance the use of modern information and communication tools. The courses are implemented at Tomsk State University and help forming modern curriculum in Earth system science area. This work is partially supported by SB RAS project VIII.80.2.1, RFBR grants numbers 13-05-12034 and 14-05-00502.

A randomized comparison of video demonstration versus hands-on training of medical students for vacuum delivery using Objective Structured Assessment of Technical Skills (OSATS).

Science.gov (United States)

Hilal, Ziad; Kumpernatz, Anne K; Rezniczek, Günther A; Cetin, Cem; Tempfer-Bentz, Eva-Katrin; Tempfer, Clemens B

2017-03-01

To compare medical students' skills for vaginal operative delivery by vacuum extraction (VE) after hands-on training versus video demonstration. We randomized medical students to an expert demonstration (group 1) or a hands-on (group 2) training using a standardized VE algorithm on a pelvic training model. Students were tested with a 40-item Objective Structured Assessment of Technical Skills (OSATS) scoring system after training and 4 days later. OSATS scores were the primary outcome. Performance time, self-assessment, confidence, and global rating scale were secondary outcomes. We assessed the constructive validity of OSATS in this VE model comparing metric scores of experts and students. In all, 137 students were randomized. OSATS scores were higher in group 2 (n = 63) compared with group 1 (n = 74) (32.89 ± 6.39 vs 27.51 ± 10.27, respectively; P training is superior to video demonstration for teaching VE on a pelvic model.

Shared Canadian Curriculum in Family Medicine (SHARC-FM): Creating a national consensus on relevant and practical training for medical students.

Science.gov (United States)

Keegan, David A; Scott, Ian; Sylvester, Michael; Tan, Amy; Horrey, Kathleen; Weston, W Wayne

2017-04-01

In 2006, leaders of undergraduate family medicine education programs faced a series of increasing curriculum mandates in the context of limited time and financial resources. Additionally, it became apparent that a hidden curriculum against family medicine as a career choice was active in medical schools. The Shared Canadian Curriculum in Family Medicine was developed by the Canadian Undergraduate Family Medicine Education Directors and supported by the College of Family Physicians of Canada as a national collaborative project to support medical student training in family medicine clerkship. Its key objective is to enable education leaders to meet their educational mandates, while at the same time countering the hidden curriculum and providing a route to scholarship. The Shared Canadian Curriculum in Family Medicine is an open-access, shared, national curriculum ( www.sharcfm.ca ). It contains 23 core clinical topics (determined through a modified Delphi process) with demonstrable objectives for each. It also includes low- and medium-fidelity virtual patient cases, point-of-care learning resources (clinical cards), and assessment tools, all aligned with the core topics. French translation of the resources is ongoing. The core topics, objectives, and educational resources have been adopted by medical schools across Canada, according to their needs. The lessons learned from mounting this multi-institutional collaborative project will help others develop their own collaborative curricula. Copyright© the College of Family Physicians of Canada.

Microsurgery Workout: A Novel Simulation Training Curriculum Based on Nonliving Models.

Science.gov (United States)

Rodriguez, Jose R; Yañez, Ricardo; Cifuentes, Ignacio; Varas, Julian; Dagnino, Bruno

2016-10-01

Currently, there are no valid training programs based solely on nonliving models. The authors aimed to develop and validate a microsurgery training program based on nonliving models and assess the transfer of skills to a live rat model. Postgraduate year-3 general surgery residents were assessed in a 17-session program, performing arterial and venous end-to-end anastomosis on ex vivo chicken models. Procedures were recorded and rated by two blinded experts using validated global and specific scales (objective structured assessment of technical skills) and a validated checklist. Operating times and patency rates were assessed. Hand-motion analysis was used to measure economy of movements. After training, residents performed an arterial and venous end-to-end anastomosis on live rats. Results were compared to six experienced surgeons in the same models. Values of p < 0.05 were considered statistically significant. Learning curves were achieved. Ten residents improved their median global and specific objective structured assessment of technical skills scores for artery [10 (range, 8 to 10) versus 28 (range, 27 to 29), p < 0.05; and 8 (range, 7 to 9) versus 28 (range, 27 to 28), p < 0.05] and vein [8 (range, 8 to 11) versus 28 (range, 27 to 28), p < 0.05; and 8 (range, 7 to 9) versus 28 (range, 27 to 29), p < 0.05]. Checklist scores also improved for both procedures (p < 0.05). Trainees were slower and less efficient than experienced surgeons (p < 0.05). In the living rat, patency rates at 30 minutes were 100 percent and 50 percent for artery and vein, respectively. Significant acquisition of microsurgical skills was achieved by trainees to a level similar to that of experienced surgeons. Acquired skills were transferred to a more complex live model.

Updated European core curriculum for radiotherapists (radiation oncologists). Recommended curriculum for the specialist training of medical practitioners in radiotherapy (radiation oncology) within Europe.

NARCIS (Netherlands)

Baumann, M.; Leer, J.W.H.; Dahl, O.; Neve, W. de; Hunter, R.; Rampling, R.; Verfaillie, C.

2004-01-01

AIM: To produce updated state-of-the-art recommendations for harmonised medical specialist training in radiotherapy within Europe. MATERIAL AND METHODS: The Minimum Curriculum for the Theoretical Education in Radiation Oncology in Europe from 1991 was updated under consideration of new developments

Hidden Curriculum: An Analytical Definition

Directory of Open Access Journals (Sweden)

Mohammad Reza Andarvazh

2018-03-01

Full Text Available Background: The concept of hidden curriculum was first used by Philip Jackson in 1968, and Hafferty brought this concept to the medical education. Many of the subjects that medical students learn are attributed to this curriculum. So far several definitions have been presented for the hidden curriculum, which on the one hand made this concept richer, and on the other hand, led to confusion and ambiguity.This paper tries to provide a clear and comprehensive definition of it.Methods: In this study, concept analysis of McKenna method was used. Using keywords and searching in the databases, 561 English and 26 Persian references related to the concept was found, then by limitingthe research scope, 125 abstracts and by finding more relevant references, 55 articles were fully studied.Results: After analyzing the definitions by McKenna method, the hidden curriculum is defined as follows: The hidden curriculum is a hidden, powerful, intrinsic in organizational structure and culture and sometimes contradictory message, conveyed implicitly and tacitly in the learning environment by structural and human factors and its contents includes cultural habits and customs, norms, values, belief systems, attitudes, skills, desires and behavioral and social expectations can have a positive or negative effect, unplanned, neither planners nor teachers, nor learners are aware of it. The ultimate consequence of the hidden curriculum includes reproducing the existing class structure, socialization, and familiarizing learners for transmission and joining the professional world.Conclusion: Based on the concept analysis, we arrived at an analytical definition of the hidden curriculum that could be useful for further studies in this area.Keywords: CONCEPT ANALYSIS, HIDDEN CURRICULUM, MCKENNA’S METHOD

Training the 21st Century Voice Teacher: An Overview and Curriculum Survey of the Undergraduate Experience

Science.gov (United States)

Walz, Ivy

2014-01-01

This document examines the current status of voice teacher education in the 21st century, focusing on the undergraduate experience as an important first step, and links that experience to current trends in pedagogical training as a whole. This document includes the results of a curriculum survey detailing the undergraduate vocal pedagogy courses…

Robotic Hand-Assisted Training for Spinal Cord Injury Driven by Myoelectric Pattern Recognition: A Case Report.

Science.gov (United States)

Lu, Zhiyuan; Tong, Kai-Yu; Shin, Henry; Stampas, Argyrios; Zhou, Ping

2017-10-01

A 51-year-old man with an incomplete C6 spinal cord injury sustained 26 yrs ago attended twenty 2-hr visits over 10 wks for robot-assisted hand training driven by myoelectric pattern recognition. In each visit, his right hand was assisted to perform motions by an exoskeleton robot, while the robot was triggered by his own motion intentions. The hand robot was designed for this study, which can perform six kinds of motions, including hand closing/opening; thumb, index finger, and middle finger closing/opening; and middle, ring, and little fingers closing/opening. After the training, his grip force increased from 13.5 to 19.6 kg, his pinch force remained the same (5.0 kg), his score of Box and Block test increased from 32 to 39, and his score from the Graded Redefined Assessment of Strength, Sensibility, and Prehension test Part 4.B increased from 22 to 24. He accomplished the tasks in the Graded Redefined Assessment of Strength, Sensibility, and Prehension test Part 4.B 28.8% faster on average. The results demonstrate the feasibility and effectiveness of robot-assisted training driven by myoelectric pattern recognition after spinal cord injury.

Definition of curriculum and approach: study of a training course for teachers of non-formal education in NGOs

Directory of Open Access Journals (Sweden)

Deivis Perez

2014-06-01

Full Text Available This article presents a research aimed to analyze the approach and the definition of guiding curriculum of teacher training for work in the non-formal education in non-governmental organizations(NGOs. We opted for a qualitative approach and case study of Teacher Training Course for NGOs, developed by Ong São Paulo-SP. The research instruments were: analysis of documents of the course, interviews with trainers and coordinator and literature review. In this course, curriculum is defined as a path to be followed by students and instructors and the coordinator of the subjects studied. We adopted the so-called Integrated Curriculum, in which teaching occurs by the study of problem situations and integrators of learning projects. At the end, we suggest improving the course and following that information, it is hoped, one will support the production of further comparative research.

Task-Oriented Training with Computer Games for People with Rheumatoid Arthritis or Hand Osteoarthritis: A Feasibility Randomized Controlled Trial.

Science.gov (United States)

Srikesavan, Cynthia Swarnalatha; Shay, Barbara; Szturm, Tony

2016-09-13

To examine the feasibility of a clinical trial on a novel, home-based task-oriented training with conventional hand exercises in people with rheumatoid arthritis or hand osteoarthritis. To explore the experiences of participants who completed their respective home exercise programmes. Thirty volunteer participants aged between 30 and 60 years and diagnosed with rheumatoid arthritis or hand osteoarthritis were proposed for a single-center, assessor-blinded, randomized controlled trial ( ClinicalTrials.gov : NCT01635582). Participants received task-oriented training with interactive computer games and objects of daily life or finger mobility and strengthening exercises. Both programmes were home based and were done four sessions per week with 20 minutes each session for 6 weeks. Major feasibility outcomes were number of volunteers screened, randomized, and retained; completion of blinded assessments, exercise training, and home exercise sessions; equipment and data management; and clinical outcomes of hand function. Reaching the recruitment target in 18 months and achieving exercise compliance >80% were set as success criteria. Concurrent with the trial, focus group interviews explored experiences of those participants who completed their respective programmes. After trial initiation, revisions in inclusion criteria were required to promote recruitment. A total of 17 participants were randomized and 15 were retained. Completion of assessments, exercise training, and home exercise sessions; equipment and data collection and management demonstrated excellent feasibility. Both groups improved in hand function outcomes and exercise compliance was above 85%. Participants perceived both programmes as appropriate and acceptable. Participants who completed task-oriented training also agreed that playing different computer games was enjoyable, engaging, and motivating. Findings demonstrate initial evidence on recruitment, feasibility of trial procedures, and acceptability of

Effects of a novel mental skills curriculum on surgical novices' attention.

Science.gov (United States)

Anton, Nicholas E; Mulji, Neelam; Howley, Lisa D; Yurco, Ashley M; Tobben, Daniel; Bean, Eric; Stefanidis, Dimitrios

2017-11-01

Surgery is very cognitively demanding, particularly for novices. Novices are required to direct full attention on the procedure at hand, and additional demands can lead to cognitive overload. Through extensive practice, experts develop spare attentional capacity (SAC) for simultaneous tasks. However, little effort has been made to enhance novices' SAC. Mental skills may enhance attention management and increase SAC. The purpose of this study was to determine the efficacy of a novel mental skills curriculum (MSC) to enhance novices' attention management. Sixty novice volunteers were randomly stratified to a control or MSC group based on baseline laparoscopic skill and mental skill use (assessed with the Test of Performance Strategies version 2 [TOPS-2]). All participants received laparoscopic training, whereas the MSC group received additional mental skills training. At all sessions, participants completed a secondary task during laparoscopy, which assessed SAC. Participants also completed the D2 Test of Attention and the TOPS-2 attention control subscale, which are valid attention measures. Fifty-five novices completed the study. Both groups displayed significantly improved laparoscopic suturing ability (P attention control scores. However, only the MSC group displayed significantly improved hit rate on the secondary task (P attentional capacity is currently underway. Copyright © 2017 Elsevier Inc. All rights reserved.

Using Evolution as a Context for Teaching the Nature of Science to Diverse Student Populations: A High School Unit of Curriculum

Science.gov (United States)

Metcalfe, Angela C.

Teaching evolution provides teachers with the opportunity to educate students on how science aims to understand the natural world. Rooted in research, the purpose of this project was to create NGSS-aligned curriculum focused on teaching the nature of science (NOS) within the context of biological evolution. Field testing and review of the unit resulted in revisions aimed at creating more comprehensive teacher resource materials and explicit inclusion of NOS. Emphasizing NOS in curriculum development and teaching scientific qualities through an evolutionary context has taken the focus off belief or disbelief, keeping the attention on the scientific concept at hand. Designing curriculum around compelling subject matter and embracing student-led learning increased and maintained student interest in the classroom. Implementation of this curriculum not only requires the teacher to be knowledgeable in conventional educational pedagogy, but also the subjects of NGSS and NOS. Additional training and support centered around NGSS is recommended for science educators interested in integrating NOS into their curriculum and instruction.

The impacts of large-scale assessment on school curriculum

Directory of Open Access Journals (Sweden)

Rita de Cássia Silva Godoi Menegão

2016-09-01

Full Text Available This work results from a doctoral research which analyzed the curriculum at the interface with the external evaluation in order to identify, describe and analyze how the subjects are positioning themselves in this context of tests, and map the changes made in the school curriculum driven by Prova Brasil and IDEB. The approach is descriptive and analytical, using documentary analysis, questionnaire and oral interviews in a sample of 55 teachers, subjects. The investigation was based on Freitas and colleagues (2012, Gimeno Sacristán (2000, Apple (2005, Sousa (2004 among others. The external evaluation has impacted the setting of the school curriculum and induced to over training for tests, thus compromising the quality of education.

Effects of conventional neurological treatment and a virtual reality training program on eye-hand coordination in children with cerebral palsy

OpenAIRE

Shin, Ji-won; Song, Gui-bin; Hwangbo, Gak

2015-01-01

[Purpose] The purpose of the study was to evaluate the effects of conventional neurological treatment and a virtual reality training program on eye-hand coordination in children with cerebral palsy. [Subjects] Sixteen children (9 males, 7 females) with spastic diplegic cerebral palsy were recruited and randomly assigned to the conventional neurological physical therapy group (CG) and virtual reality training group (VRG). [Methods] Eight children in the control group performed 45 minutes of th...

Impact of a structured surgical curriculum on ophthalmic resident cataract surgery complication rates.

Science.gov (United States)

Rogers, Gina M; Oetting, Thomas A; Lee, Andrew G; Grignon, Connie; Greenlee, Emily; Johnson, A Tim; Beaver, Hilary A; Carter, Keith

2009-11-01

To determine whether institution of a structured surgical curriculum for ophthalmology residents decreased the rate of sentinel surgical complications. Veterans Affairs Medical Center, Des Moines, Iowa, USA. A retrospective review was performed of third-year ophthalmic resident quality-assurance surgical outcomes data at a single residency-training site from 1998 to 2008. The primary outcome measure was defined as a sentinel event; that is, a posterior capsule tear (with or without vitreous loss) or vitreous loss (from any cause) occurring during a resident-performed case. The study population was divided into 2 groups. Group 1 comprised surgical cases of residents trained before the surgical curriculum change (academic years 1998 to 2003) and Group 2, surgical cases of residents trained with the enhanced curriculum (academic years 2004 to 2008). Data from 1 year (academic year 2003 to 2004) were excluded because the transition to the enhanced curriculum occurred during that period. The data were analyzed and adjusted for surgical experience. In Group 1 (before institution of surgical curriculum), there were 823 cases with 59 sentinel complications. In Group 2 (after institution of surgical curriculum), there were 1009 cases with 38 sentinel complications. There was a statistically significant reduction in the sentinel complication rate, from 7.17% before the curriculum changes to 3.77% with the enhanced curriculum (P = .001, unpaired 2-tailed t test). Implementation of a structured surgical curriculum resulted in a statistically significant reduction in sentinel event complications, even after adjusting for surgical experience.

Utilizing doctors' attitudes toward staff training to inform a chiropractic technology curriculum.

Science.gov (United States)

Eberhart, Catherine A; Martel, Stacie S

2015-03-01

The purpose of this study is to determine attitudes of doctors of chiropractic regarding the importance of staff training in specific skill areas to inform the curriculum management process of a chiropractic technology program. A survey was distributed to registrants of a chiropractic homecoming event. On a 5-point Likert scale, respondents were asked to rate the degree of importance that staff members be trained in specific skills. Descriptive statistics were derived, and a 1-way analysis of variance (ANOVA) was used to test differences between groups based on years in practice and level of staff training. Doctors place a high level of importance on oral communication skills and low importance on nutrition and physical examinations. Comparing groups based on years in practice revealed differences in the areas of passive physiotherapies (F = 3.61, p = .015), legal issues/regulations (F = 3.01, p = .032), occupational safety and health regulation (F = 4.27, p = .006), and marketing (F = 2.67, p = .049). Comparing groups based on level of staff training revealed differences in the areas of occupational safety and health regulations (F = 4.56, p = .005) and cardiopulmonary resuscitation (F = 4.91, p = .003). With regard to their assistants, doctors of chiropractic tend to place high importance on office skills requiring effective communication and place less importance on clinical skills such as physical examinations and physiotherapy.

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

Directory of Open Access Journals (Sweden)

Yadong Wang

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

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

Science.gov (United States)

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

2014-01-01

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

iHand: an interactive bare-hand-based augmented reality interface on commercial mobile phones

Science.gov (United States)

Choi, Junyeong; Park, Jungsik; Park, Hanhoon; Park, Jong-Il

2013-02-01

The performance of mobile phones has rapidly improved, and they are emerging as a powerful platform. In many vision-based applications, human hands play a key role in natural interaction. However, relatively little attention has been paid to the interaction between human hands and the mobile phone. Thus, we propose a vision- and hand gesture-based interface in which the user holds a mobile phone in one hand but sees the other hand's palm through a built-in camera. The virtual contents are faithfully rendered on the user's palm through palm pose estimation, and reaction with hand and finger movements is achieved that is recognized by hand shape recognition. Since the proposed interface is based on hand gestures familiar to humans and does not require any additional sensors or markers, the user can freely interact with virtual contents anytime and anywhere without any training. We demonstrate that the proposed interface works at over 15 fps on a commercial mobile phone with a 1.2-GHz dual core processor and 1 GB RAM.

Effects of hand grip exercise on shoulder joint internal rotation and external rotation peak torque.

Science.gov (United States)

Lee, Dong-Rour; Jong-Soon Kim, Laurentius

2016-08-10

The goal of this study is to analyze the effects of hand grip training on shoulder joint internal rotation (IR)/external rotation (ER) peak torque for healthy people. The research was conducted on 23 healthy adults in their 20 s-30 s who volunteered to participate in the experiment. Hand grip power test was performed on both hands of the research subjects before/after the test to study changes in hand grip power. Isokinetic machine was used to measure the concentric IRPT (internal rotation peak torque) and concentric ERPT (external rotation peak torque) at the velocity of 60°/sec, 90°/sec, and 180°/sec before/after the test. Hand grip training was performed daily on the subject's right hand only for four weeks according to exercise program. Finally, hand grip power of both hands and the maximum torque values of shoulder joint IR/ER were measured before/after the test and analyzed. There was a statistically significant difference in the hand grip power of the right hand, which was subject to hand grip training, after the experiment. Also, statistically significant difference for shoulder ERPT was found at 60°/sec. Hand grip training has a positive effect on shoulder joint IRPT/ERPT and therefore can help strengthen muscles around the shoulder without using weight on the shoulder. Consequently, hand grip training would help maintain strengthen the muscles around the shoulder in the early phase of rehabilitation process after shoulder surgery.

Objective Structured Assessment of Technical Skills (OSATS) evaluation of theoretical versus hands-on training of vaginal breech delivery management: a randomized trial.

Science.gov (United States)

Buerkle, Bernd; Rueter, Katharina; Hefler, Lukas A; Tempfer-Bentz, Eva-Katrin; Tempfer, Clemens B

2013-12-01

To compare the skills of performing a vaginal breech (VB) delivery after hands-on training versus demonstration. We randomized medical students to a 30-min demonstration (group 1) or a 30-min hands-on (group 2) training session using a standardized VB management algorithm on a pelvic training model. Subjects were tested with a 25 item Objective Structured Assessment of Technical Skills (OSATS) scoring system immediately after training and 72 h thereafter. OSATS scores were the primary outcome. Performance time (PT), self assessment (SA), confidence (CON), and global rating scale (GRS) were the secondary outcomes. Statistics were performed using the Mann-Whitney U-test, chi-square test, and multiple linear regression analysis. 172 subjects were randomized. OSATS scores (primary outcome) were significantly higher in group 2 (n=88) compared to group 1 (n=84) (21.18±2.29 vs. 20.19±2.37, respectively; p=0.006). The secondary outcomes GRS (10.31±2.28 vs. 9.17±2.21; p=0.001), PT (214.60±57.97 s vs. 246.98±59.34 s; ptraining leads to a significant improvement of VB management in a pelvic training model, but this effect was only seen in the short term. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

A strategy for teacher involvement in curriculum development ...

African Journals Online (AJOL)

Hence this study focuses on an effective strategy for teacher involvement in curriculum development. The strength of the strategy is that it involves formal teacher training with semesterised courses. There is phased- in implementation of the different phases of the curriculum development process. This formal training course ...

Construction of a Urologic Robotic Surgery Training Curriculum: How Many Simulator Sessions Are Required for Residents to Achieve Proficiency?

Science.gov (United States)

Wiener, Scott; Haddock, Peter; Shichman, Steven; Dorin, Ryan

2015-11-01

To define the time needed by urology residents to attain proficiency in computer-aided robotic surgery to aid in the refinement of a robotic surgery simulation curriculum. We undertook a retrospective review of robotic skills training data acquired during January 2012 to December 2014 from junior (postgraduate year [PGY] 2-3) and senior (PGY4-5) urology residents using the da Vinci Skills Simulator. We determined the number of training sessions attended and the level of proficiency achieved by junior and senior residents in attempting 11 basic or 6 advanced tasks, respectively. Junior residents successfully completed 9.9 ± 1.8 tasks, with 62.5% completing all 11 basic tasks. The maximal cumulative success rate of junior residents completing basic tasks was 89.8%, which was achieved within 7.0 ± 1.5 hours of training. Of senior residents, 75% successfully completed all six advanced tasks. Senior residents attended 6.3 ± 3.5 hours of training during which 5.1 ± 1.6 tasks were completed. The maximal cumulative success rate of senior residents completing advanced tasks was 85.4%. When designing and implementing an effective robotic surgical training curriculum, an allocation of 10 hours of training may be optimal to allow junior and senior residents to achieve an acceptable level of surgical proficiency in basic and advanced robotic surgical skills, respectively. These data help guide the design and scheduling of a residents training curriculum within the time constraints of a resident's workload.

A Low-Tech, Hands-On Approach To Teaching Sorting Algorithms to Working Students.

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Dios, R.; Geller, J.

1998-01-01

Focuses on identifying the educational effects of "activity oriented" instructional techniques. Examines which instructional methods produce enhanced learning and comprehension. Discusses the problem of learning "sorting algorithms," a major topic in every Computer Science curriculum. Presents a low-tech, hands-on teaching method for sorting…

Getting nowhere fast: trade-off between speed and precision in training to execute image-guided hand-tool movements

Directory of Open Access Journals (Sweden)

Anil Ufuk Batmaz

2016-11-01

Full Text Available Abstract Background The speed and precision with which objects are moved by hand or hand-tool interaction under image guidance depend on a specific type of visual and spatial sensorimotor learning. Novices have to learn to optimally control what their hands are doing in a real-world environment while looking at an image representation of the scene on a video monitor. Previous research has shown slower task execution times and lower performance scores under image-guidance compared with situations of direct action viewing. The cognitive processes for overcoming this drawback by training are not yet understood. Methods We investigated the effects of training on the time and precision of direct view versus image guided object positioning on targets of a Real-world Action Field (RAF. Two men and two women had to learn to perform the task as swiftly and as precisely as possible with their dominant hand, using a tool or not and wearing a glove or not. Individuals were trained in sessions of mixed trial blocks with no feed-back. Results As predicted, image-guidance produced significantly slower times and lesser precision in all trainees and sessions compared with direct viewing. With training, all trainees get faster in all conditions, but only one of them gets reliably more precise in the image-guided conditions. Speed-accuracy trade-offs in the individual performance data show that the highest precision scores and steepest learning curve, for time and precision, were produced by the slowest starter. Fast starters produced consistently poorer precision scores in all sessions. The fastest starter showed no sign of stable precision learning, even after extended training. Conclusions Performance evolution towards optimal precision is compromised when novices start by going as fast as they can. The findings have direct implications for individual skill monitoring in training programmes for image-guided technology applications with human operators.

Psychological first aid training for the faith community: a model curriculum.

Science.gov (United States)

McCabe, O Lee; Lating, Jeffrey M; Everly, George S; Mosley, Adrian M; Teague, Paula J; Links, Jonathan M; Kaminsky, Michael J

2007-01-01

Traditionally faith communities have served important roles in helping survivors cope in the aftermath of public health disasters. However, the provision of optimally effective crisis intervention services for persons experiencing acute or prolonged emotional trauma following such incidents requires specialized knowledge, skills, and abilities. Supported by a federally-funded grant, several academic health centers and faith-based organizations collaborated to develop a training program in Psychological First Aid (PFA) and disaster ministry for members of the clergy serving urban minorities and Latino immigrants in Baltimore, Maryland. This article describes the one-day training curriculum composed of four content modules: Stress Reactions of Mind-Body-Spirit, Psychological First Aid and Crisis Intervention, Pastoral Care and Disaster Ministry, and Practical Resources and Self Care for the Spiritual Caregiver Detailed descriptions of each module are provided, including its purpose; rationale and background literature; learning objectives; topics and sub-topics; and educational methods, materials and resources. The strengths, weaknesses, and future applications of the training template are discussed from the vantage points of participants' subjective reactions to the training.

Across the Curriculum.

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Burns, Marilyn; And Others

1994-01-01

Across-the-curriculum articles focus on four areas. A math activity describes optical illusions and the properties of shapes. A hands-on science activity presents the chemistry of secret messages. A writing lesson helps students capture the essence of character. An art lesson presents a project on medieval castles. (SM)

Near-peers improve patient safety training in the preclinical curriculum.

Science.gov (United States)

Raty, Sally R; Teal, Cayla R; Nelson, Elizabeth A; Gill, Anne C

2017-01-01

Accrediting bodies require medical schools to teach patient safety and residents to develop teaching skills in patient safety. We created a patient safety course in the preclinical curriculum and used continuous quality improvement to make changes over time. To assess the impact of resident teaching on student perceptions of a Patient Safety course. Using the Institute for Healthcare Improvement patient safety curriculum as a frame, the course included the seven IHI modules, large group lectures and small group facilitated discussions. Applying a social action methodology, we evaluated the course for four years (Y1-Y4). In Y1, Y2, Y3 and Y4, we distributed a course evaluation to each student (n = 184, 189, 191, and 184, respectively) and the response rate was 96, 97, 95 and 100%, respectively. Overall course quality, clarity of course goals and value of small group discussions increased in Y2 after the introduction of residents as small group facilitators. The value of residents and the overall value of the course increased in Y3 after we provided residents with small group facilitation training. Preclinical students value the interaction with residents and may perceive the overall value of a course to be improved based on near-peer involvement. Residents gain valuable experience in small group facilitation and leadership.

Contrast reaction training in US radiology residencies: a COARDRI study.

Science.gov (United States)

LeBedis, Christina A; Rosenkrantz, Andrew B; Otero, Hansel J; Decker, Summer J; Ward, Robert J

To perform a survey-based assessment of current contrast reaction training in US diagnostic radiology residency programs. An electronic survey was distributed to radiology residency program directors from 9/2015-11/2015. 25.7% of programs responded. 95.7% of those who responded provide contrast reaction management training. 89.4% provide didactic lectures (occurring yearly in 71.4%). 37.8% provide hands-on simulation training (occurring yearly in 82.3%; attended by both faculty and trainees in 52.9%). Wide variability in contrast reaction education in US diagnostic radiology residency programs reveals an opportunity to develop and implement a national curriculum. Copyright © 2017 Elsevier Inc. All rights reserved.

Reforming the 4th-Year Curriculum as a Springboard to Graduate Medical Training: One School's Experiences and Lessons Learned.

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Wackett, Andrew; Daroowalla, Feroza; Lu, Wei-Hsin; Chandran, Latha

2016-01-01

Concerns regarding the quality of training in the 4th year of medical school and preparation of graduates to enter residency education persist and are borne out in the literature. We reviewed the published literature regarding Year 4 concerns as well as institutional efforts to improve the 4th-year curriculum from several schools. Based on input from key stakeholders, we established 4 goals for our Year 4 curriculum reform: (a) standardize the curricular structure, (b) allow flexibility and individualization, (c) improve the preparation for residency, and (d) improve student satisfaction. After the reform, we evaluated the outcomes using results from the Association of American Medical Colleges Questionnaire, student focus groups, and program director surveys. This article describes the context, process, and outcomes of the reform of the Year 4 curriculum at Stony Brook University School of Medicine. We were able to achieve all four stated goals for the reform. The significant components of the change included a flexible adaptable curriculum based on individual needs and preferences, standardized learning objectives across the year, standardized competency-based evaluations regardless of discipline, reinforcement of clinical skills, and training for the transition to the workplace as an intern. The reform resulted in increased student satisfaction, increased elective time, and increased preparedness for residency training as perceived by the graduates. The Program Director survey showed significant changes in ability to perform a medical history and exam, management of common medical conditions and emergencies, clinical reasoning and problem-solving skills, working and communication with the healthcare team, and overall professionalism in meeting obligations inherent in the practice of medicine. Lessons learned from our 4th-year reform process are discussed. Listening to the needs of the stakeholders was an important step in ensuring buy-in, having an institutional

Hands-on Summer Camp to Attract K-12 Students to Engineering Fields

Science.gov (United States)

Yilmaz, Muhittin; Ren, Jianhong; Custer, Sheryl; Coleman, Joyce

2010-01-01

This paper explains the organization and execution of a summer engineering outreach camp designed to attract and motivate high school students as well as increase their awareness of various engineering fields. The camp curriculum included hands-on, competitive design-oriented engineering projects from several disciplines: the electrical,…

3D printed simulation models based on real patient situations for hands-on practice.

Science.gov (United States)

Kröger, E; Dekiff, M; Dirksen, D

2017-11-01

During the last few years, the curriculum of many dentistry schools in Germany has been reorganised. Two key aspects of the applied changes are the integration of up-to-date teaching methods and the promotion of interdisciplinarity. To support these efforts, an approach to fabricating individualised simulation models for hands-on courses employing 3D printing is presented. The models are based on real patients, thus providing students a more realistic preparation for real clinical situations. As a wide variety of dental procedures can be implemented, the simulation models can also contribute to a more interdisciplinary dental education. The data used for the construction of the models were acquired by 3D surface scanning. The data were further processed with 3D modelling software. Afterwards, the models were fabricated by 3D printing with the PolyJet technique. Three models serve as examples: a prosthodontic model for training veneer preparation, a conservative model for practicing dental bonding and an interdisciplinary model featuring carious teeth and an insufficient crown. The third model was evaluated in a hands-on course with 22 fourth-year dental students. The students answered a questionnaire and gave their personal opinion. Whilst the concept of the model received very positive feedback, some aspects of the implementation were criticised. We discuss these observations and suggest ways for further improvement. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Long-term progressive motor skill training enhances corticospinal excitability for the ipsilateral hemisphere and motor performance of the untrained hand

DEFF Research Database (Denmark)

Christiansen, Lasse; Larsen, Malte Nejst; Grey, Michael James

2017-01-01

It is well-established that unilateral motor practice can lead to increased performance in the opposite non-trained hand. Here, we test the hypothesis that progressively increasing task difficulty during long-term skill training with the dominant right hand increase performance and corticomotor...... and accuracy to individual proficiency promotes motor skill learning and drives the iM1-CSE resulting in enhanced performance of the non-trained hand. The results underline the importance of increasing task difficulty progressively and individually in skill learning and rehabilitation training. This article...... excitability of the left non-trained hand. Subjects practiced a visuomotor tracking task engaging right digit V for 6 weeks with either progressively increasing task difficulty (PT) or no progression (NPT). Corticospinal excitability(CSE) was evaluated from the resting motor threshold(rMT) and recruitment...

Curriculum Guidelines for a Distance Education Course in Urban Agriculture Based on an Eclectic Model.

Science.gov (United States)

Gaum, Wilma G.; van Rooyen, Hugo G.

1997-01-01

Describes research to develop curriculum guidelines for a distance education course in urban agriculture. The course, designed to train the teacher, is based on an eclectic curriculum design model. The course is aimed at the socioeconomic empowerment of urban farmers and is based on sustainable ecological-agricultural principles, an…

The Impact of Hands-On-Approach on Student Academic Performance in Basic Science and Mathematics

Science.gov (United States)

Ekwueme, Cecilia O.; Ekon, Esther E.; Ezenwa-Nebife, Dorothy C.

2015-01-01

Children can learn mathematics and sciences effectively even before being exposed to formal school curriculum if basic Mathematics and Sciences concepts are communicated to them early using activity oriented (Hands-on) method of teaching. Mathematics and Science are practical and activity oriented and can best be learnt through inquiry (Okebukola…

Perceived Barriers to the Use of High-Fidelity Hands-On Simulation Training for Contrast Reaction Management: Why Programs are Not Using It.

Science.gov (United States)

Chinnugounder, Sankar; Hippe, Daniel S; Maximin, Suresh; O'Malley, Ryan B; Wang, Carolyn L

2015-01-01

Although subjective and objective benefits of high-fidelity simulation have been reported in medicine, there has been slow adoption in radiology. The purpose of our study was to identify the perceived barriers in the use of high-fidelity hands-on simulation for contrast reaction management training. An IRB exempt 32 questions online web survey was sent to 179 non-military radiology residency program directors listed in the Fellowship and Residency Electronic Interactive Database Access system (FREIDA). Survey questions included the type of contrast reaction management training, cost, time commitment of residents and faculty, and the reasons for not using simulation training. Responses from the survey were summarized as count (percentage), mean ± standard deviation (SD), or median (range). 84 (47%) of 179 programs responded, of which 88% offered CRM training. Most (72%) conducted the CRM training annually while only 4% conducted it more frequently. Didactic lecture was the most frequently used training modality (97%), followed by HFS (30%) and computer-based simulation (CBS) (19%); 5.5% used both HFS and CBS. Of the 51 programs that offer CRM training but do not use HFS, the most common reason reported was insufficient availability (41%). Other reported reasons included cost (33%), no access to simulation centers (33%), lack of trained faculty (27%) and time constraints (27%). Although high-fidelity hands-on simulation training is the best way to reproduce real-life contrast reaction scenarios, many institutions do not provide this training due to constraints such as cost, lack of access or insufficient availability of simulation labs, and lack of trained faculty. As a specialty, radiology needs to better address these barriers at both an institutional and national level. Copyright © 2015 Mosby, Inc. All rights reserved.

Sleep dissolves illusion: sleep withstands learning of visuo-tactile-proprioceptive integration induced by repeated days of rubber hand illusion training.

Directory of Open Access Journals (Sweden)

Motoyasu Honma

Full Text Available Multisensory integration is a key factor in establishing bodily self-consciousness and in adapting humans to novel environments. The rubber hand illusion paradigm, in which humans can immediately perceive illusory ownership to an artificial hand, is a traditional technique for investigating multisensory integration and the feeling of illusory ownership. However, the long-term learning properties of the rubber hand illusion have not been previously investigated. Moreover, although sleep contributes to various aspects of cognition, including learning and memory, its influence on illusory learning of the artificial hand has not yet been assessed. We determined the effects of daily repetitive training and sleep on learning visuo-tactile-proprioceptive sensory integration and illusory ownership in healthy adult participants by using the traditional rubber hand illusion paradigm. Subjective ownership of the rubber hand, proprioceptive drift, and galvanic skin response were measured to assess learning indexes. Subjective ownership was maintained and proprioceptive drift increased with daily training. Proprioceptive drift, but not subjective ownership, was significantly attenuated after sleep. A significantly greater reduction in galvanic skin response was observed after wakefulness compared to after sleep. Our results suggest that although repetitive rubber hand illusion training facilitates multisensory integration and physiological habituation of a multisensory incongruent environment, sleep corrects illusional integration and habituation based on experiences in a multisensory incongruent environment. These findings may increase our understanding of adaptive neural processes to novel environments, specifically, bodily self-consciousness and sleep-dependent neuroplasticity.

Sleep dissolves illusion: sleep withstands learning of visuo-tactile-proprioceptive integration induced by repeated days of rubber hand illusion training.

Science.gov (United States)

Honma, Motoyasu; Yoshiike, Takuya; Ikeda, Hiroki; Kim, Yoshiharu; Kuriyama, Kenichi

2014-01-01

Multisensory integration is a key factor in establishing bodily self-consciousness and in adapting humans to novel environments. The rubber hand illusion paradigm, in which humans can immediately perceive illusory ownership to an artificial hand, is a traditional technique for investigating multisensory integration and the feeling of illusory ownership. However, the long-term learning properties of the rubber hand illusion have not been previously investigated. Moreover, although sleep contributes to various aspects of cognition, including learning and memory, its influence on illusory learning of the artificial hand has not yet been assessed. We determined the effects of daily repetitive training and sleep on learning visuo-tactile-proprioceptive sensory integration and illusory ownership in healthy adult participants by using the traditional rubber hand illusion paradigm. Subjective ownership of the rubber hand, proprioceptive drift, and galvanic skin response were measured to assess learning indexes. Subjective ownership was maintained and proprioceptive drift increased with daily training. Proprioceptive drift, but not subjective ownership, was significantly attenuated after sleep. A significantly greater reduction in galvanic skin response was observed after wakefulness compared to after sleep. Our results suggest that although repetitive rubber hand illusion training facilitates multisensory integration and physiological habituation of a multisensory incongruent environment, sleep corrects illusional integration and habituation based on experiences in a multisensory incongruent environment. These findings may increase our understanding of adaptive neural processes to novel environments, specifically, bodily self-consciousness and sleep-dependent neuroplasticity.

Use of a machine learning algorithm to classify expertise: analysis of hand motion patterns during a simulated surgical task.

Science.gov (United States)

Watson, Robert A

2014-08-01

To test the hypothesis that machine learning algorithms increase the predictive power to classify surgical expertise using surgeons' hand motion patterns. In 2012 at the University of North Carolina at Chapel Hill, 14 surgical attendings and 10 first- and second-year surgical residents each performed two bench model venous anastomoses. During the simulated tasks, the participants wore an inertial measurement unit on the dorsum of their dominant (right) hand to capture their hand motion patterns. The pattern from each bench model task performed was preprocessed into a symbolic time series and labeled as expert (attending) or novice (resident). The labeled hand motion patterns were processed and used to train a Support Vector Machine (SVM) classification algorithm. The trained algorithm was then tested for discriminative/predictive power against unlabeled (blinded) hand motion patterns from tasks not used in the training. The Lempel-Ziv (LZ) complexity metric was also measured from each hand motion pattern, with an optimal threshold calculated to separately classify the patterns. The LZ metric classified unlabeled (blinded) hand motion patterns into expert and novice groups with an accuracy of 70% (sensitivity 64%, specificity 80%). The SVM algorithm had an accuracy of 83% (sensitivity 86%, specificity 80%). The results confirmed the hypothesis. The SVM algorithm increased the predictive power to classify blinded surgical hand motion patterns into expert versus novice groups. With further development, the system used in this study could become a viable tool for low-cost, objective assessment of procedural proficiency in a competency-based curriculum.

Hands-free administration of subjective workload scales: acceptability in a surgical training environment.

Science.gov (United States)

Carswell, C Melody; Lio, Cindy H; Grant, Russell; Klein, Martina I; Clarke, Duncan; Seales, W Brent; Strup, Stephen

2010-12-01

Subjective workload measures are usually administered in a visual-manual format, either electronically or by paper and pencil. However, vocal responses to spoken queries may sometimes be preferable, for example when experimental manipulations require continuous manual responding or when participants have certain sensory/motor impairments. In the present study, we evaluated the acceptability of the hands-free administration of two subjective workload questionnaires - the NASA Task Load Index (NASA-TLX) and the Multiple Resources Questionnaire (MRQ) - in a surgical training environment where manual responding is often constrained. Sixty-four undergraduates performed fifteen 90-s trials of laparoscopic training tasks (five replications of 3 tasks - cannulation, ring transfer, and rope manipulation). Half of the participants provided workload ratings using a traditional paper-and-pencil version of the NASA-TLX and MRQ; the remainder used a vocal (hands-free) version of the questionnaires. A follow-up experiment extended the evaluation of the hands-free version to actual medical students in a Minimally Invasive Surgery (MIS) training facility. The NASA-TLX was scored in 2 ways - (1) the traditional procedure using participant-specific weights to combine its 6 subscales, and (2) a simplified procedure - the NASA Raw Task Load Index (NASA-RTLX) - using the unweighted mean of the subscale scores. Comparison of the scores obtained from the hands-free and written administration conditions yielded coefficients of equivalence of r=0.85 (NASA-TLX) and r=0.81 (NASA-RTLX). Equivalence estimates for the individual subscales ranged from r=0.78 ("mental demand") to r=0.31 ("effort"). Both administration formats and scoring methods were equally sensitive to task and repetition effects. For the MRQ, the coefficient of equivalence for the hands-free and written versions was r=0.96 when tested on undergraduates. However, the sensitivity of the hands-free MRQ to task demands (�

Incorporating nanoscale science and technology into secondary school curriculum: Views of nano-trained science teachers

Directory of Open Access Journals (Sweden)

Antti Laherto

2011-09-01

Full Text Available The growing societal significance of nanoscience and nanotechnology (NST entails needs for addressing these topics in school curricula. This study lays groundwork for responding to those needs in Finland. The purpose was to analyse the appropriateness of NST for secondary school curriculum contents. First, a week-long in-service teacher training course was arranged on content knowledge of NST. After attending the course, 23 experienced science teachers were surveyed regarding their views on the educational significance of these issues, and on prospects for including them into the curriculum. A questionnaire with open-ended questions was used. Qualitative content analysis of the responses revealed that the respondents considered NST as desirable contents for secondary school, but arranging instruction is problematic. The teachers emphasised the educational significance of many applications, scientific principles and ethical issues related to NST. The outcomes are discussed with reference to recent studies on teachers’ barriers and educational concerns regarding NST.

Survey and Research on Continuing Education Curriculum Construction for Primary and Secondary School Teachers

Directory of Open Access Journals (Sweden)

Yang Chao

2015-01-01

Full Text Available Continuing education curriculum construction is the key work to complete the teachers’ continuing education system, it is also an important part of the teachers’ specialization. This study aims to master the main problems of the current primary and secondary school teachers’ continuing education curriculum construction and put forward the corresponding improvement countermeasures. Research in Yunnan province of China as a case, through the Questionnaire Method, Interview Method and Factors Analysis Method, this study make an thorough analysis on the prominent questions of the curriculum resources informationization level, curriculum structure, curriculum practicability, curriculum management and curriculum evaluation mechanism of the primary and secondary school teachers continuing education curriculums construction. Study found that the curriculum construction should also increase the intensity of curriculum resources informatization, develop diversified curriculum resources, complete six modules, carry out a standardized and scientific management and diversified curriculum evaluation mechanism. Research data and conclusions both enrich the theory of the con-struction of the teachers continuing education curriculum, and also provide a practical reference for the admin-istrative department of education and teacher training institutions to formulate measures.

َAssessment of educational curriculum of neonatal medicine in the field of challenges in Neurodevelopment Care

Directory of Open Access Journals (Sweden)

Farin Soleimani

2016-06-01

Full Text Available Background: In fact, there is no doubt that medical education should be to prepare students for those clinical problems that they may encounter in their future performance. But according to the findings of previous studies in this area, one of the important priority and basic needs in education is training health workers, including physicians. Methods:  In this qualitative study focuses on the content analysis of typical (conventional content analysis was performed. The aim of this study was to determine the needs and skills required to train Neonatal subspecialists in the ability to manage vulnerable neonates problems and their families specialized in the field of comprehensive health care have driven. Based on purposive sampling, the research participants, staff and alumni of the second year and above the five-year sub-specialty in neonatology, formed by the association of neonatal diseases were chosen. Saturation as a termination criterion was applied to the collected data. Method of data collection was semi-structured interviews and focus group discussions.. Reliability means the adequacy and accuracy that was measured by four methodological criteria: credibility, confirmability, transferability and dependability Results: Respondents consider themselves some week points in neonatal medicine education; they expressed their opinions in three categories with four subcategories as follow: "competent person knowledgeable", "weakness of the Curriculum", "Educational challenges", "need to review the Curriculum, "the need to reform medical education system in the country ", and" effective strategies for teaching". Conclusion:  Editing of curriculum to teach coherent and comprehensive clinical skills in one hand, social support and health care for vulnerable children and families in other hand will improve care for vulnerable neonates

Effects of Various Physical Education Curriculum on Motor Skills in Students of Final Grades in Primary School

Directory of Open Access Journals (Sweden)

Milovan Ljubojević

2016-02-01

Full Text Available Results of many researches conducted in field of physical education show that the physical education curriculum is not on the appropriate and satisfactory level. The goal of this study is to determine effects of standard and experimental education curriculum on motor skills. This study lasted for one school year, and it was conducted on the sample consisting of 113 boys, divided into control (physical education and experimental group (basketball. In order to asses motor space, following variables of Eurofit battery of tests were monitored: flamingo, hand tapping, seated forward bend (modified functional reach test, long jump, dynamo-metrics of dominant hand, lay – sit for 30'', pull-up endurance, and pin running on 10x5m. Analysis of the results during the final measurement showed that students of control group had better results in final measurement in comparison to the initial one in six out of eight variables. Students of the experimental group had improved results in 7 out of 8 variables. Experimental education curriculum with emphasize on basketball contributed to development of motor skills of students, but not at the level that would imply superiority over the control – standard education curriculum.

ISO training program mixes lectures, hands-on exercises

International Nuclear Information System (INIS)

Sakofsky, S.; Vitale, D.

1994-01-01

Early in 1990, the Dresser-Rand Co., made the decision to upgrade its purchased material quality program and pursue ISO 9000 registration for all product divisions. A joint quality-purchasing council from all US based divisions met and developed a new strategy that included: developing and maintaining a common external audit schedule eliminating duplicate audits; development of a formal training program for auditors; implementing a rule for all divisions that called for internal and external audits to be conducted by certified auditors; implementing an aggressive internal audit program for each division preparing for ISO 9001 or 9002 registration. Development of a formal training program began with educating and training future instructors. Two people were selected who had previous audit and quality system experience. Both were sent to various seminars on ISO 9000, attended a lead assessor course, passed the examination, and became registered with the Institute of Quality Assurance (IQA) in the United Kingdom. The original course was developed by a consultant along with one future instructor. Course content used traditional auditing methodology, but included many team exercises including an actual factory audit. The paper describes the methods and contents of this training course

Long-term progressive motor skill training enhances corticospinal excitability for the ipsilateral hemisphere and motor performance of the untrained hand

DEFF Research Database (Denmark)

Christiansen, Lasse; Larsen, Malte Nejst; Grey, Michael James

2017-01-01

It is well established that unilateral motor practice can lead to increased performance in the opposite non-trained hand. Here, we test the hypothesis that progressively increasing task difficulty during long-term skill training with the dominant right hand increase performance and corticomotor...... demands for timing and accuracy to individual proficiency promotes motor skill learning and drives the iM1-CSE resulting in enhanced performance of the non-trained hand. The results underline the importance of increasing task difficulty progressively and individually in skill learning and rehabilitation...... excitability of the left non-trained hand. Subjects practiced a visuomotor tracking task engaging right digit V for 6 weeks with either progressively increasing task difficulty (PT) or no progression (NPT). Corticospinal excitability (CSE) was evaluated from the resting motor threshold (rMT) and recruitment...

STS-37 crewmembers test CETA hand cart during training session in JSC's WETF

Science.gov (United States)

1989-01-01

STS-37 Atlantis, Orbiter Vehicle (OV) 104, Mission Specialist (MS) Jerry L. Ross and MS Jerome Apt test crew and equipment translation aid (CETA) manual hand over hand cart during underwater session in JSC's Weightless Environment Training Facility (WETF) Bldg 29. Wearing an extravehicular mobility unit (EMU), Ross pulls the CETA manual cart along the rail while Apt holds onto the back of the cart. The test will determine how difficult it is to maneuver cargo in such a manner when it is done in space on STS-37. The goal is to find the best method for astronauts to move around the exterior of Space Station Freedom (SSF).

Integrating Spanish language training across a Doctor of Physical Therapy curriculum: a case report of one program's evolving model.

Science.gov (United States)

Pechak, Celia; Diaz, Deborah; Dillon, Loretta

2014-12-01

As the Hispanic population continues to expand in the United States, health professionals increasingly may encounter people who speak Spanish and have limited English proficiency. Responding to these changes, various health profession educators have incorporated Spanish language training into their curricula. Of 12 doctor of physical therapy (DPT) programs identified as including elective or required Spanish courses, the program at The University of Texas at El Paso is the only one integrating required Spanish language training across the curriculum. The purpose of this case report is to describe the development, implementation, and preliminary outcomes of the evolving educational model at The University of Texas at El Paso. The University of Texas at El Paso is situated immediately across the border from Mexico. Responding to the large population with limited English proficiency in the community, faculty began to integrate required Spanish language training during a transition from a master-level to a DPT curriculum. The Spanish language curriculum pillar includes a Spanish medical terminology course, language learning opportunities threaded throughout the clinical courses, clinical education courses, and service-learning. Forty-five DPT students have completed the curriculum. Assessment methods were limited for early cohorts. Clinically relevant Spanish verbal proficiency was assessed with a practical examination in the Spanish course, a clinical instructor-rated instrument, and student feedback. Preliminary data suggested that the model is improving Spanish language proficiency. The model still is evolving. Spanish language learning opportunities in the curriculum are being expanded. Also, problems with the clinical outcome measure have been recognized. Better definition of intended outcomes and validation of a revised tool are needed. This report should promote opportunities for collaboration with others who are interested in linguistic competence. © 2014

Using Systems Thinking to train future leaders in global health.

Science.gov (United States)

Paxton, Anne; Frost, Laura J

2017-07-09

Systems Thinking provides a useful set of concepts and tools that can be used to train students to be effective and innovative global health leaders in an ever-changing and often chaotic world. This paper describes an experiential, multi-disciplinary curriculum that uses Systems Thinking to frame and analyse global health policies and practices. The curriculum uses case studies and hands-on activities to deepen students' understanding of the following concepts: complex adaptive systems, dynamic complexity, inter-relationships, feedback loops, policy resistance, mental models, boundary critique, leverage points, and multi-disciplinary, multi-sectoral, and multi-stakeholder thinking and action. A sample of Systems Thinking tools for analysing global health policies and practices are also introduced.

Kuznetsov-Ma waves train generation in a left-handed material

Science.gov (United States)

Atangana, Jacques; Giscard Onana Essama, Bedel; Biya-Motto, Frederick; Mokhtari, Bouchra; Cherkaoui Eddeqaqi, Noureddine; Crépin Kofane, Timoléon

2015-03-01

We analyze the behavior of an electromagnetic wave which propagates in a left-handed material. Second-order dispersion and cubic-quintic nonlinearities are considered. This behavior of an electromagnetic wave is modeled by a nonlinear Schrödinger equation which is solved by collective coordinates theory in order to characterize the light pulse intensity profile. More so, a specific frequency range has been outlined where electromagnetic wave behavior will be investigated. The perfect combination of second-order dispersion and cubic nonlinearity leads to a robust soliton. When the quintic nonlinearity comes into play, it provokes strong and long internal perturbations which lead to Benjamin-Feir instability. This phenomenon, also called modulational instability, induces appearance of a Kuznetsov-Ma waves train. We numerically verify the validity of Kuznetsov-Ma theory by presenting physical conditions which lead to Kuznetsov-Ma waves train generation. Thereafter, some properties of such waves train are also verified.

A multimodal high-value curriculum affects drivers of utilization and performance on the high-value care component of the internal medicine in-training exam.

Science.gov (United States)

Chau, Tom; Loertscher, Laura

2018-01-01

Background : Teaching the practice of high-value care (HVC) is an increasingly important function of graduate medical education but best practices and long-term outcomes remain unknown. Objective : Whether a multimodal curriculum designed to address specific drivers of low-value care would affect resident attitudes, skills, and performance of HVC as tested by the Internal Medicine In-Training Exam (ITE). Methods : In 2012, we performed a baseline needs assessment among internal medicine residents at a community program regarding drivers of healthcare utilization. We then created a multimodal curriculum with online interactive worksheets, lectures, and faculty buy-in to target specific skills, knowledge, and culture deficiencies. Perceived drivers of care and performance on the Internal Medicine ITE were assessed yearly through 2016. Results : Fourteen of 27 (52%) residents completed the initial needs assessment while the curriculum was eventually seen by at least 24 of 27 (89%). The ITE was taken by every resident every year. Long-term, 3-year follow-up demonstrated persistent improvement in many drivers of utilization (patient requests, reliance on subspecialists, defensive medicine, and academic curiosity) and improvement with sustained high performance on the high-value component of the ITE. Conclusion : A multimodal curriculum targeting specific drivers of low-value care can change culture and lead to sustained improvement in the practice of HVC.

Clinical nutrition in the hepatogastroenterology curriculum

DEFF Research Database (Denmark)

Mulder, Chris J J; Wanten, Geert J A; Semrad, Carol E

2016-01-01

of Gastroenterology and Hepatology has defined specific expertise areas in Advanced endoscopy, hepatology, digestive oncology and clinical nutrition, training for the latter topic is lacking in the current hepatogastroenterology (HGE) curriculum. Given its relevance for HGE practice, and being at the core...... of gastrointestinal functioning, there is an obvious need for training in nutrition and related issues including the treatment of disease-related malnutrition and obesity and its associated metabolic derangements. This document aims to be a starting point for the integration of nutritional expertise in the HGE...... curriculum, allowing a central role in the management of malnutrition and obesity. We suggest minimum endpoints for nutritional knowledge and expertise in the standard curriculum and recommend a focus period of training in nutrition issues in order to produce well-trained HGE specialists. This article...

The hidden and informal curriculum across the continuum of training: A cross-sectional qualitative study.

Science.gov (United States)

Doja, Asif; Bould, M Dylan; Clarkin, Chantalle; Eady, Kaylee; Sutherland, Stephanie; Writer, Hilary

2016-04-01

The hidden and informal curricula refer to learning in response to unarticulated processes and constraints, falling outside the formal medical curriculum. The hidden curriculum has been identified as requiring attention across all levels of learning. We sought to assess the knowledge and perceptions of the hidden and informal curricula across the continuum of learning at a single institution. Focus groups were held with undergraduate and postgraduate learners and faculty to explore knowledge and perceptions relating to the hidden and informal curricula. Thematic analysis was conducted both inductively by research team members and deductively using questions structured by the existing literature. Participants highlighted several themes related to the presence of the hidden and informal curricula in medical training and practice, including: the privileging of some specialties over others; the reinforcement of hierarchies within medicine; and a culture of tolerance towards unprofessional behaviors. Participants acknowledged the importance of role modeling in the development of professional identities and discussed the deterioration in idealism that occurs. Common issues pertaining to the hidden curriculum exist across all levels of learners, including faculty. Increased awareness of these issues could allow for the further development of methods to address learning within the hidden curriculum.

Assessment of educational curriculum of neonatal subspecialty in the field of challenges in neurodevelopment care

Directory of Open Access Journals (Sweden)

Farin Soleimani

2016-06-01

Full Text Available Background: In fact, there is no doubt that medical education should be to prepare students for those clinical problems that they may encounter in their future performance. But according to the findings of previous studies in this area, one of the important priority and basic needs in education is training health workers, including physicians. Methods: In this qualitative study focuses on the content analysis of typical (conventional content analysis was performed. The aim of this study was to determine the needs and skills required to train neonatal subspecialists in the ability to manage vulnerable neonates problems and their families specialized in the field of comprehensive health care have driven. Based on purposive sampling, the research participants, staff and alumni of the second year and above the five-year sub-specialty in neonatology, formed by the association of neonatal diseases were chosen. Saturation as a termination criterion was applied to the collected data. Method of data collection was semi-structured interviews and focus group discussions. Reliability means the adequacy and accuracy that was measured by four methodological criteria: credibility, confirmability, transferability and dependability. All phases of study were recorded elaborately and the researchers reported all findings in the same speech research participants. Results: Respondents consider themselves some week points in neonatal medicine education; they expressed their opinions in three categories with four subcategories as follow: "competent person knowledgeable", "weakness of the curriculum", "educational challenges", "need to review the curriculum", "the need to reform medical education system in the country", and "effective strategies for teaching". Conclusion: Editing curriculum to teach coherent and comprehensive clinical skills in one hand, social support and health care for vulnerable children and families in other hand will improve care for vulnerable

A person-task-context model for designing curriculum and in-training assessment in postgraduate education

DEFF Research Database (Denmark)

Skaarup, Anne Marie; Ringsted, Charlotte Vibeke; Henriksen, Ann-Helen

2006-01-01

The aim of this study was to trial a person-task-context model in designing a curriculum and in-training assessment programme that embraces trainee level of professional development and the work-based context of postgraduate medical education. The model was applied to the design of a programme...... for Senior House Officers in internal medicine....

Comparison of four techniques on facility of two-hand Bag-valve-mask (BVM ventilation: E-C, Thenar Eminence, Thenar Eminence (Dominant hand-E-C (non-dominant hand and Thenar Eminence (non-dominant hand – E-C (dominant hand

Directory of Open Access Journals (Sweden)

Maryam Soleimanpour

2016-12-01

Conclusion: Novice participants did Thenar Eminence (non-dominant hand - E-C (dominant hand technique better than the others. Therefore, it is recommended that training of this technique was placed in educational program of medical students.

[Introduction of a Clinical Research Experience Program in Hospital Practical Training for Pharmacy Students and Its Evaluation].

Science.gov (United States)

Takahashi, Katsuyuki; Suda, Yasuki; Kawaguchi, Hiroshi; Nakamura, Yasutaka; Kawabata, Shiho; Kawakami, Noriko; Nishikawa, Takeshi; Nagayama, Katsuya

2015-01-01

Long-term clinical training based on a model core curriculum was conducted to nurture highly competent pharmacists in the clinical field. Pharmacists' responsibilities are expanding, and a system has been developed to help pharmacists gain accreditation, identify specialties, and improve their training. However, this system requires research competency. Therefore clinical research should be considered a part of clinical training to encourage high competency among pharmacists. Because the model core curriculum does not include a section on clinical research. Osaka City University Hospital introduced a hands-on clinical research experience program and evaluated its usefulness. A significant improvement in the level of knowledge and awareness of clinical research was seen among students who underwent the clinical research experience program. In addition, the level of student satisfaction was higher. These findings suggest that a clinical research experience program may be useful to nurture a greater awareness of clinical research and knowledge acquisition among pharmacists.

Training Impact on Novice and Experienced Research Coordinators.

Science.gov (United States)

Behar-Horenstein, Linda S; Potter, JoNell Efantis; Prikhidko, Alena; Swords, Stephanie; Sonstein, Stephen; Kolb, H Robert

2017-12-01

Competency-based training and professional development is critical to the clinical research enterprise. Understanding research coordinators' perspectives is important for establishing a common core curriculum. The purpose of this study was to describe participants' perspectives regarding the impact of online and classroom training sessions. 27 participants among three institutions, completed a two-day classroom training session. 10 novice and seven experienced research coordinators participated in focus group interviews. Grounded theory revealed similarities in novice and experienced coordinator themes including Identifying Preferences for Instruction and Changing Self Perceptions. Differences, seen in experienced participants, focused on personal change, in the theme of Re-Assessing Skills. Infrastructure and cultural issues were evident in their theme, Promoting Leadership and Advocacy. Novice participants recommended ways to improve training via their theme of Making Programmatic Improvements. Participants reported a clear preference for classroom learning. Training played an influential role in changing participants' self-perceptions by validating their experiences. The findings provided guidance for developing a standardized curriculum. Training must be carefully tailored to the needs of participants while considering audience needs based on work experience, how technology can be used and offering content that is most urgently needed.

MO-E-18C-02: Hands-On Monte Carlo Project Assignment as a Method to Teach Radiation Physics

Energy Technology Data Exchange (ETDEWEB)

Pater, P; Vallieres, M; Seuntjens, J [McGill University, Montreal, Quebec (Canada)

2014-06-15

Purpose: To present a hands-on project on Monte Carlo methods (MC) recently added to the curriculum and to discuss the students' appreciation. Methods: Since 2012, a 1.5 hour lecture dedicated to MC fundamentals follows the detailed presentation of photon and electron interactions. Students also program all sampling steps (interaction length and type, scattering angle, energy deposit) of a MC photon transport code. A handout structured in a step-by-step fashion guides student in conducting consistency checks. For extra points, students can code a fully working MC simulation, that simulates a dose distribution for 50 keV photons. A kerma approximation to dose deposition is assumed. A survey was conducted to which 10 out of the 14 attending students responded. It compared MC knowledge prior to and after the project, questioned the usefulness of radiation physics teaching through MC and surveyed possible project improvements. Results: According to the survey, 76% of students had no or a basic knowledge of MC methods before the class and 65% estimate to have a good to very good understanding of MC methods after attending the class. 80% of students feel that the MC project helped them significantly to understand simulations of dose distributions. On average, students dedicated 12.5 hours to the project and appreciated the balance between hand-holding and questions/implications. Conclusion: A lecture on MC methods with a hands-on MC programming project requiring about 14 hours was added to the graduate study curriculum since 2012. MC methods produce “gold standard” dose distributions and slowly enter routine clinical work and a fundamental understanding of MC methods should be a requirement for future students. Overall, the lecture and project helped students relate crosssections to dose depositions and presented numerical sampling methods behind the simulation of these dose distributions. Research funding from governments of Canada and Quebec. PP acknowledges

MO-E-18C-02: Hands-On Monte Carlo Project Assignment as a Method to Teach Radiation Physics

International Nuclear Information System (INIS)

Pater, P; Vallieres, M; Seuntjens, J

2014-01-01

Purpose: To present a hands-on project on Monte Carlo methods (MC) recently added to the curriculum and to discuss the students' appreciation. Methods: Since 2012, a 1.5 hour lecture dedicated to MC fundamentals follows the detailed presentation of photon and electron interactions. Students also program all sampling steps (interaction length and type, scattering angle, energy deposit) of a MC photon transport code. A handout structured in a step-by-step fashion guides student in conducting consistency checks. For extra points, students can code a fully working MC simulation, that simulates a dose distribution for 50 keV photons. A kerma approximation to dose deposition is assumed. A survey was conducted to which 10 out of the 14 attending students responded. It compared MC knowledge prior to and after the project, questioned the usefulness of radiation physics teaching through MC and surveyed possible project improvements. Results: According to the survey, 76% of students had no or a basic knowledge of MC methods before the class and 65% estimate to have a good to very good understanding of MC methods after attending the class. 80% of students feel that the MC project helped them significantly to understand simulations of dose distributions. On average, students dedicated 12.5 hours to the project and appreciated the balance between hand-holding and questions/implications. Conclusion: A lecture on MC methods with a hands-on MC programming project requiring about 14 hours was added to the graduate study curriculum since 2012. MC methods produce “gold standard” dose distributions and slowly enter routine clinical work and a fundamental understanding of MC methods should be a requirement for future students. Overall, the lecture and project helped students relate crosssections to dose depositions and presented numerical sampling methods behind the simulation of these dose distributions. Research funding from governments of Canada and Quebec. PP acknowledges

Medical Students' Perspectives on Implementing Curriculum Change at One Institution.

Science.gov (United States)

Yengo-Kahn, Aaron M; Baker, Courtney E; Lomis, And Kimberly D

2017-04-01

Training physicians to be effective practitioners throughout their careers begins in undergraduate medical education with particular focus on self-directed inquiry, professional and interprofessional development, and competency-based assessment. A select number of medical schools are restructuring their curricula by placing the student at the center of content delivery to enhance the learning experience. While this restructuring may benefit the adult learner, administrators often make assumptions about how students will perceive and respond to such innovative and unfamiliar educational concepts. This can create a disconnect between students and their curriculum. Administrative mindfulness of student experiences is needed to ensure successful implementation of curricular change, facilitate the transition from old to new modalities, and train competent physician graduates.Vanderbilt University School of Medicine (VUSM) recently completed a curriculum update, and student representatives have been essential participants in the transition, from the earliest stages in preplanning to rapid-cycle feedback as the curriculum runs. Two of the authors are members of VUSM's Student Curriculum Committee, which facilitates gathering and relaying student feedback to the administration. Drawing from their experiences, five specific considerations to address and manage when implementing student-centered curricular change are presented: (1) Communicate the rationale, (2) acknowledge anxiety, (3) adjust extracurricular leadership roles, (4) manage "The Bulge" of learners in the clinical environment, and (5) foster ongoing collaboration of students and administrators. For each consideration, examples and proposed solutions are provided.

Rethinking the Representation Problem in Curriculum Inquiry

Science.gov (United States)

Green, Bill

2010-01-01

The consolidation of reconceptualism as a distinctive tradition in curriculum inquiry is commonly understood to go hand-in-hand with the decline and even eclipse of an explicit political orientation in such work. This paper offers an alternative argument, focusing on a re-assessment of what has been called the representation problem, and exploring…

Communication training: Skills and beyond.

Science.gov (United States)

Deveugele, Myriam

2015-10-01

As communication is a central part of every interpersonal meeting within healthcare and research reveals several benefits of effective communication, we need to teach students and practitioners how to communicate with patients and with colleagues. This paper reflects on what and how to teach. In the previous century two major changes occurred: clinical relationship between doctor and patient became important and patients became partners in care. Clinicians experienced that outcome and especially compliance was influenced by the relational aspect and in particular by the communicative skills of the physician. This paper reflects on teaching and defines problems. It gives some implications for the future. Although communication skills training is reinforced in most curricula all over the word, huge implementation problems arise; most of the time a coherent framework is lacking, training is limited in time, not integrated in the curriculum and scarcely contextualized, often no formal training nor teaching strategies are defined. Moreover evidence on communication skills training is scarce or contradictory. Knowing when, what, how can be seen as an essential part of skills training. But students need to be taught to reflect on every behavior during every medical consultation. Three major implications can be helpful to overcome the problems in communication training. First research and education on healthcare issues need to go hand in hand. Second, students as well as healthcare professionals need a toolkit of basic skills to give them the opportunity not only to tackle basic and serious problems, but to incorporate these skills and to be able to use them in a personal and creative way. Third, personal reflection on own communicative actions and dealing with interdisciplinary topics is a core business of medical communication and training. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

14 CFR 121.911 - Indoctrination curriculum.

Science.gov (United States)

2010-01-01

... 14 Aeronautics and Space 3 2010-01-01 2010-01-01 false Indoctrination curriculum. 121.911 Section... Indoctrination curriculum. Each indoctrination curriculum must include the following: (a) For newly hired persons being trained under an AQP: The certificate holder's policies and operating practices and general...

Managing the Gap between Curriculum Based and Problem Based Learning

DEFF Research Database (Denmark)

Bygholm, Ann; Buus, Lillian

2009-01-01

/or but rather both/and. In this paper we describe an approach to design and delivery of online courses in computer science which on the one hand is based on a specified curriculum and on the other hand gives room for different learning strategies, problem based learning being one of them. We discuss......Traditionally there has been a clear distinction between curriculum based and problem based approaches to accomplish learning. Preferred approaches depend of course on conviction, culture, traditions and also on the specific learning situation. We will argue that it is not a question of either...

Nutrition educator adoption and implementation of an experiential foods curriculum.

Science.gov (United States)

Diker, Ann; Cunningham-Sabo, Leslie; Bachman, Kari; Stacey, Jane E; Walters, Lynn M; Wells, Linda

2013-01-01

Describe changes in Nutrition Educator (NE) and Extension Agent (EA) motivation, self-efficacy, and behavioral capability over time after experiential food tasting curriculum training. Identify promoters of curriculum adoption, implementation, and future use. Mixed methods design including surveys, lesson implementation reports, and interviews. New Mexico limited-resource schools. Convenience sample of New Mexico Extension NE (n = 42) and their EA supervisors (n = 21). Three-hour curriculum training employing Social Cognitive Theory and Diffusion of Innovations. Perceived change in motivation, self-efficacy, and behavioral capability from post-training through 8-month post-training; promoters and challenges to curriculum adoption, implementation, and future use. Repeated-measures ANOVA analyzed perceived behavior change over time. Significance was set at P ≤ .05. Qualitative responses were categorized by theme. Gains in NE motivation, self-efficacy, and behavioral capability were sustained at 8 months post-training. High adoption/implementation rates (79%) were attributed to strong implementation expectations, observational learning, experiential training elements, and perceived curriculum compatibility. Environmental factors including time constraints, personnel turnover, and scheduling conflicts proved challenging. Maximizing curriculum simplicity and compatibility and incorporating behavioral capability, observational learning, and expectations into training support adoption and use. Adaptations and techniques to problem-solve challenges should be provided to new curricula implementers. Published by Elsevier Inc.

Training Effectiveness Evaluation (TEE) of the Advanced Fire Fighting Training System. Focus on the Trained Person.

Science.gov (United States)

Cordell, Curtis C.; And Others

A training effectiveness evaluation of the Navy Advanced Fire Fighting Training System was conducted. This system incorporates simulated fires as well as curriculum materials and instruction. The fires are non-pollutant, computer controlled, and installed in a simulated shipboard environment. Two teams of 15 to 16 persons, with varying amounts of…

Graduate public health training in healthcare of refugee asylum seekers and clinical human rights: evaluation of an innovative curriculum.

Science.gov (United States)

Asgary, Ramin

2016-04-01

An innovative curriculum was developed to equip public health students with appropriate attitude and skills to address healthcare of asylum seekers. Implemented in 2005 the curriculum included: (1) didactic sessions covering epidemiology and health sequelae of torture, asylum laws, and approaches to identify survivors' healthcare needs; (2) panel discussions with survivors and advocates; and (3) participating in medico-legal process of asylum seeking. Complementary mixed methods evaluations included pre- and post-curriculum questionnaires, formal curriculum evaluations, final papers and oral presentations. 125 students participated. Students showed improved knowledge regrading sequelae of abuse and survivors' healthcare needs (P health and human rights careers. As an advocacy and cultural competency training in public health practice addressing healthcare of refugees domestically, this curriculum was well received and effective, and will also help students better serve other similar populations. Population case-based domestic opportunities to teach global health and health and human rights should be effectively utilized to develop a well-equipped global health corps.

Teacher collaborative curriculum design in technical vocational colleges: a strategy for maintaining curriculum consistency?

NARCIS (Netherlands)

Albashiry, N.M.; Voogt, J.M.; Pieters, J.M.

2015-01-01

The Technical Vocational Education and Training (TVET) curriculum requires continuous renewal and constant involvement of stakeholders in the redesign process. Due to a lack of curriculum design expertise, TVET institutions in developing contexts encounter challenges maintaining and advancing the

The impact of a resident-run review curriculum and USMLE scores on the Otolaryngology in-service exam.

Science.gov (United States)

Redmann, Andrew J; Tawfik, Kareem O; Myer, Charles M

2018-01-01

Describe the association of USMLE Step 1 scores and the institution of a dedicated board review curriculum with resident performance on the Otolaryngology training examination. Retrospective cross sectional study. We reviewed American Board of Otolaryngology Training Examination (OTE) scores for an otolaryngology residency program between 2005 and 2016. USMLE Step 1 scores were collected. In 2011 a resident-run OTE review curriculum was instituted with the goal of improving test preparation. Scores were compared before and after curriculum institution. Linear regression was performed to identify predictors of OTE scores. 47 residents were evaluated, 24 before and 23 after instituting the curriculum. There was a moderate correlation between USMLE step 1 scores and OTE scores for all years. For PGY-2 residents, mean OTE scores improved from 25th percentile to 41st percentile after institution of the review curriculum (p = 0.05). PGY 3-5 residents demonstrated no significant improvement. On multivariate linear regression, after controlling for USMLE step 1 scores, a dedicated board review curriculum predicted a 23-point percentile improvement in OTE scores for PGY-2 residents (p = 0.003). For other post-graduate years, the review curriculum did not predict score improvement. USMLE step 1 scores are moderately correlated with OTE performance. A dedicated OTE review curriculum may improve OTE scores for PGY-2 residents, but such a curriculum may have less benefit for intermediate- and senior-level residents. 4. Copyright © 2017 Elsevier B.V. All rights reserved.

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

Science.gov (United States)

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

2013-02-01

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

Crossmodal representation of a functional robotic hand arises after extensive training in healthy participants.

Science.gov (United States)

Marini, Francesco; Tagliabue, Chiara F; Sposito, Ambra V; Hernandez-Arieta, Alejandro; Brugger, Peter; Estévez, Natalia; Maravita, Angelo

2014-01-01

The way in which humans represent their own bodies is critical in guiding their interactions with the environment. To achieve successful body-space interactions, the body representation is strictly connected with that of the space immediately surrounding it through efficient visuo-tactile crossmodal integration. Such a body-space integrated representation is not fixed, but can be dynamically modulated by the use of external tools. Our study aims to explore the effect of using a complex tool, namely a functional prosthesis, on crossmodal visuo-tactile spatial interactions in healthy participants. By using the crossmodal visuo-tactile congruency paradigm, we found that prolonged training with a mechanical hand capable of distal hand movements and providing sensory feedback induces a pattern of interference, which is not observed after a brief training, between visual stimuli close to the prosthesis and touches on the body. These results suggest that after extensive, but not short, training the functional prosthesis acquires a visuo-tactile crossmodal representation akin to real limbs. This finding adds to previous evidence for the embodiment of functional prostheses in amputees, and shows that their use may also improve the crossmodal combination of somatosensory feedback delivered by the prosthesis with visual stimuli in the space around it, thus effectively augmenting the patients' visuomotor abilities. © 2013 Published by Elsevier Ltd.

Development of a Training Program for Commercial Building Technicians

Energy Technology Data Exchange (ETDEWEB)

Rinholm, Rod

2013-05-31

This project focused on developing and deploying a comprehensive program of 22 training modules, including certification requirements, and accreditation standards for commercial building technicians, to help achieve the full savings potential of energy efficient buildings, equipment, and systems. This curriculum extended the currently available commercial building technician programs -- training a labor force in a growing market area focused on energy efficiency. The program helps to remove a major market impediment to low energy/zero energy commercial building system acceptance, namely a lack of operating personnel capable of handling more complex high efficiency systems. The project developed a training curriculum for commercial building technicians, with particular focus on high-efficiency building technology, and systems. In Phase 1, the project team worked collaboratively in developing a draft training syllabus to address project objectives. The team identified energy efficiency knowledge gaps in existing programs and plans and plans to address the gaps with either modified or new curricula. In Phase 2, appropriate training materials were developed to meet project objectives. This material was developed for alternative modes of delivery, including classroom lecture materials, e-learning elements, video segments, exercises, and hands-on training elements. A Certification and Accreditation Plan and a Commercialization and Sustainability Plan were also investigated and developed. The Project Management Plan was updated quarterly and provided direction on the management approaches used to accomplish the expected project objectives. GTI project management practices tightly coordinate project activities using management controls to deliver optimal customer value. The project management practices include clear scope definition, schedule/budget tracking, risk/issue resolution and team coordination.

Vertical integration in medical school: effect on the transition to postgraduate training.

Science.gov (United States)

Wijnen-Meijer, Marjo; ten Cate, Olle Th J; van der Schaaf, Marieke; Borleffs, Jan C C

2010-03-01

Recently, many medical schools' curricula have been revised so that they represent vertically integrated (VI) curricula. Important changes include: the provision of earlier clinical experience; longer clerkships, and the fostering of increasing levels of responsibility. One of the aims of vertical integration is to facilitate the transition to postgraduate training. The purpose of the present study is to determine whether a VI curriculum at medical school affects the transition to postgraduate training in a positive way. We carried out a questionnaire study among graduates of six medical schools in the Netherlands, who had followed either a VI or a non-VI curriculum. Items in the questionnaire focused on preparedness for work and postgraduate training, the time and number of applications required to be admitted to residency, and the process of making career choices. In comparison with those who have followed non-VI programmes, graduates of VI curricula appear to make definitive career choices earlier, need less time and fewer applications to obtain residency positions and feel more prepared for work and postgraduate training. The curriculum at medical school affects the transition to postgraduate training. Additional research is required to determine which components of the curriculum cause this effect and to specify under which conditions this effect occurs.

INPO JTA application: developing a competency-based training program

International Nuclear Information System (INIS)

Patrick, P.W.

1985-01-01

Developing a competency-based training program requires the support of a strong curriculum development program. The major thrust of Arkansas Power and Light Company's competency-based curriculum development program is the identification of competencies using position task analysis data, panels, and INPO JTA data. Eight steps in the curriculum development approach provide the logic and rationale of the process: (1) establish competencies, (2) conduct competency verification, (3) develop competency tests, (4) develop curriculum, (5) develop instructional media, (6) validate curriculum and conduct field testing, (7) perform training effectiveness evaluation, and (8) revise the curriculum as needed. The processes describe how INPO JTA's and NRC procedures are cross-referenced to show that standards and requirements imposed or sanctioned by NRC and INPO are met. The competency-based approach to curriculum and training development eliminates the traditional scatterload approach to training and focuses on training to the competency. The primary benefits of competency-based training include accountability, minimal job training to meet job or position requirements, and a process to document an individual's job proficiency

Promoting human subjects training for place-based communities and cultural groups in environmental research: curriculum approaches for graduate student/faculty training.

Science.gov (United States)

Quigley, Dianne

2015-02-01

A collaborative team of environmental sociologists, community psychologists, religious studies scholars, environmental studies/science researchers and engineers has been working together to design and implement new training in research ethics, culture and community-based approaches for place-based communities and cultural groups. The training is designed for short and semester-long graduate courses at several universities in the northeastern US. The team received a 3 year grant from the US National Science Foundation's Ethics Education in Science and Engineering in 2010. This manuscript details the curriculum topics developed that incorporate ethical principles, particularly for group protections/benefits within the field practices of environmental/engineering researchers.

A 4-Year Curriculum on Substance Use Disorders for Psychiatry Residents

Science.gov (United States)

Iannucci, Rocco; Sanders, Kathy; Greenfield, Shelly F.

2009-01-01

Objective: The authors describe an addiction psychiatry curriculum integrated in a general psychiatry training program to demonstrate comprehensive and practical approaches to educating general psychiatric residents on the recognition and treatment of substance use disorders. Methods: The Massachusetts General Hospital/McLean Hospital adult…

VPIsystems industry training program on computer-aided design of fiber optic communication systems

Science.gov (United States)

Richter, Andre; Chan, David K. C.

2002-05-01

In industry today, professional Photonic Design Automation (PDA) tools are a necessity to enable fast development cycles for the design of optical components, systems and networks. The training of industrial personnel is of great importance in facilitating the full usability of PDA tools tailored to meet these demands. As the market leader of design and planning tools for system integrators and manufacturers of optical transmission systems and components, VPIsystems offers a set of two-day training courses. Attendees are taught on the design of metro WDM networks, high speed DWDM and ultra long-haul WDM systems, analogue and digital cable access systems, EDFA and Raman amplifiers, as well as active devices and circuits. The course work compromises of: (1) lectures on physical and modeling background topics; (2) creation of typical simulation scenarios and; (3) the analysis of results. This course work is facilitated by guided, hands-on lab exercises using VPIsystems software for a variety of practical design situations. In classes of up to 15, each attendee is allocated a computer, thereby allowing for a thorough and speedy training for the individual in all of the covered topics as well as for any extra-curriculum topics to be covered. Since 1999, more than 750 people have graduated from over 60 training courses. In this paper, details of VPIsystems Industry training program will be presented.

Motor training programs of arm and hand in patients with MS according to different levels of the ICF: a systematic review

Directory of Open Access Journals (Sweden)

Spooren Annemie IF

2012-07-01

Full Text Available Abstract Background The upper extremity plays an important role in daily functioning of patients with Multiple Sclerosis (MS and strongly influences their quality of life. However, an explicit overview of arm-hand training programs is lacking. The present review aims to investigate the training components and the outcome of motor training programs for arm and hand in MS. Methods A computerized systematic literature search in 5 databases (PubMed, CINAHL, EMBASE, PEDro and Cochrane was performed using the following Mesh terms: Multiple Sclerosis, Rehabilitation, Physical Education and Training, Exercise, Patient-Centered Care, Upper Extremity, Activities of Daily Living, Motor Skills, Motor Activity, Intervention Studies and Clinical Trial. The methodological quality of the selected articles was scored with the Van Tulder Checklist. A descriptive analyses was performed using the PICO principle, including scoring of training components with the calculation of Hedges’g effect sizes. Results Eleven studies were eligible (mean Van Tulder-score = 10.82(SD2.96. Most studies reported a specific improvement in arm hand performance at the ICF level that was trained at. The mean number of training components was 5.5(SD2.8 and a significant correlation (r = 0.67; p  Conclusion Motor training programs (both at the ICF body function and activity level have shown to improve arm and hand performance in MS in which the value of the training specificity was emphasized. To optimize upper extremity training in MS the component ‘client-centred’ and ‘exercise progression’ may be important. Furthermore, given the importance attributed to the components ‘distribution based practice’, ‘feedback’ and ‘random practice’ in previous research in stroke patients, the use of these components in arm hand training should be explored in future research.

Towards an Integrated Approach to Cabin Service English Curriculum Design: A Case Study of China Southern Airlines' Cabin Service English Training Course

Science.gov (United States)

Xiaoqin, Liu; Wenzhong, Zhu

2016-01-01

This paper has reviewed the history of EOP (training) development and then illustrated the curriculum design of cabin service English training from the three perspectives of ESP, CLIL and Business Discourse. It takes the cabin crew English training of China Southern Airlines (CZ) as the case and puts forward an operational framework composed of…

CERN Technical Training 2006: Office Software Curriculum Scheduled Course Sessions (October-December 2006)

CERN Multimedia

2006-01-01

The Office Software Curriculum of the CERN Technical Training Programme currently offers comprehensive training in Microsoft Office (Word, Excel, Powerpoint, Access, Outlook), MS Project, Frontpage, Dreamweaver, Indesign, LaTeX, and CERN EDMS. There are some places available on the following Microsoft Office 2003 course sessions, currently scheduled until December 2007: EXCEL 2003 - niveau 2 : ECDL - 16-17 October (2 days, session in French) WORD 2003 (Short Course II) - HowTo... Mail merge - 2 November (morning, bilingual session) WORD 2003 (Short Course IV) - HowTo... Work with master document - 2 November (afternoon, bilingual session) OUTLOOK 2003 (Short Course III) - Meetings and Delegation - 3 November (morning, bilingual session) EXCEL 2003 (Short Course IV) - HowTo... Link cells, worksheets and workbooks - 3 November (afternoon, bilingual session) EXCEL 2003 - Level 1: ECDL - 13-14 November (2 days, session in English) ACCESS 2003 - Level 2: ECDL - 5-6 December (2 days, session in English) The abo...

New IAEA training initiatives in the field of radioactive waste management

Energy Technology Data Exchange (ETDEWEB)

Ormai, P.; Kinker, J. [International Atomic Energy Agency, Vienna (Austria). Waste Technology Section

2014-03-15

More than 50 Member States have requested assistance from the International Atomic Energy Agency (IAEA) to help them develop the necessary competencies and skills that will allow them to implement technically viable, safe, secure and cost-effective radioactive waste management (RWM) solutions. At the present time the IAEA provides numerous opportunities for the training of managers and experts representing national programmes, regulatory bodies, and organizations related to RWM, and staff of national regulatory bodies responsible for licensing and inspection of such facilities, either through bilateral agreements or through the mechanism of thematic networks. The training events may be lecture based or comprise hands-on training, or may be a combination of the two. However, it is recognised that there are some limitations in the current approach. In order to overcome these limitations, the IAEA is committed to identify and utilise alternative and more cost effective avenues for the delivery of its training. To this end a decision has been made to develop a comprehensive RWM curriculum that jointly covers aspects of both safety and technology with an appropriate balance and that ensures that the two dimensions are delivered in a complimentary and consistent manner, including integration where appropriate. The training materials that will result from the development of the curriculum will be delivered through the medium of the internet and personal computers (eLearning) and also through extended face-face courses to be delivered in Regional Centres of Learning (which are still to be established). The curriculum will be developed collaboratively between the IAEA, international experts and the learning centres. (orig.)

New IAEA training initiatives in the field of radioactive waste management

International Nuclear Information System (INIS)

Ormai, P.; Kinker, J.

2014-01-01

More than 50 Member States have requested assistance from the International Atomic Energy Agency (IAEA) to help them develop the necessary competencies and skills that will allow them to implement technically viable, safe, secure and cost-effective radioactive waste management (RWM) solutions. At the present time the IAEA provides numerous opportunities for the training of managers and experts representing national programmes, regulatory bodies, and organizations related to RWM, and staff of national regulatory bodies responsible for licensing and inspection of such facilities, either through bilateral agreements or through the mechanism of thematic networks. The training events may be lecture based or comprise hands-on training, or may be a combination of the two. However, it is recognised that there are some limitations in the current approach. In order to overcome these limitations, the IAEA is committed to identify and utilise alternative and more cost effective avenues for the delivery of its training. To this end a decision has been made to develop a comprehensive RWM curriculum that jointly covers aspects of both safety and technology with an appropriate balance and that ensures that the two dimensions are delivered in a complimentary and consistent manner, including integration where appropriate. The training materials that will result from the development of the curriculum will be delivered through the medium of the internet and personal computers (eLearning) and also through extended face-face courses to be delivered in Regional Centres of Learning (which are still to be established). The curriculum will be developed collaboratively between the IAEA, international experts and the learning centres. (orig.)

The Effects of Expert Systems Training versus Content-Based Training on the Troubleshooting Achievement of Onan Corporation Service Personnel. Training and Development Research Center, Project Number Forty-Eight.

Science.gov (United States)

Westerdahl, Edward John

This study compared the effectiveness and efficiency of trainees in the Onan small products gasoline course under two training curricula: (1) the control group curriculum was the in-place course on the Emerald generator set; and (2) the experimental group curriculum was essentially the same with the addition of one lesson based on methods used by…

Precalculus teachers' perspectives on using graphing calculators: an example from one curriculum

Science.gov (United States)

Karadeniz, Ilyas; Thompson, Denisse R.

2018-01-01

Graphing calculators are hand-held technological tools currently used in mathematics classrooms. Teachers' perspectives on using graphing calculators are important in terms of exploring what teachers think about using such technology in advanced mathematics courses, particularly precalculus courses. A descriptive intrinsic case study was conducted to analyse the perspectives of 11 teachers using graphing calculators with potential Computer Algebra System (CAS) capability while teaching Functions, Statistics, and Trigonometry, a precalculus course for 11th-grade students developed by the University of Chicago School Mathematics Project. Data were collected from multiple sources as part of a curriculum evaluation study conducted during the 2007-2008 school year. Although all teachers were using the same curriculum that integrated CAS into the instructional materials, teachers had mixed views about the technology. Graphing calculator features were used much more than CAS features, with many teachers concerned about the use of CAS because of pressures from external assessments. In addition, several teachers found it overwhelming to learn a new technology at the same time they were learning a new curriculum. The results have implications for curriculum developers and others working with teachers to update curriculum and the use of advanced technologies simultaneously.

On the Development of Digital Forensics Curriculum

Directory of Open Access Journals (Sweden)

Manghui Tu

2012-09-01

Full Text Available Computer Crime and computer related incidents continue their prevalence and frequency and result in loss of billions of dollars. To fight against those crimes and frauds, it is urgent to develop digital forensics education programs to train a suitable workforce to efficiently and effectively investigate crimes and frauds. However, there is no standard to guide the design of digital forensics curriculum for an academic program. In this research, we investigate the research works on digital forensics curriculum design and existing education programs.  Both digital forensics educators and practitioners were surveyed and the results are analyzed to determine what industry and law enforcement need. Based on the survey results and what the industry certificate programs cover, we identified topics that are desired to be covered in digital forensics courses. Finally, we propose six digital forensics courses and their topics that can be offered in both undergraduate and graduate digital forensics programs.

The effect of basic life support education on laypersons' willingness in performing bystander hands only cardiopulmonary resuscitation.

Science.gov (United States)

Cho, Gyu Chong; Sohn, You Dong; Kang, Ku Hyun; Lee, Won Woong; Lim, Kyung Soo; Kim, Won; Oh, Bum Jin; Choi, Dai Hai; Yeom, Seok Ran; Lim, Hoon

2010-06-01

Recently, hands only CPR (cardiopulmonary resuscitation) has been proposed as an alternative to standard CPR for bystanders. The present study was performed to identify the effect of basic life support (BLS) training on laypersons' willingness in performing standard CPR and hands only CPR. The participants for this study were non-medical personnel who applied for BLS training program that took place in 7 university hospitals in and around Korea for 6 months. Before and after BLS training, all the participants were given questionnaires for bystander CPR, and 890 respondents were included in the final analyses. Self-assessed confidence score for bystander CPR, using a visual analogue scale from 0 to 100, increased from 51.5+/-30.0 before BLS training to 87.0+/-13.7 after the training with statistical significance (p 0.001). Before the training, 19% of respondents reported willingness to perform standard CPR on a stranger, and 30.1% to perform hands only CPR. After the training, this increased to 56.7% of respondents reporting willingness to perform standard CPR, and 71.9%, hands only CPR, on strangers. Before and after BLS training, the odds ratio of willingness to perform hands only CPR versus standard CPR were 1.8 (95% CI 1.5-2.3) and 2.0 (95% CI 1.7-2.6) for a stranger, respectively. Most of the respondents, who reported they would decline to perform standard CPR, stated that fear of liability and fear of disease transmission were deciding factors after the BLS training. The BLS training increases laypersons' confidence and willingness to perform bystander CPR on a stranger. However, laypersons are more willing to perform hands only CPR rather than to perform standard CPR on a stranger regardless of the BLS training. Copyright 2010 Elsevier Ireland Ltd. All rights reserved.

Solar Technology Curriculum, 1980.

Science.gov (United States)

Seward County Community Coll., Liberal, KS.

This curriculum guide contains lecture outlines and handouts for training solar technicians in the installation, maintenance, and repair of solar energy hot water and space heating systems. The curriculum consists of four modular units developed to provide a model through which community colleges and area vocational/technical schools can respond…

Rad World -- computer-animated video radiation and hazardous waste-management science curriculum

International Nuclear Information System (INIS)

Powell, B.

1996-01-01

The Rad World computer-animated video and curriculum materials were developed through a grant from the Waste-management Education and Research Consortium. The package, which includes a computer-animated video, hands-on activities, and multidisciplinary lessons concerning radiation and hazardous-waste management, was created to approach these subjects in an informative, yet entertaining, manner. The lessons and video, designed to supplement studies of energy and physical science at the middle school and high school level, also implement quality and consistent science education as outlined by the New Mexico Science Standards and Benchmarks (1995). Consistent with the curriculum standards and benchmarks, the curriculum includes library research, collaborative learning, hands-on-science, and discovery learning. Pre- and post-tests are included

Evaluation of a Cooperative Extension Service Curriculum on Empowering Older Adults with Assistive Technology to Grocery Shop, Prepare Food, and Eat

Science.gov (United States)

Hermann, Janice R.; Johnston, Jan H.; Brosi, Whitney A.; Jaco, Linda

2012-01-01

The Empowering Older Adults with Assistive Technology to Shop, Cook and Eat curriculum was designed to provide education about concepts of empowerment and assistive technology for grocery shopping, preparing food, and eating. The curriculum included examples and hands-on demonstrations of assistive technology devices for grocery shopping, food…

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

Science.gov (United States)

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

2017-01-01

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

Can the 'Assessment Drives Learning' effect be detected in clinical skills training? - Implications for curriculum design and resource planning

Science.gov (United States)

Buss, Beate; Krautter, Markus; Möltner, Andreas; Weyrich, Peter; Werner, Anne; Jünger, Jana; Nikendei, Christoph

2012-01-01

Purpose: The acquisition of clinical-technical skills is of particular importance for the doctors of tomorrow. Procedural skills are often trained for the first time in skills laboratories, which provide a sheltered learning environment. However, costs to implement and maintain skills laboratories are considerably high. Therefore, the purpose of the present study was to investigate students’ patterns of attendance of voluntary skills-lab training sessions and thereby answer the following question: Is it possible to measure an effect of the theoretical construct related to motivational psychology described in the literature – ‘Assessment drives learning’ – reflected in patterns of attendance at voluntary skills-lab training sessions? By answering this question, design recommendations for curriculum planning and resource management should be derived. Method: A retrospective, descriptive analysis of student skills-lab attendance related to voluntary basic and voluntary advanced skills-lab sessions was conducted. The attendance patterns of a total of 340 third-year medical students in different successive year groups from the Medical Faculty at the University of Heidelberg were assessed. Results: Students showed a preference for voluntary basic skills-lab training sessions, which were relevant to clinical skills assessment, especially at the beginning and at the end of the term. Voluntary advanced skills-lab training sessions without reference to clinical skills assessment were used especially at the beginning of the term, but declined towards the end of term. Conclusion: The results show a clear influence of assessments on students’ attendance at skills-lab training sessions. First recommendations for curriculum design and resource management will be described. Nevertheless, further prospective research studies will be necessary to gain a more comprehensive understanding of the motivational factors impacting students’ utilisation of voluntary skills

Evolution of the Pathology Residency Curriculum

Directory of Open Access Journals (Sweden)

Wesley Y. Naritoku MD, PhD

2016-10-01

Full Text Available The required medical knowledge and skill set for the pathologist of 2020 are different than in 2005. Pathology residency training curriculum must accordingly change to fulfill the needs of these ever-changing requirements. In order to make rational curricular adjustments, it is important for us to know the current trajectory of resident training in pathology—where we have been, what our actual current training curriculum is now—to understand how that might change in anticipation of meeting the needs of a changing patient and provider population and to fit within the evolving future biomedical and socioeconomic health-care setting. In 2013, there were 143 Accreditation Council for Graduate Medical Education-accredited pathology residency training programs in the United States, with approximately 2400 residents. There is diversity among residency training programs not only with respect to the number of residents but also in training venue(s. To characterize this diversity among pathology residency training programs, a curriculum survey was conducted of pathology residency program directors in 2013 and compared with a similar survey taken almost 9 years previously in 2005 to identify trends in pathology residency curriculum. Clinical pathology has not changed significantly in the number of rotations over 9 years; however, anatomic pathology has changed dramatically, with an increase in the number of surgical pathology rotations coupled with a decline in stand-alone autopsy rotations. With ever-expanding medical knowledge that the graduating pathology resident must know, it is necessary to (1 reflect upon what are the critical need subjects, (2 identify areas that have become of lesser importance, and then (3 prioritize training accordingly.

Evolution of the Pathology Residency Curriculum

Science.gov (United States)

Powell, Suzanne Z.; Black-Schaffer, W. Stephen

2016-01-01

The required medical knowledge and skill set for the pathologist of 2020 are different than in 2005. Pathology residency training curriculum must accordingly change to fulfill the needs of these ever-changing requirements. In order to make rational curricular adjustments, it is important for us to know the current trajectory of resident training in pathology—where we have been, what our actual current training curriculum is now—to understand how that might change in anticipation of meeting the needs of a changing patient and provider population and to fit within the evolving future biomedical and socioeconomic health-care setting. In 2013, there were 143 Accreditation Council for Graduate Medical Education-accredited pathology residency training programs in the United States, with approximately 2400 residents. There is diversity among residency training programs not only with respect to the number of residents but also in training venue(s). To characterize this diversity among pathology residency training programs, a curriculum survey was conducted of pathology residency program directors in 2013 and compared with a similar survey taken almost 9 years previously in 2005 to identify trends in pathology residency curriculum. Clinical pathology has not changed significantly in the number of rotations over 9 years; however, anatomic pathology has changed dramatically, with an increase in the number of surgical pathology rotations coupled with a decline in stand-alone autopsy rotations. With ever-expanding medical knowledge that the graduating pathology resident must know, it is necessary to (1) reflect upon what are the critical need subjects, (2) identify areas that have become of lesser importance, and then (3) prioritize training accordingly. PMID:28725779

Real-time development of data acquisition and analysis software for hands-on physiology education in neuroscience: G-PRIME.

Science.gov (United States)

Lott, Gus K; Johnson, Bruce R; Bonow, Robert H; Land, Bruce R; Hoy, Ronald R

2009-01-01

We report on the real-time creation of an application for hands-on neurophysiology in an advanced undergraduate teaching laboratory. Enabled by the rapid software development tools included in the Matlab technical computing environment (The Mathworks, Natick, MA), a team, consisting of a neurophysiology educator and a biophysicist trained as an electrical engineer, interfaced to a course of approximately 15 students from engineering and biology backgrounds. The result is the powerful freeware data acquisition and analysis environment, "g-PRIME." The software was developed from week to week in response to curriculum demands, and student feedback. The program evolved from a simple software oscilloscope, enabling RC circuit analysis, to a suite of tools supporting analysis of neuronal excitability and synaptic transmission analysis in invertebrate model systems. The program has subsequently expanded in application to university courses, research, and high school projects in the US and abroad as free courseware.

Hazardous materials emergency response training program at Texas A ampersand M University

International Nuclear Information System (INIS)

Stirling, A.G.

1989-01-01

The Texas Engineering Extension Service (TEEX) as the engineering vocational training arm of the Texas A ampersand M University system has conducted oil-spill, hazardous-material, and related safety training for industry since 1976 and fire suppression training since 1931. In 1987 TEEX conducted training for some 66,000 persons, of which some 6000 were in hazardous-materials safety training and 22,000 in fire suppression or related fields. Various laws and regulations exist relative to employee training at an industrial facility, such as the Hazard Communication Act, the Resource Conservation and Recovery Act (RCRA), the Comprehensive Environmental Response, Compensation, and Liability Act (CERCLA or more commonly Superfund), the Community Right to Know Law, and the Superfund Amendments and Reauthorization Act (SARA), Titles I and III. The TEEX programs developed on the foundation emphasize the hands-on approach (60% field exercises) to provide a comprehensive training curriculum resulting in regulatory compliance, an effective emergency response capability, a prepared community, and a safe work environment

Effects of Ving Tsun Chinese Martial Art Training on Upper Extremity Muscle Strength and Eye-Hand Coordination in Community-Dwelling Middle-Aged and Older Adults: A Pilot Study

Science.gov (United States)

Ng, Shamay S. M.; Cheng, Yoyo T. Y.; Yu, Esther Y. T.; Chow, Gary C. C.; Chak, Yvonne T. C.; Chan, Ivy K. Y.; Zhang, Joni; Macfarlane, Duncan

2016-01-01

Objectives. To evaluate the effects of Ving Tsun (VT) martial art training on the upper extremity muscle strength and eye-hand coordination of middle-aged and older adults. Methods. This study used a nonequivalent pretest-posttest control group design. Forty-two community-dwelling healthy adults participated in the study; 24 (mean age ± SD = 68.5 ± 6.7 years) underwent VT training for 4 weeks (a supervised VT session twice a week, plus daily home practice), and 18 (mean age ± SD = 72.0 ± 6.7 years) received no VT training and acted as controls. Shoulder and elbow isometric muscle strength and eye-hand coordination were evaluated using the Lafayette Manual Muscle Test System and a computerized finger-pointing test, respectively. Results. Elbow extensor peak force increased by 13.9% (P = 0.007) in the VT group and the time to reach peak force decreased (9.9%) differentially in the VT group compared to the control group (P = 0.033). For the eye-hand coordination assessment outcomes, reaction time increased by 2.9% in the VT group and decreased by 5.3% in the control group (P = 0.002). Conclusions. Four weeks of VT training could improve elbow extensor isometric peak force and the time to reach peak force but not eye-hand coordination in community-dwelling middle-aged and older adults. PMID:27525020

Effects of Ving Tsun Chinese Martial Art Training on Upper Extremity Muscle Strength and Eye-Hand Coordination in Community-Dwelling Middle-Aged and Older Adults: A Pilot Study.

Science.gov (United States)

Fong, Shirley S M; Ng, Shamay S M; Cheng, Yoyo T Y; Wong, Janet Y H; Yu, Esther Y T; Chow, Gary C C; Chak, Yvonne T C; Chan, Ivy K Y; Zhang, Joni; Macfarlane, Duncan; Chung, Louisa M Y

2016-01-01

Objectives. To evaluate the effects of Ving Tsun (VT) martial art training on the upper extremity muscle strength and eye-hand coordination of middle-aged and older adults. Methods. This study used a nonequivalent pretest-posttest control group design. Forty-two community-dwelling healthy adults participated in the study; 24 (mean age ± SD = 68.5 ± 6.7 years) underwent VT training for 4 weeks (a supervised VT session twice a week, plus daily home practice), and 18 (mean age ± SD = 72.0 ± 6.7 years) received no VT training and acted as controls. Shoulder and elbow isometric muscle strength and eye-hand coordination were evaluated using the Lafayette Manual Muscle Test System and a computerized finger-pointing test, respectively. Results. Elbow extensor peak force increased by 13.9% (P = 0.007) in the VT group and the time to reach peak force decreased (9.9%) differentially in the VT group compared to the control group (P = 0.033). For the eye-hand coordination assessment outcomes, reaction time increased by 2.9% in the VT group and decreased by 5.3% in the control group (P = 0.002). Conclusions. Four weeks of VT training could improve elbow extensor isometric peak force and the time to reach peak force but not eye-hand coordination in community-dwelling middle-aged and older adults.

Effects of Ving Tsun Chinese Martial Art Training on Upper Extremity Muscle Strength and Eye-Hand Coordination in Community-Dwelling Middle-Aged and Older Adults: A Pilot Study

Directory of Open Access Journals (Sweden)

Shirley S. M. Fong

2016-01-01

Full Text Available Objectives. To evaluate the effects of Ving Tsun (VT martial art training on the upper extremity muscle strength and eye-hand coordination of middle-aged and older adults. Methods. This study used a nonequivalent pretest-posttest control group design. Forty-two community-dwelling healthy adults participated in the study; 24 (mean age ± SD = 68.5±6.7 years underwent VT training for 4 weeks (a supervised VT session twice a week, plus daily home practice, and 18 (mean age ± SD = 72.0±6.7 years received no VT training and acted as controls. Shoulder and elbow isometric muscle strength and eye-hand coordination were evaluated using the Lafayette Manual Muscle Test System and a computerized finger-pointing test, respectively. Results. Elbow extensor peak force increased by 13.9% (P=0.007 in the VT group and the time to reach peak force decreased (9.9% differentially in the VT group compared to the control group (P=0.033. For the eye-hand coordination assessment outcomes, reaction time increased by 2.9% in the VT group and decreased by 5.3% in the control group (P=0.002. Conclusions. Four weeks of VT training could improve elbow extensor isometric peak force and the time to reach peak force but not eye-hand coordination in community-dwelling middle-aged and older adults.

Task-oriented training with computer gaming in people with rheumatoid arthritisor osteoarthritis of the hand: study protocol of a randomized controlled pilot trial.

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Srikesavan, Cynthia Swarnalatha; Shay, Barbara; Robinson, David B; Szturm, Tony

2013-03-09

Significant restriction in the ability to participate in home, work and community life results from pain, fatigue, joint damage, stiffness and reduced joint range of motion and muscle strength in people with rheumatoid arthritis or osteoarthritis of the hand. With modest evidence on the therapeutic effectiveness of conventional hand exercises, a task-oriented training program via real life object manipulations has been developed for people with arthritis. An innovative, computer-based gaming platform that allows a broad range of common objects to be seamlessly transformed into therapeutic input devices through instrumentation with a motion-sense mouse has also been designed. Personalized objects are selected to target specific training goals such as graded finger mobility, strength, endurance or fine/gross dexterous functions. The movements and object manipulation tasks that replicate common situations in everyday living will then be used to control and play any computer game, making practice challenging and engaging. The ongoing study is a 6-week, single-center, parallel-group, equally allocated and assessor-blinded pilot randomized controlled trial. Thirty people with rheumatoid arthritis or osteoarthritis affecting the hand will be randomized to receive either conventional hand exercises or the task-oriented training. The purpose is to determine a preliminary estimation of therapeutic effectiveness and feasibility of the task-oriented training program. Performance based and self-reported hand function, and exercise compliance are the study outcomes. Changes in outcomes (pre to post intervention) within each group will be assessed by paired Student t test or Wilcoxon signed-rank test and between groups (control versus experimental) post intervention using unpaired Student t test or Mann-Whitney U test. The study findings will inform decisions on the feasibility, safety and completion rate and will also provide preliminary data on the treatment effects of the task

Effectiveness of resistance training in combination with botulinum toxin-A on hand and arm use in children with cerebral palsy: a pre-post intervention study

Directory of Open Access Journals (Sweden)

Elvrum Ann-Kristin G

2012-07-01

Full Text Available Abstract Background The aim of this pilot study was to examine the effects of additional resistance training after use of Botulinum Toxin-A (BoNT-A on the upper limbs in children with cerebral palsy (CP. Methods Ten children with CP (9–17 years with unilaterally affected upper limbs according to Manual Ability Classification System II were assigned to two intervention groups. One group received BoNT-A treatment (group B, the other BoNT-A plus eight weeks resistance training (group BT. Hand and arm use were evaluated by means of the Melbourne assessment of unilateral upper limb function (Melbourne and Assisting Hand Assessment (AHA. Measures of muscle strength, muscle tone, and active range of motion were used to assess neuromuscular body function. Measurements were performed before and two and five months after intervention start. Change scores and differences between the groups in such scores were subjected to Mann–Whitney U and Wilcoxon Signed Rank tests, respectively. Results Both groups had very small improvements in AHA and Melbourne two months after BoNT-A injections, without differences between groups. There were significant, or close to significant, short-term treatment effects in favour of group BT for muscle strength in injected muscles (elbow flexion strength, p = .08 and non-injected muscles (elbow extension and supination strength, both p = .05, without concomitant increases in muscle tone. Active supination range improved in both groups, but more so in group BT (p = .09. There were no differences between the groups five months after intervention start. Conclusions Resistance training strengthens non-injected muscles temporarily and may reduce short-term strength loss that results from BoNT-A injections without increasing muscle tone. Moreover, additional resistance training may increase active range of motion to a greater extent than BoNT-A alone. None of the improvements in neuromuscular impairments further

Money matters: a resident curriculum for financial management.

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Mizell, Jason S; Berry, Katherine S; Kimbrough, Mary Katherine; Bentley, Frederick R; Clardy, James A; Turnage, Richard H

2014-12-01

A 2005 survey reported 87% of surgery program directors believed practice management training should occur during residency. However, only 8% of program directors believed residents received adequate training in practice management [1]. In addition to the gap in practice financial management knowledge, we recognized the need for training in personal finance among residents. A literature review and needs assessment led to the development of a novel curriculum for surgery residents combining principles of practice management and personal finance. An 18-h curriculum was administered over the 2012 academic year to 28 post graduate year 1-5 surgery residents and faculty. A self-assessment survey was given at the onset and conclusion of the curriculum [2]. Pre-tests and post-tests were given to objectively evaluate each twice monthly session's content. Self-perception of learning, interest, and acquired knowledge were analyzed using the Wilcoxon signed ranks test. Initial self-assessment data revealed high interest in practice management and personal finance principles but a deficiency in knowledge of and exposure to these topics. Throughout the curriculum, interest increased. Residents believed their knowledge of these topics increased after completing the curriculum, and objective data revealed various impacts on knowledge. Although surgery residents receive less exposure to these topics than residents in other specialties, their need to know is no less. We developed, implemented, and evaluated a curriculum that bridged this gap in surgery education. After the curriculum, residents reported an increase in interest, knowledge, and responsible behavior relating to personal and practice financial management. Copyright © 2014 Elsevier Inc. All rights reserved.

Concurrent Validity Between a Shared Curriculum, the Internal Medicine In-Training Examination, and the American Board of Internal Medicine Certifying Examination.

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Sisson, Stephen D; Bertram, Amanda; Yeh, Hsin-Chieh

2015-03-01

A core objective of residency education is to facilitate learning, and programs need more curricula and assessment tools with demonstrated validity evidence. We sought to demonstrate concurrent validity between performance on a widely shared, ambulatory curriculum (the Johns Hopkins Internal Medicine Curriculum), the Internal Medicine In-Training Examination (IM-ITE), and the American Board of Internal Medicine Certifying Examination (ABIM-CE). A cohort study of 443 postgraduate year (PGY)-3 residents at 22 academic and community hospital internal medicine residency programs using the curriculum through the Johns Hopkins Internet Learning Center (ILC). Total and percentile rank scores on ILC didactic modules were compared with total and percentile rank scores on the IM-ITE and total scores on the ABIM-CE. The average score on didactic modules was 80.1%; the percentile rank was 53.8. The average IM-ITE score was 64.1% with a percentile rank of 54.8. The average score on the ABIM-CE was 464. Scores on the didactic modules, IM-ITE, and ABIM-CE correlated with each other (P ITE total and percentile rank scores (P ITE percentile rank. Performance on a widely shared ambulatory curriculum is associated with performance on the IM-ITE and the ABIM-CE.

The strategic impact of a changing curriculum and learning environment on medical students' academic performance.

Science.gov (United States)

Williams, Pamela C; Epps, Anna Cherrie; McCammon, Sametria

2011-01-01

In recent years, the administration of Meharry Medical College, School of Medicine (SOM), Nashville, Tennessee, recognized the need to modify the curriculum to help improve student academic performance especially on the National Board of Medical Examiners (NBME) US Medical Licensing Examination (USMLE) steps 1 and 2. Thus, a number of changes occurred with respect to the traditional curriculum in the SOM, resulting in an integrated organ system-based curriculum design. The change in the learning environment was studied to determine the impact on performance after the introduction of the integrated organ system-based curriculum as compared to that of the traditional curriculum. With the utilization of a cadre of variables, it was believed that the strategic impact anticipated would provide a predictive validity profile to assist in the identification of students "at risk" of failure so that proactive intervention methodology could be made available to facilitate the students' successful progression during matriculation in the SOM. The purpose of this study was to analyze whether students trained with the integrated organ systems curriculum perform better than students trained with the traditional medical school curriculum on the medical education preclinical subject board examinations, and the NBME USMLE steps 1 and 2 examinations. From the 584 students studied in the control group (graduation classes for years 2005, 2006, and 2007) and the intervention group (graduation classes for years 2008, 2009, and 2010), significant improvement in performance on the NBME USMLE steps 1 and 2 examinations was noted following the introduction of the integrated organ system-based curriculum particularly among "at-risk" students. Data access availability from the School of Medicine of Meharry Medical College automatically gave reason for a preferential comparative relationship and study of the resulting strategic impact on cohorts graduating in years 2005-2010. Thus, this

Effects of basic clinical skills training on objective structured clinical examination performance.

Science.gov (United States)

Jünger, Jana; Schäfer, Sybille; Roth, Christiane; Schellberg, Dieter; Friedman Ben-David, Miriam; Nikendei, Christoph

2005-10-01

The aim of curriculum reform in medical education is to improve students' clinical and communication skills. However, there are contradicting results regarding the effectiveness of such reforms. A study of internal medicine students was carried out using a static group design. The experimental group consisted of 77 students participating in 7 sessions of communication training, 7 sessions of skills-laboratory training and 7 sessions of bedside-teaching, each lasting 1.5 hours. The control group of 66 students from the traditional curriculum participated in equally as many sessions but was offered only bedside teaching. Students' cognitive and practical skills performance was assessed using Multiple Choice Question (MCQ) testing and an objective structured clinical examination (OSCE), delivered by examiners blind to group membership. The experimental group performed significantly better on the OSCE than did the control group (P < 0.01), whereas the groups did not differ on the MCQ test (P < 0.15). This indicates that specific training in communication and basic clinical skills enabled students to perform better in an OSCE, whereas its effects on knowledge did not differ from those of the traditional curriculum. Curriculum reform promoting communication and basic clinical skills are effective and lead to an improved performance in history taking and physical examination skills.

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

Science.gov (United States)

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

2015-01-01

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

An augmented reality home-training system based on the mirror training and imagery approach.

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Trojan, Jörg; Diers, Martin; Fuchs, Xaver; Bach, Felix; Bekrater-Bodmann, Robin; Foell, Jens; Kamping, Sandra; Rance, Mariela; Maaß, Heiko; Flor, Herta

2014-09-01

Mirror training and movement imagery have been demonstrated to be effective in treating several clinical conditions, such as phantom limb pain, stroke-induced hemiparesis, and complex regional pain syndrome. This article presents an augmented reality home-training system based on the mirror and imagery treatment approaches for hand training. A head-mounted display equipped with cameras captures one hand held in front of the body, mirrors this hand, and displays it in real time in a set of four different training tasks: (1) flexing fingers in a predefined sequence, (2) moving the hand into a posture fitting into a silhouette template, (3) driving a "Snake" video game with the index finger, and (4) grasping and moving a virtual ball. The system records task performance and transfers these data to a central server via the Internet, allowing monitoring of training progress. We evaluated the system by having 7 healthy participants train with it over the course of ten sessions of 15-min duration. No technical problems emerged during this time. Performance indicators showed that the system achieves a good balance between relatively easy and more challenging tasks and that participants improved significantly over the training sessions. This suggests that the system is well suited to maintain motivation in patients, especially when it is used for a prolonged period of time.

Choose Health: Food, Fun, and Fitness Youth Curriculum Promotes Positive Behaviors.

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Wolfe, Wendy S; Scott-Pierce, Michelle; Dollahite, Jamie

2017-11-20

Evaluate whether participation in Choose Health: Food, Fun, and Fitness (CHFFF), a hands-on, experiential curriculum aimed at third- to sixth-graders, resulted in improvements in the targeted obesity and chronic disease prevention behaviors. The researchers evaluated CHFFF in low-income youth participating in 2 federal programs in New York State during 2013-2015. Food and activity behaviors were assessed using the Expanded Food and Nutrition Education Program third- through fifth- and sixth- through eighth-grade pre-post surveys, along with 2 sets of added CHFFF-specific items completed by subsamples. Educators trained in CHFFF had youth complete the surveys as they delivered the curriculum, primarily in schools and after-school programs. Paired t tests showed significant (P < .01) positive changes before to after CHFFF education for consumption of vegetables, fruits, sweetened drinks, nutrition label reading, and other food and activity behaviors. Results provide practice-based evidence that CHFFF promotes positive behavior change in participating youth. Copyright © 2017 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

High educational impact of a national simulation-based urological curriculum including technical and non-technical skills.

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de Vries, Anna H; Schout, Barbara M A; van Merriënboer, Jeroen J G; Pelger, Rob C M; Koldewijn, Evert L; Muijtjens, Arno M M; Wagner, Cordula

2017-02-01

Although simulation training is increasingly used to meet modern technology and patient safety demands, its successful integration within surgical curricula is still rare. The Dutch Urological Practical Skills (D-UPS) curriculum provides modular simulation-based training of technical and non-technical basic urological skills in the local hospital setting. This study aims to assess the educational impact of implementing the D-UPS curriculum in the Netherlands and to provide focus points for improvement of the D-UPS curriculum according to the participants. Educational impact was assessed by means of qualitative individual module-specific feedback and a quantitative cross-sectional survey among residents and supervisors. Twenty out of 26 Dutch teaching hospitals participated. The survey focussed on practical aspects, the D-UPS curriculum in general, and the impact of the D-UPS curriculum on the development of technical and non-technical skills. A considerable survey response of 95 % for residents and 76 % for supervisors was obtained. Modules were attended by junior and senior residents, supervised by a urologist, and peer teaching was used. Ninety percent of supervisors versus 67 % of residents judged the D-UPS curriculum as an important addition to current residency training (p = 0.007). Participants' aggregated general judgement of the modules showed a substantial percentage favorable score (M ± SE: 57 ± 4 %). The impact of training on, e.g., knowledge of materials/equipment and ability to anticipate on complications was high, especially for junior residents (77 ± 5 and 71 ± 7 %, respectively). Focus points for improvement of the D-UPS curriculum according to the participants include adaptation of the training level to residents' level of experience and focus on logistics. The simulation-based D-UPS curriculum has a high educational impact. Residents and supervisors consider the curriculum to be an important addition to current residency

Alzheimer's Association Quality Care Campaign and professional training initiatives: improving hands-on care for people with dementia in the U.S.A.

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Gould, Elizabeth; Reed, Peter

2009-04-01

In the U.S.A., direct care workers and licensed practical nurses are the professionals who provide the most hands-on care to people with dementia in nursing homes and residential care facilities--yet they do not receive adequate training in dementia care. Dementia care training needs to be universal with all disciplines at all levels of care. Even though there is variability on recommended hours and content, most studies emphasize the importance of dementia care training as a distinct component of required training for any professional or paraprofessional working in long-term care. In 2005, the Alzheimer's Association launched its Quality Care Campaign to improve dementia care through state and federal advocacy; consumer education and empowerment; and staff training. This paper describes the effectiveness of Alzheimer's Association training as measured by knowledge gained and providers' intention to change their behavior immediately after attending the training.Overall, findings indicated that the participants responded positively to evidence-based training in dementia care that emphasized the importance of (i) leadership, (ii) team communication and collaboration, (iii) support and empowerment of direct care staff, (iv) awareness and practice of specific dementia care issues, (v) resident and family involvement in care, and (vi) professional self-care.

CERN Technical Training 2006: Software and System Technologies Curriculum - Scheduled Course Sessions (October-December 2006)

CERN Multimedia

2006-01-01

he Software and System Technologies Curriculum of the CERN Technical Training Programme offers comprehensive training in C++, Java, Perl, Python, XML, OO programming, JCOP/PVSS, database design and Oracle. In the PERL, C++, OO and Java course series there are some places available on the following course sessions, scheduled until the end of this year: Object-Oriented Analysis and Design using UML: 17-19 October 2006 (3 days) JAVA 2 Enterprise Edition - Part 1: Web Applications: 19-20 October 2006 (2 days) JAVA - Level 1: 30 Oct. -1 Nov. 2006 (3 days) PERL 5 - Advanced Aspects: 2 November 2006 (1 day) C++ Programming Part 1 - Introduction to Object-Oriented Design and Programming: 14-16 November 2006 (3 days) JAVA - Level 2: 4-7 December 2006 (4 days) C++ Programming Part 2 - Advanced C++ and its Traps and Pitfalls: 12-15 December 2006 (4 days) JAVA 2 Enterprise Edition - Part 2: Enterprise JavaBeans : 18.20 December 2006 (3 days) All the above sessions will be given in English, at the CERN Training Centre....

[HAND HYGIENE BELIEFS AND PERCEPTIONS OF NURSING STUDENTS].

Science.gov (United States)

Hernández-García, Ignacio; Cardoso-Muñoz, Antonio Manuel

2016-05-01

A key element to promote the compliance of hand hygiene (HH) among health care workers (HCWs) is to analyze their perceptions of it. Our objective was to evaluate the beliefs and perceptions that nursing students have on HH. A cross-sectional study was performed during the 2011-2012 school year. It included all enrolled nursing students from a Spanish University. The information was obtained by a self-administered questionnaire, which assessed the importance of HH to control nosocomial infections (NI), beliefs (by Hand Hygiene Beliefs Scale-HHBS) and perceptions of the importance given to HH in the curriculum (by Hand Hygiene Importance Scale-HHIS). Associations were analyzed using logistic regression. 146 students of the 270 (54.1%) completed the questionnaire. Assessing the importance of HH as NI control measure ranged from 4 to 10 points (median = 9). The more agreement HHIS item was to consider HH as an important part of the curriculum (76.1%), while HHBS item was to believe that hands washing after going to the toilet reduces the transmission of infectious diseases (100%). Importance of HH to control NI valued with > 9 points was associated with the agreement to consider it as an relevant part of the curriculum (OR:2.5), and to believe that HCWs play an important role in preventing NI (OR: 4.3). HH was rated as an important NI control measure. Educational programs should be carried out at universities to students do HH, whether they observe poor compliance among HCWs in their practices.

Cultural diversity: blind spot in medical curriculum documents, a document analysis.

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Paternotte, Emma; Fokkema, Joanne P I; van Loon, Karsten A; van Dulmen, Sandra; Scheele, Fedde

2014-08-22

Cultural diversity among patients presents specific challenges to physicians. Therefore, cultural diversity training is needed in medical education. In cases where strategic curriculum documents form the basis of medical training it is expected that the topic of cultural diversity is included in these documents, especially if these have been recently updated. The aim of this study was to assess the current formal status of cultural diversity training in the Netherlands, which is a multi-ethnic country with recently updated medical curriculum documents. In February and March 2013, a document analysis was performed of strategic curriculum documents for undergraduate and postgraduate medical education in the Netherlands. All text phrases that referred to cultural diversity were extracted from these documents. Subsequently, these phrases were sorted into objectives, training methods or evaluation tools to assess how they contributed to adequate curriculum design. Of a total of 52 documents, 33 documents contained phrases with information about cultural diversity training. Cultural diversity aspects were more prominently described in the curriculum documents for undergraduate education than in those for postgraduate education. The most specific information about cultural diversity was found in the blueprint for undergraduate medical education. In the postgraduate curriculum documents, attention to cultural diversity differed among specialties and was mainly superficial. Cultural diversity is an underrepresented topic in the Dutch documents that form the basis for actual medical training, although the documents have been updated recently. Attention to the topic is thus unwarranted. This situation does not fit the demand of a multi-ethnic society for doctors with cultural diversity competences. Multi-ethnic countries should be critical on the content of the bases for their medical educational curricula.

Quantitative impact of direct, personal feedback on hand hygiene technique.

Science.gov (United States)

Lehotsky, Á; Szilágyi, L; Ferenci, T; Kovács, L; Pethes, R; Wéber, G; Haidegger, T

2015-09-01

This study investigated the effectiveness of targeting hand hygiene technique using a new training device that provides objective, personal and quantitative feedback. One hundred and thirty-six healthcare workers in three Hungarian hospitals participated in a repetitive hand hygiene technique assessment study. Ultraviolet (UV)-labelled hand rub was used at each event, and digital images of the hands were subsequently taken under UV light. Immediate objective visual feedback was given to participants, showing missed areas on their hands. The rate of inadequate hand rubbing reduced from 50% to 15% (P < 0.001). However, maintenance of this reduced rate is likely to require continuous use of the electronic equipment. Copyright © 2015 The Healthcare Infection Society. Published by Elsevier Ltd. All rights reserved.

Risk communication as a core public health competence in infectious disease management: Development of the ECDC training curriculum and programme.

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Dickmann, Petra; Abraham, Thomas; Sarkar, Satyajit; Wysocki, Piotr; Cecconi, Sabrina; Apfel, Franklin; Nurm, Ülla-Karin

2016-01-01

Risk communication has been identified as a core competence for guiding public health responses to infectious disease threats. The International Health Regulations (2005) call for all countries to build capacity and a comprehensive understanding of health risks before a public health emergency to allow systematic and coherent communication, response and management. Research studies indicate that while outbreak and crisis communication concepts and tools have long been on the agenda of public health officials, there is still a need to clarify and integrate risk communication concepts into more standardised practices and improve risk communication and health, particularly among disadvantaged populations. To address these challenges, the European Centre for Disease Prevention and Control (ECDC) convened a group of risk communication experts to review and integrate existing approaches and emerging concepts in the development of a training curriculum. This curriculum articulates a new approach in risk communication moving beyond information conveyance to knowledge- and relationship-building. In a pilot training this approach was reflected both in the topics addressed and in the methods applied. This article introduces the new conceptual approach to risk communication capacity building that emerged from this process, presents the pilot training approach developed, and shares the results of the course evaluation.

Factors influencing teacher decisions on school, classroom, and curriculum

Science.gov (United States)

Crocker, Robert K.; Banfield, Helen

This article describes a study designed to explore sources of influence on the judgments made by science teachers on school characteristics, classroom features, and properties of a science curriculum. The study had its theoretical basis in the concept that members of a social organization operate under certain functional paradigms, which govern their approach to events within the organization, and particularly to the implementation of innovations. Empirically, the study formed part of the Canadian contribution to the Second International Science Study, and was based on a survey of some 2000 Canadian teachers. The survey used an adaptation of policy capturing methodology, in which teachers were presented with variations in a hypothetical scenario designed to simulate a decision-making situation. Results suggest that teachers' judgments center around a number of factors, the primary ones being concern for student ability and interest, teaching methods, and school spirit and morale. On the other hand, variations in the scientific basis of a curriculum appear to exert little influence. The results are interpreted as indicators of the major elements of teacher functional paradigms.

Wearable Sensors for eLearning of Manual Tasks: Using Forearm EMG in Hand Hygiene Training.

Science.gov (United States)

Kutafina, Ekaterina; Laukamp, David; Bettermann, Ralf; Schroeder, Ulrik; Jonas, Stephan M

2016-08-03

In this paper, we propose a novel approach to eLearning that makes use of smart wearable sensors. Traditional eLearning supports the remote and mobile learning of mostly theoretical knowledge. Here we discuss the possibilities of eLearning to support the training of manual skills. We employ forearm armbands with inertial measurement units and surface electromyography sensors to detect and analyse the user's hand motions and evaluate their performance. Hand hygiene is chosen as the example activity, as it is a highly standardized manual task that is often not properly executed. The World Health Organization guidelines on hand hygiene are taken as a model of the optimal hygiene procedure, due to their algorithmic structure. Gesture recognition procedures based on artificial neural networks and hidden Markov modeling were developed, achieving recognition rates of 98 . 30 % ( ± 1 . 26 % ) for individual gestures. Our approach is shown to be promising for further research and application in the mobile eLearning of manual skills.

Facilitating the implementation of the American College of Surgeons/Association of Program Directors in Surgery phase III skills curriculum: training faculty in the assessment of team skills.

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Hull, Louise; Arora, Sonal; Stefanidis, Dimitrios; Sevdalis, Nick

2015-11-01

Effective teamwork is critical to safety in the operating room; however, implementation of phase III of the American College of Surgeons (ACS) and Association of Program Directors in Surgery (APDS) Curriculum that focuses on team-based skills remains worryingly low. Training and assessing the complexities of teamwork is challenging. The objective of this study was to establish guidelines and recommendations for training faculty in assessing/debriefing team skills. A multistage survey-based consensus study was completed by 108 experts responsible for training and assessing surgical residents from the ACS Accredited Educational Institutes. Experts agreed that a program to teach faculty to assess team-based skills should include training in the recognition of teamwork skills, practice rating these skills, and training in the provision of feedback/debriefing. Agreement was reached that faculty responsible for conducting team-based skills assessment should be revalidated every 2 years and stringent proficiency criteria should be met. Faculty development is critical to ensure high-quality, standardized training and assessment. Training faculty to assess team-based skills has the potential to facilitate the effective implementation of phase III of the ACS and APDS Curriculum. Copyright © 2015 Elsevier Inc. All rights reserved.

Hands-on Training Courses Using Research Reactors and Accelerators

International Nuclear Information System (INIS)

2014-01-01

The enhancement of nuclear science education and training in all Member States is of interest to the IAEA since many of these countries, particularly in the developing world, are building up and expanding their scientific and technological infrastructures. Unfortunately, most of these countries still lack sufficient numbers of well-educated and qualified nuclear specialists and technologists. This may arise from, amongst other things: a lack of candidates with sufficient educational background in nuclear science who would qualify to receive specialized training; a lack of institutions available for training nuclear science specialists; a lack of lecturers in nuclear related fields; and a lack of suitable educational and teaching materials. A related concern is the potential loss of valuable knowledge accumulated over many decades due to the ageing workforce. An imperative for Member States is to develop and offer suitable graduate and postgraduate academic programmes which combine study and project work so that students can attain a prerequisite level of knowledge, abilities and skills in their chosen subject area. In nearly all academic programmes, experimental work forms an essential and integral component of study to help students develop general and subject specific skills. Experimental laboratory courses and exercises can mean practical work in a conventional laboratory or an advanced facility with an operational particle accelerator or research reactor often accompanied by computer simulations and theoretical exercises. In this context, available or newly planned research reactors and particle accelerators should be seen as extremely important and indispensable components of nuclear science and technology curricula. Research reactors can demonstrate nuclear science and technology based on nuclear fission and the interaction of neutrons and photons with matter, while particle accelerators can demonstrate nuclear science and technology based on charged particle

Training in Tobacco Treatments in Psychiatry: A National Survey of Psychiatry Residency Training Directors

Science.gov (United States)

Prochaska, Judith J.; Fromont, Sebastien C.; Louie, Alan K.; Jacobs, Marc H.; Hall, Sharon M.

2016-01-01

Objective Nicotine dependence is the most prevalent substance abuse disorder among adult psychiatric patients and is a leading cause of death and disability. This study examines training in tobacco treatment in psychiatry residency programs across the United States. Method The authors recruited training directors to complete a survey of their program’s curriculum related to tobacco treatment, attitudes related to treating tobacco in psychiatry, and perceptions of residents’ skills for addressing nicotine dependence in psychiatric patients. Results Respondents were representative of the national pool. Half of the programs provided training in tobacco treatments for a median duration of 1 hour. Content areas covered varied greatly. Programs with tobacco-related training expressed more favorable attitudes toward addressing tobacco in psychiatry and were more likely to report confidence in their residents’ skills for treating nicotine dependence. Programs without tobacco training reported a lack of faculty expertise on tobacco treatments. Most training directors reported moderate to high interest in evaluating a model tobacco curriculum for psychiatry and stated they would dedicate an average of 4 hours of curriculum time. Conclusions The findings demonstrate the need for and interest in a model tobacco treatment curriculum for psychiatry residency training. Training psychiatrists offers the potential of delivering treatment to one of the largest remaining groups of smokers: patients with mental disorders. PMID:17021144

Sustained effect of resistance training on blood pressure and hand grip strength following a detraining period in elderly hypertensive women: a pilot study

Directory of Open Access Journals (Sweden)

Nascimento D da C

2014-01-01

Full Text Available Dahan da Cunha Nascimento,1,5,8 Ramires Alsamir Tibana,1,8 Franklin M Benik,2 Keila Elizabeth Fontana,3 Frederico Ribeiro Neto,8 Frederico Santos de Santana,5,8 Leopoldo Santos-Neto,4 Renato André Sousa Silva,1,5,6 Alessandro Oliveira Silva,1,7 Darlan Lopes Farias,1,7 Sandor Balsamo,4,5,8 Jonato Prestes1 1Postgraduate Program in Physical Education, Catholic University of Brasilia, Brasilia, Brazil; 2Department of Kinesiology and Sports Studies Graduate Program, Eastern Illinois University, Charleston, IL, USA; 3Faculty of Physical Education, University of Brasilia, Brasilia, Brazil; 4Graduate Program in Medical Sciences of the University of Brasilia, School of Medicine and Rheumatology Service, University Hospital of Brasilia (HUB, Brasilia, Brazil; 5Department of Physical Education, University Center Euro American University Center, Brasilia, Brazil; 6Center of Excellence in Medicine of Exercise (CEMEx, Brasilia, Brazil; 7Center University of Brasilia (UNICEUB, Brasilia, Brazil; 8Strength Training and Health Research Group (GEPEEFS, Brasilia, Brazil Introduction: Hypertension is the most prevalent modifiable risk factor with a high prevalence among older adults. Exercise is a nonpharmacological treatment shown to benefit all patients with hypertension. Objective: This study examined the effects of a 14-week moderate intensity resistance training program (RT on the maintenance of blood pressure and hand grip strength during an extended detraining period in elderly hypertensive women. Methods: Twelve hypertensive sedentary elderly women completed 14 weeks of whole body RT at a moderate perceived exertion following a detraining period of 14 weeks. Results: Following the training period, participants demonstrated an increase in absolute hand grip strength (P=0.001, relative hand grip strength (P=0.032 and a decrease of systolic (P=0.001, diastolic (P=0.008, and mean blood pressure (P=0.002 when compared to pre-exercise values. In addition, these

Entrepreneurship Education at Indian Industrial Training Institutes--A Case Study of the Prescribed, Adopted and Enacted Curriculum in and around Bangalore

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Zenner, Lea; Kumar, Kothandaraman; Pilz, Matthias

2017-01-01

On the one hand, India is a growing economy that needs skilled labour, self-employed entrepreneurs and employees to tackle its economic and social challenges. On the other hand, India faces high unemployment rates, especially among young people. Graduates from industrial training institutes (ITIs) in particular are often facing difficulties in…

On the development of an International Curriculum on Hydrogen Safety Engineering and its Implementation into Educational Programmes

International Nuclear Information System (INIS)

Dahoe, A.E.; Molkov, V.V.

2006-01-01

The present paper provides an overview of the development of an International Curriculum on Hydrogen Safety Engineering and its implementation into new educational programmes. The curriculum has a modular structure, and consists of five basic, six fundamental and four applied modules. The reasons for this particular structure are explained. To accelerate the development of teaching materials and their implementation in training/educational programmes, an annual European Summer School on Hydrogen Safety will be held (the first Summer School is from 15-24 Aug 2006, Belfast, UK), where leading experts deliver keynote lectures to an audience of researchers on topics covering the state-of-the-art in Hydrogen Safety Science and Engineering. The establishment of a Postgraduate Certificate course in Hydrogen Safety Engineering at the University of Ulster (starting in September 2006) as a first step in the development of a worldwide system of Hydrogen Safety education and training is described. (authors)

The Effect of an Instructional Model Utilizing Hands-on Learning and Manipulatives on Math Achievement of Middle School Students in Georgia

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White, Kara Morgan

2012-01-01

The concepts and ideas of mathematics is a major element of educational curriculum. Many different instructional strategies are implemented in mathematics classrooms. The purpose of this study was to evaluate the effect of an instructional model utilizing hands-on learning and use of manipulatives on mathematics achievement of middle school…

Leading Change in the Primary Science Curriculum

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Waller, Nicky; Baker, Chris

2014-01-01

Nicky Waller and Chris Baker believe that change can be a good thing and explain how their training has helped others to adjust to the new science curriculum. In September 2013, teachers across England received the definitive version of the new primary curriculum "Leading Change in the Primary Science Curriculum." This course aimed to…

Surviving the Implementation of a New Science Curriculum

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Lowe, Beverly; Appleton, Ken

2015-12-01

Queensland schools are currently teaching with the first National Curriculum for Australia. This new curriculum was one of a number of political responses to address the recurring low scores in literacy, mathematics, and science that continue to hold Australia in poor international rankings. Teachers have spent 2 years getting to know the new science curriculum through meetings, training, and exploring the new Australian curriculum documents. This article examines the support and preparation for implementation provided in two regional schools, with a closer look at six specific teachers and their science teaching practices as they attempted to implement the new science curriculum. The use of a survey, field observations, and interviews revealed the schools' preparation practices and the teachers' practices, including the support provided to implement the new science curriculum. A description and analysis of school support and preparation as well as teachers' views of their experiences implementing the new science curriculum reveal both achievements and shortcomings. Problematic issues for the two schools and teachers include time to read and comprehend the curriculum documents and content expectations as well as time to train and change the current processes effectively. The case teachers' experiences reveal implications for the successful and effective implementation of new curriculum and curriculum reform.

Minority Pre-service Teachers' and Faculty Training on Climate Change Education in Delaware State University

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Ozbay, G.; Fox-Lykens, R.; Veron, D. E.; Rogers, M.; Merrill, J.; Harcourt, P.; Mead, H.

2015-12-01

Delaware State University is working toward infusing undergraduate education with climate change science and enhancing the climate change learning content of pre-service teacher preparation programs as part of the MADE-CLEAR project (www.madeclear.org). Faculty development workshops have been conducted to prepare and educate a cadre of faculty from different disciplines in global climate science literacy. Following the workshops, the faculty participants have integrated climate literacy tenets into their existing curriculum. Follow up meetings have helped the faculty members to use specific content in their curriculum such as greenhouse gases, atmospheric CO2, sea level rise, etc. Additional training provided to the faculty participants in pedagogical methods of climate change instruction to identify common misconceptions and barriers to student understanding. Some pre-service teachers were engaged in summer internships and learned how to become messenger of climate change science by the state parks staff during the summer. Workshops were offered to other pre-service teachers to teach them specific climate change topics with enhanced hands-on laboratory activities. The participants were provided examples of lesson plans and guided to develop their own lesson plans and present them. Various pedagogical methods have been explored for teaching climate change content to the participants. The pre-service teachers found the climate content very challenging and confusing. Training activities were modified to focus on targeted topics and modeling of pedagogical techniques for the faculty and pre-service teachers. Program evaluation confirms that the workshop participant show improved understanding of the workshop materials by the participants if they were introduced few climate topics. Learning how to use hands-on learning tools and preparing lesson plans are two of the challenges successfully implemented by the pre-service teachers. Our next activity includes pre

Effects of lips and hands on auditory learning of second-language speech sounds.

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Hirata, Yukari; Kelly, Spencer D

2010-04-01

Previous research has found that auditory training helps native English speakers to perceive phonemic vowel length contrasts in Japanese, but their performance did not reach native levels after training. Given that multimodal information, such as lip movement and hand gesture, influences many aspects of native language processing, the authors examined whether multimodal input helps to improve native English speakers' ability to perceive Japanese vowel length contrasts. Sixty native English speakers participated in 1 of 4 types of training: (a) audio-only; (b) audio-mouth; (c) audio-hands; and (d) audio-mouth-hands. Before and after training, participants were given phoneme perception tests that measured their ability to identify short and long vowels in Japanese (e.g., /kato/ vs. /kato/). Although all 4 groups improved from pre- to posttest (replicating previous research), the participants in the audio-mouth condition improved more than those in the audio-only condition, whereas the 2 conditions involving hand gestures did not. Seeing lip movements during training significantly helps learners to perceive difficult second-language phonemic contrasts, but seeing hand gestures does not. The authors discuss possible benefits and limitations of using multimodal information in second-language phoneme learning.

On track for success: an innovative behavioral science curriculum model.

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Freedy, John R; Carek, Peter J; Dickerson, Lori M; Mallin, Robert M

2013-01-01

This article describes the behavioral science curriculum currently in place at the Trident/MUSC Family Medicine Residency Program. The Trident/MUSC Program is a 10-10-10 community-based, university-affiliated program in Charleston, South Carolina. Over the years, the Trident/MUSC residency program has graduated over 400 Family Medicine physicians. The current behavioral science curriculum consists of both required core elements (didactic lectures, clinical observation, Balint groups, and Resident Grand Rounds) as well as optional elements (longitudinal patient care experiences, elective rotations, behavioral science editorial experience, and scholars project with a behavioral science focus). All Trident/MUSC residents complete core behavioral science curriculum elements and are free to participate in none, some, or all of the optional behavioral science curriculum elements. This flexibility allows resident physicians to tailor the educational program in a manner to meet individual educational needs. The behavioral science curriculum is based upon faculty interpretation of existing "best practice" guidelines (Residency Review Committee-Family Medicine and AAFP). This article provides sufficient curriculum detail to allow the interested reader the opportunity to adapt elements of the behavioral science curriculum to other residency training programs. While this behavioral science track system is currently in an early stage of implementation, the article discusses track advantages as well as future plans to evaluate various aspects of this innovative educational approach.

Resident perspectives on communication training that utilizes immersive virtual reality.

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Real, Francis J; DeBlasio, Dominick; Ollberding, Nicholas J; Davis, David; Cruse, Bradley; Mclinden, Daniel; Klein, Melissa D

2017-01-01

Communication skills can be difficult to teach and assess in busy outpatient settings. These skills are important for effective counseling such as in cases of influenza vaccine hesitancy. It is critical to consider novel educational methods to supplement current strategies aimed at teaching relational skills. An immersive virtual reality (VR) curriculum on addressing influenza vaccine hesitancy was developed using Kern's six-step approach to curriculum design. The curriculum was meant to teach best-practice communication skills in cases of influenza vaccine hesitancy. Eligible participants included postgraduate level (PL) 2 and PL-3 pediatric residents (n = 24). Immediately following the curriculum, a survey was administered to assess residents' attitudes toward the VR curriculum and perceptions regarding the effectiveness of VR in comparison to other educational modalities. A survey was administered 1 month following the VR curriculum to assess trainee-perceived impact of the curriculum on clinical practice. All eligible residents (n = 24) completed the curriculum. Ninety-two percent (n = 22) agreed or strongly agreed that VR simulations were like real-life patient encounters. Seventy-five percent (n = 18) felt that VR was equally effective to standardized patient (SP) encounters and less effective than bedside teaching (P training.

Providing open-access online materials and hands-on sessions for GIS exercises

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Oguchi, T.; Yamauchi, H.; Hayakawa, Y. S.

2017-12-01

Researchers of GIS (Geographical Information Systems/Sciences) in Japan have collaborated to provide materials for GIS lecture classes in universities for the last 20 years. The major outcomes include 1) a GIS core curriculum, 2) a GIS "body of knowledge" explaining the details of the curriculum, 3) a series of PowerPoint presentations, and 4) a comprehensive GIS textbook. However, materials for GIS exercises at university classes using GIS software have been limited in Japan. Therefore, we launched a project to provide such materials which will be available online and accessible by anybody. The materials cover broad basic aspects of GIS including geoscientific applications such as terrain analysis using digital elevation models. The materials utilize public-domain and open-source software packages such as QGIS and GRASS. The data used are also freely available ones such as those from the Geospatial Information Authority of Japan. The use of the GitHub platform to distribute the materials allow easier online interactions by both material producers and users. Selected sets of the materials have been utilized for hands-on activities including both official university classes and public instructions. We have been updating the materials based on the opinions of people who took the hands-on courses for better GIS education. The current materials are in Japanese, but we plan to translate some of them into English.

Design and evaluation of the ONC health information technology curriculum.

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Mohan, Vishnu; Abbott, Patricia; Acteson, Shelby; Berner, Eta S; Devlin, Corkey; Hammond, William E; Kukafka, Rita; Hersh, William

2014-01-01

As part of the Heath Information Technology for Economic and Clinical Health (HITECH) Act, the Office of the National Coordinator for Health Information Technology (ONC) implemented its Workforce Development Program, which included initiatives to train health information technology (HIT) professionals in 12 workforce roles, half of them in community colleges. To achieve this, the ONC tasked five universities with established informatics programs with creating curricular materials that could be used by community colleges. The five universities created 20 components that were made available for downloading from the National Training and Dissemination Center (NTDC) website. This paper describes an evaluation of the curricular materials by its intended audience of educators. We measured the quantity of downloads from the NTDC site and administered a survey about the curricular materials to its registered users to determine use patterns and user characteristics. The survey was evaluated using mixed methods. Registered users downloaded nearly half a million units or components from the NTDC website. We surveyed these 9835 registered users. 1269 individuals completed all or part of the survey, of whom 339 identified themselves as educators (26.7% of all respondents). This paper addresses the survey responses of educators. Successful aspects of the curriculum included its breadth, convenience, hands-on and course planning capabilities. Several areas were identified for potential improvement. The ONC HIT curriculum met its goals for community college programs and will likely continue to be a valuable resource for the larger informatics community in the future.

On Literature's Use(ful/less)ness: Reconceptualizing the Literature Curriculum in the Age of Globalization

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Choo, Suzanne S.

2011-01-01

This paper begins by examining how debates about literature's usefulness or, more specifically, its uselessness, have been framed in terms of the binary between utilitarianism and pragmatism on the one hand, and between humanism and idealism on the other. Instead of conceiving the literature curriculum in terms of a position one privileges in a…

Developing a Curriculum for Information and Communications Technology Use in Global Health Research and Training: A Qualitative Study Among Chinese Health Sciences Graduate Students.

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Ma, Zhenyu; Yang, Li; Yang, Lan; Huang, Kaiyong; Yu, Hongping; He, Huimin; Wang, Jiaji; Cai, Le; Wang, Jie; Fu, Hua; Quintiliani, Lisa; Friedman, Robert H; Xiao, Jian; Abdullah, Abu S

2017-06-12

Rapid development of information and communications technology (ICT) during the last decade has transformed biomedical and population-based research and has become an essential part of many types of research and educational programs. However, access to these ICT resources and the capacity to use them in global health research are often lacking in low- and middle-income country (LMIC) institutions. The aim of our study was to assess the practical issues (ie, perceptions and learning needs) of ICT use among health sciences graduate students at 6 major medical universities of southern China. Ten focus group discussions (FGDs) were conducted from December 2015 to March 2016, involving 74 health sciences graduate students studying at 6 major medical universities in southern China. The sampling method was opportunistic, accounting for the graduate program enrolled and the academic year. All FGDs were audio recorded and thematic content analysis was performed. Researchers had different views and arguments about the use of ICT which are summarized under six themes: (1) ICT use in routine research, (2) ICT-related training experiences, (3) understanding about the pros and cons of Web-based training, (4) attitudes toward the design of ICT training curriculum, (5) potential challenges to promoting ICT courses, and (6) related marketing strategies for ICT training curriculum. Many graduate students used ICT on a daily basis in their research to stay up-to-date on current development in their area of research or study or practice. The participants were very willing to participate in ICT courses that were relevant to their academic majors and would count credits. Suggestion for an ICT curriculum included (1) both organized training course or short lecture series, depending on the background and specialty of the students, (2) a mixture of lecture and Web-based activities, and (3) inclusion of topics that are career focused. The findings of this study suggest that a need exists

Classification of right-hand grasp movement based on EMOTIV Epoc+

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Tobing, T. A. M. L.; Prawito, Wijaya, S. K.

2017-07-01

Combinations of BCT elements for right-hand grasp movement have been obtained, providing the average value of their classification accuracy. The aim of this study is to find a suitable combination for best classification accuracy of right-hand grasp movement based on EEG headset, EMOTIV Epoc+. There are three movement classifications: grasping hand, relax, and opening hand. These classifications take advantage of Event-Related Desynchronization (ERD) phenomenon that makes it possible to differ relaxation, imagery, and movement state from each other. The combinations of elements are the usage of Independent Component Analysis (ICA), spectrum analysis by Fast Fourier Transform (FFT), maximum mu and beta power with their frequency as features, and also classifier Probabilistic Neural Network (PNN) and Radial Basis Function (RBF). The average values of classification accuracy are ± 83% for training and ± 57% for testing. To have a better understanding of the signal quality recorded by EMOTIV Epoc+, the result of classification accuracy of left or right-hand grasping movement EEG signal (provided by Physionet) also be given, i.e.± 85% for training and ± 70% for testing. The comparison of accuracy value from each combination, experiment condition, and external EEG data are provided for the purpose of value analysis of classification accuracy.

Integration and Validation of Hysteroscopy Simulation in the Surgical Training Curriculum.

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Elessawy, Mohamed; Skrzipczyk, Moritz; Eckmann-Scholz, Christel; Maass, Nicolai; Mettler, Liselotte; Guenther, Veronika; van Mackelenbergh, Marion; Bauerschlag, Dirk O; Alkatout, Ibrahim

The primary objective of our study was to test the construct validity of the HystSim hysteroscopic simulator to determine whether simulation training can improve the acquisition of hysteroscopic skills regardless of the previous levels of experience of the participants. The secondary objective was to analyze the performance of a selected task, using specially designed scoring charts to help reduce the learning curve for both novices and experienced surgeons. The teaching of hysteroscopic intervention has received only scant attention, focusing mainly on the development of physical models and box simulators. This encouraged our working group to search for a suitable hysteroscopic simulator module and to test its validation. We decided to use the HystSim hysteroscopic simulator, which is one of the few such simulators that has already completed a validation process, with high ratings for both realism and training capacity. As a testing tool for our study, we selected the myoma resection task. We analyzed the results using the multimetric score system suggested by HystSim, allowing a more precise interpretation of the results. Between June 2014 and May 2015, our group collected data on 57 participants of minimally invasive surgical training courses at the Kiel School of Gynecological Endoscopy, Department of Gynecology and Obstetrics, University Hospitals Schleswig-Holstein, Campus Kiel. The novice group consisted of 42 medical students and residents with no prior experience in hysteroscopy, whereas the expert group consisted of 15 participants with more than 2 years of experience of advanced hysteroscopy operations. The overall results demonstrated that all participants attained significant improvements between their pretest and posttests, independent of their previous levels of experience (p hysteroscopic skills, proving an adequate construct validation of the HystSim. Using the multimetric scoring system enabled a more accurate analysis of the performance of the

Pathology informatics fellowship training: Focus on molecular pathology

Directory of Open Access Journals (Sweden)

Diana Mandelker

2014-01-01

Full Text Available Background: Pathology informatics is both emerging as a distinct subspecialty and simultaneously becoming deeply integrated within the breadth of pathology practice. As specialists, pathology informaticians need a broad skill set, including aptitude with information fundamentals, information systems, workflow and process, and governance and management. Currently, many of those seeking training in pathology informatics additionally choose training in a second subspecialty. Combining pathology informatics training with molecular pathology is a natural extension, as molecular pathology is a subspecialty with high potential for application of modern biomedical informatics techniques. Methods and Results: Pathology informatics and molecular pathology fellows and faculty evaluated the current fellowship program′s core curriculum topics and subtopics for relevance to molecular pathology. By focusing on the overlap between the two disciplines, a structured curriculum consisting of didactics, operational rotations, and research projects was developed for those fellows interested in both pathology informatics and molecular pathology. Conclusions: The scope of molecular diagnostics is expanding dramatically as technology advances and our understanding of disease extends to the genetic level. Here, we highlight many of the informatics challenges facing molecular pathology today, and outline specific informatics principles necessary for the training of future molecular pathologists.

Pathology informatics fellowship training: Focus on molecular pathology.

Science.gov (United States)

Mandelker, Diana; Lee, Roy E; Platt, Mia Y; Riedlinger, Gregory; Quinn, Andrew; Rao, Luigi K F; Klepeis, Veronica E; Mahowald, Michael; Lane, William J; Beckwith, Bruce A; Baron, Jason M; McClintock, David S; Kuo, Frank C; Lebo, Matthew S; Gilbertson, John R

2014-01-01

Pathology informatics is both emerging as a distinct subspecialty and simultaneously becoming deeply integrated within the breadth of pathology practice. As specialists, pathology informaticians need a broad skill set, including aptitude with information fundamentals, information systems, workflow and process, and governance and management. Currently, many of those seeking training in pathology informatics additionally choose training in a second subspecialty. Combining pathology informatics training with molecular pathology is a natural extension, as molecular pathology is a subspecialty with high potential for application of modern biomedical informatics techniques. Pathology informatics and molecular pathology fellows and faculty evaluated the current fellowship program's core curriculum topics and subtopics for relevance to molecular pathology. By focusing on the overlap between the two disciplines, a structured curriculum consisting of didactics, operational rotations, and research projects was developed for those fellows interested in both pathology informatics and molecular pathology. The scope of molecular diagnostics is expanding dramatically as technology advances and our understanding of disease extends to the genetic level. Here, we highlight many of the informatics challenges facing molecular pathology today, and outline specific informatics principles necessary for the training of future molecular pathologists.

Surgical simulators in urological training--views of UK Training Programme Directors.

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Forster, James A; Browning, Anthony J; Paul, Alan B; Biyani, C Shekhar

2012-09-01

What's known on the subject? and What does the study add? The role of surgical simulators is currently being debated in urological and other surgical specialties. Simulators are not presently implemented in the UK urology training curriculum. The availability of simulators and the opinions of Training Programme Directors' (TPD) on their role have not been described. In the present questionnaire-based survey, the trainees of most, but not all, UK TPDs had access to laparoscopic simulators, and that all responding TPDs thought that simulators improved laparoscopic training. We hope that the present study will be a positive step towards making an agreement to formally introduce simulators into the UK urology training curriculum. To discuss the current situation on the use of simulators in surgical training. To determine the views of UK Urology Training Programme Directors (TPDs) on the availability and use of simulators in Urology at present, and to discuss the role that simulators may have in future training. An online-questionnaire survey was distributed to all UK Urology TPDs. In all, 16 of 21 TPDs responded. All 16 thought that laparoscopic simulators improved the quality of laparoscopic training. The trainees of 13 TPDs had access to a laparoscopic simulator (either in their own hospital or another hospital in the deanery). Most TPDs thought that trainees should use simulators in their free time, in quiet time during work hours, or in teaching sessions (rather than incorporated into the weekly timetable). We feel that the current apprentice-style method of training in urological surgery is out-dated. We think that all TPDs and trainees should have access to a simulator, and that a formal competency based simulation training programme should be incorporated into the urology training curriculum, with trainees reaching a minimum proficiency on a simulator before undertaking surgical procedures. © 2012 THE AUTHORS. BJU INTERNATIONAL © 2012 BJU INTERNATIONAL.

Implementation and evaluation of a simulation curriculum for paediatric residency programs including just-in-time in situ mock codes.

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Sam, Jonathan; Pierse, Michael; Al-Qahtani, Abdullah; Cheng, Adam

2012-02-01

To develop, implement and evaluate a simulation-based acute care curriculum in a paediatric residency program using an integrated and longitudinal approach. Curriculum framework consisting of three modular, year-specific courses and longitudinal just-in-time, in situ mock codes. Paediatric residency program at BC Children's Hospital, Vancouver, British Columbia. The three year-specific courses focused on the critical first 5 min, complex medical management and crisis resource management, respectively. The just-in-time in situ mock codes simulated the acute deterioration of an existing ward patient, prepared the actual multidisciplinary code team, and primed the surrounding crisis support systems. Each curriculum component was evaluated with surveys using a five-point Likert scale. A total of 40 resident surveys were completed after each of the modular courses, and an additional 28 surveys were completed for the overall simulation curriculum. The highest Likert scores were for hands-on skill stations, immersive simulation environment and crisis resource management teaching. Survey results also suggested that just-in-time mock codes were realistic, reinforced learning, and prepared ward teams for patient deterioration. A simulation-based acute care curriculum was successfully integrated into a paediatric residency program. It provides a model for integrating simulation-based learning into other training programs, as well as a model for any hospital that wishes to improve paediatric resuscitation outcomes using just-in-time in situ mock codes.

The Black Cloud Phenomenon in Hand Surgery.

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Zhao, Emily; Tiedeken, Nathan; Wang, William; Fowler, John

2018-04-01

The term black cloud for a surgeon is generally used to describe someone who is unusually busy compared with his or her counterparts, and it is a superstition that tends to pervade the medical world. The purpose of this study is to investigate whether black clouds exist in hand surgery. We examined one academic year's worth of hand surgery-specific call at a level I trauma center and tabulated the number of hand-related patient transfers and add-on cases per surgeon. Each surgeon was given a black cloud rating by the fellows who were in training that year. Correlations were made between the black cloud rating and the surgeons' call volume. There were 12 surgeons who shared 365 days of hand call, and 5 of them are hand surgery fellowship trained. Those 5 surgeons tended to be busier on their call days, with more cases added on overnight and the next day, and also had worse black cloud ratings than the 7 non-hand fellowship trained surgeons. In regard to hand surgery, while true emergencies occur and require emergent intervention, how busy hand surgeons may be during call may be influenced by a variety of factors not related to their patients' problems but rather their daily schedules, their hospitals' ability to facilitate add-on cases, and their rapport with their fellow surgeons to share case loads.

Autogenic Training and Hand Temperature Biofeedback in the Treatment of Migraine: A Preliminary Analysis.

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Jessup, B.; And Others

The possibility of alleviating migraine headaches by autogenic relaxation training, with or without hand temperature biofeedback, was assessed. The study examined five independent groups in a bi-directional control group design. Volunteer migraine sufferers served as subjects, each participating for 12 weeks. The first four weeks of the study were…

Impact of a competency based curriculum on quality improvement among internal medicine residents.

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Fok, Mark C; Wong, Roger Y

2014-11-28

Teaching quality improvement (QI) principles during residency is an important component of promoting patient safety and improving quality of care. The literature on QI curricula for internal medicine residents is limited. We sought to evaluate the impact of a competency based curriculum on QI among internal medicine residents. This was a prospective, cohort study over four years (2007-2011) using pre-post curriculum comparison design in an internal medicine residency program in Canada. Overall 175 post-graduate year one internal medicine residents participated. A two-phase, competency based curriculum on QI was developed with didactic workshops and longitudinal, team-based QI projects. The main outcome measures included self-assessment, objective assessment using the Quality Improvement Knowledge Assessment Tool (QIKAT) scores to assess QI knowledge, and performance-based assessment via presentation of longitudinal QI projects. Overall 175 residents participated, with a response rate of 160/175 (91%) post-curriculum and 114/175 (65%) after conducting their longitudinal QI project. Residents' self-reported confidence in making changes to improve health increased and was sustained at twelve months post-curriculum. Self-assessment scores of QI skills improved significantly from pre-curriculum (53.4 to 69.2 percent post-curriculum [p-value 0.002]) and scores were sustained at twelve months after conducting their longitudinal QI projects (53.4 to 72.2 percent [p-value 0.005]). Objective scores using the QIKAT increased post-curriculum from 8.3 to 10.1 out of 15 (p-value for difference value for difference from pre-curriculum based assessment occurred via presentation of all projects at the annual QI Project Podium Presentation Day. The competency based curriculum on QI improved residents' QI knowledge and skills during residency training. Importantly, residents perceived that their QI knowledge improved after the curriculum and this also correlated to improved QIKAT

Validation of the efficiency of a robotic rehabilitation training system for recovery of severe plegie hand motor function after a stroke.

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Tanabe, Hirofumi; Ikuta, Munehiro; Morita, Yoshifumi

2017-07-01

We have developed a rehabilitation training system called the Useful and Ultimate Rehabilitation System PARKO (UR System PARKO) to promote the recovery of motor function of the severe chronic plegic hand of stroke patients. This system was equipped with two functions to realize two conditions: (1) fixing of all fingers to a hyperextended position and (2) extending the elbow joint while applying resistance load to the fingertips. A clinical test was conducted with two patients to determine the therapeutic effect of the UR System PARKO for severe plegic hand. In both patients, the active ranges of motion of finger extension improved after training with the UR System PARKO. Moreover, the Modified Ashworth scale scores of finger extension increased. Thus, training reduced the spastic paralysis. These results suggest the effectiveness of training with the UR System PARKO for recovery of motor function as reflected in the finger extension of the severe plegic hand.

Reflections on the development of a pre-service language curriculum for the BEd (Foundation Phase

Directory of Open Access Journals (Sweden)

Zubeida Desai

2014-12-01

Full Text Available The initiative of the Department of Higher Education and Training (DHET in South Africa to strengthen foundation phase teaching has resulted in the development of new foundation phase (Grades R–3 programmes at institutions that did not previously offer them. In this article we reflect on the conceptualisation and development of a pre-service language curriculum for one such programme. We base our discussion on principles that underpin teacher education programme development for early childhood education and on issues and insights about appropriate language curriculum content for a foundation phase teacher. Whilst awaiting the outcome of our accreditation, the authors, as two of the persons who assisted in the design of the language curriculum, thought it appropriate to subject the curriculum to an internal scrutiny whilst we prepare to offer the programme. This internal dialogue is informed by the literature on early language development, particularly in multilingual contexts such as in South Africa.

A Learner-Created Virtual Patient Curriculum for Surgical Residents: Successes and Failures.

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McKendy, Katherine M; Posel, Nancy; Fleiszer, David M; Vassiliou, Melina C

2016-01-01

To determine the feasibility and effectiveness of a learner-created virtual patient (VP) curriculum for postgraduate year 2 surgical residents. Using a social-constructivist model of learning, we designed a learner-created VP curriculum to help postgraduate year 2 residents prepare for their in-training surgical examination. Each resident was assigned to create a VP curriculum based on the learning objectives for this examination, and VP cases were then disseminated to all residents for completion. To measure the learning effects of the curriculum, participants completed 2 simulated in-training examinations, both at the beginning and at the end of the intervention. Study participants also participated in a focus group and completed an online questionnaire about the perceived learning value of the curriculum. The study was conducted at the McGill University Health Centre, a tertiary care hospital in Montreal, Canada. In total, 24 residents from 7 surgical specialties completed both the pretest and posttest, as well as took part in the creation of a VP curriculum. Of those 24 residents, only 19 residents completed the cases created by their peers, with 7 completing greater than 50% of the cases and 12 completing less than 50%. In all 17 residents responded to the online questionnaire and 11 residents participated in the focus group. The VP curriculum failed to improve scores from pretest (59.6%, standard deviation = 8.1) to posttest (55.4%, standard deviation = 6.6; p = 0.01) on the simulated in-training examination. Nonetheless, survey results demonstrated that most residents felt that creating a VP case (89%) and completing cases created by their peers (71%) had educational value. Overall, 71% preferred active participation in a curriculum to traditional didactic teaching. The focus group identified time-related constraints, concern about the quality of the peer-created cases, and questioning of the relationship between the curriculum and the Surgical Foundations

Curriculum development in the Netherlands: introduction of tracks in the 2001 curriculum at Utrecht University, The Netherlands.

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van Beukelen, Peter

2004-01-01

The Faculty of Veterinary Medicine in Utrecht has recently introduced two major curriculum changes in order to keep pace with developments in research (the vast increase in scientific knowledge), in society (the quality awareness of veterinary clients), and in the veterinary profession, where a species and sector differentiation can be observed. After about 15 years during which the curriculum remained more or less unchanged, a radical curriculum revision was introduced in 1995. A further revision, with the introduction of separate study tracks, began in 2001. The 2001 curriculum focuses on academic and scientific training, active learning and problem solving, training in communication and professional behavior, and lifelong learning. It is divided into a four-year core curriculum, in which a broad, cross-species pathobiological insight is central, and a two-year track curriculum, through which students achieve a starting competence in a specific species or sector. The main teaching methods are tutorials and group tasks; practical work is used mainly to achieve specific veterinary skills. Teaching hours represent 30-35% of all study hours. Self-teaching is encouraged by providing study materials, self-teaching questions, teachers assigned to assist with self-teaching, and adequate facilities. The five tracks offered are Companion Animals/Equine; Food Animals; Veterinary Public Health; Veterinary Research; and Veterinary Administration and Management. All students follow a uniform 30-week clinical rotation program, while the track program is 42 weeks. A summary of admission procedures is given, as well as the times and procedures for track selection.

General surgery training and robotics: Are residents improving their skills?

Science.gov (United States)

Finnerty, Brendan M; Afaneh, Cheguevara; Aronova, Anna; Fahey, Thomas J; Zarnegar, Rasa

2016-02-01

While robotic-assisted operations have become more prevalent, many general surgery residencies do not have a formal robotic training curriculum. We sought to ascertain how well current general surgery training permits acquisition of robotic skills by comparing robotic simulation performance across various training levels. Thirty-six participants were categorized by level of surgical training: eight medical students (MS), ten junior residents (JR), ten mid-level residents (MLR), and eight senior residents (SR). Participants performed three simulation tasks on the da Vinci (®) Skills Simulator (MatchBoard, EnergyDissection, SutureSponge). Each task's scores (0-100) and cumulative scores (0-300) were compared between groups. There were no differences in sex, hand dominance, video gaming history, or prior robotic experience between groups; however, SR was the oldest (p Robotic skillsets acquired during general surgery residency show minimal improvement during the course of training, although laparoscopic experience is correlated with advanced robotic task performance. Changes in residency curricula or pursuit of fellowship training may be warranted for surgeons seeking proficiency.

UNDERSTANDING IDEA OF CURRICULUM 2013 AND ITS CONSISTENCY ON DEVELOPING CURRICULUM DOCUMENT AT LEVEL OF EDUCATION UNIT (KTSP AT PRIMARY SCHOOL LEVEL

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- Prihantini

2018-01-01

Full Text Available Abstract:. This study is based on various issues of Curriculum 2013, both in terms of teacher readiness to accept the Curriculum 2013, an understanding of the idea of Curriculum 2013, as well as in the implementation of teaching and learning. In the curriculum development theory, curriculum ideas are an important component that the curriculum development team needs to understand, so that the development of curriculum documents composed reflects continuity with curriculum ideas. The purpose of this study is to describe and explore the understanding of principals and teachers about the idea of Curriculum 2013 and its consistency on developing Education Unit Level Curriculum (KTSP at elementary school in Sukalarang sub-district, Sukabumi regency. The research method applied is qualitative research with descriptive exploratory approach. The conclusions of the study are: (1 the understanding of principals and teachers about the idea of the  Curriculum 2013 at the know stage, the understanding that curriculum ideas have consistency in the development of the Education Unit Level Curriculum (KTSP document is not yet owned; (2 the development of KTSP document shows no consistency between the idea of Curriculum 2013 with the documents of Book I KTSP, Book II KTSP, and Book III KTSP; (3 the problems faced by school principals and teachers in relation to the Curriculum 2013 is assessment of learning, both with regard to the techniques and types of assessment and techniques of administering the results of the assessment.Recommendations are proposed to policy makers that training strategies need to be changed from "theory oriented" to "practice oriented" and need to be varied in implementation at the Kecamatan or Cluster levels and enhanced effectiveness of curriculum counseling 2013. For principals and teachers expected to disseminate the 2013 Curriculum should be supported by presenting expert resources during the workshop, Principal Working Group (K3S and

Designing a cultural competency curriculum: asking the stakeholders.

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Kamaka, Martina L

2010-06-01

The design of a cultural competency curriculum can be challenging. The 2002 Institute of Medicine report, Unequal Treatment, challenged medical schools to integrate cross-cultural education into the training of all current and future health professionals. However, there is no current consensus on how to do this. The Department of Native Hawaiian Health at the John A. Burns School of Medicine formed a Cultural Competency Curriculum Development team that was charged with developing a curriculum for the medical school to address Native Hawaiian health disparities. By addressing cultural competency training of physicians, the team is hoping to help decrease the health disparities found in Native Hawaiians. Prior attempts to address culture at the time consisted of conferences sponsored by the Native Hawaiian Center of Excellence for faculty and clinicians and Problem Based Learning cases that have imbedded cultural issues. Gather ideas from focus groups of Native Hawaiian stake- holders. The stakeholders consisted of Native Hawaiian medical students, patients and physicians. Information from the focus groups would be incorporated into a medical school curriculum addressing Native Hawaiian health and cultural competency training. Focus groups were held with Native Hawaiian medical students, patients and physicians in the summer and fall of 2006. Institutional Review Board approval was obtained from the University of Hawaii as well as the Native Hawaiian Health Care Systems. Qualitative analysis of tape recorded data was performed by looking for recurrent themes. Primary themes and secondary themes were ascertained based on the number of participants mentioning the topic. Amongst all three groups, cultural sensitivity training was either a primary theme or secondary theme. Primary themes were mentioned by all students, by 80% of the physicians and were mentioned in all 4 patient groups. Secondary themes were mentioned by 75% of students, 50% of the physicians and by 75

Towards a parameterizable exoskeleton for training of hand function after stroke.

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Weiss, Patrick; Heyer, Lars; Munte, Thomas F; Heldmann, Marcus; Schweikard, Achim; Maehle, Erik

2013-06-01

This paper describes the mechanical design, actuation and sensing of an exoskeleton for hand function training after stroke. The frame is 3D-printed in one piece including the joints. Apart from saving assembly time, this enables parametrization of the link sizes in order to adapt it to the patient's hand and reduce joint misalignment. The joint angles are determined using Hall effect sensors. They measure the change of the magnetic field of in the joints integrated magnets achieving an average accuracy of 1.25 °. Tendons attached to the finger tips transmit forces from motors. The armature current, which is proportional to the force transmitting tendons is measured using a shunt and controlled by a custom-made current-limiter circuit. Preliminary experiments with a force/torque-sensor showed high linearity and accuracy with a root mean square error of 0.5937 N in comparison to the corresponding forces derived from the motor torque constant.

Hands-on 2.0: improving transfer of training via the Society of American Gastrointestinal and Endoscopic Surgeons (SAGES) Acquisition of Data for Outcomes and Procedure Transfer (ADOPT) program.

Science.gov (United States)

Dort, Jonathan; Trickey, Amber; Paige, John; Schwarz, Erin; Dunkin, Brian

2017-08-01

Practicing surgeons commonly learn new procedures and techniques by attending a "hands-on" course, though trainings are often ineffective at promoting subsequent procedure adoption in practice. We describe implementation of a new program with the SAGES All Things Hernia Hands-On Course, Acquisition of Data for Outcomes and Procedure Transfer (ADOPT), which employs standardized, proven teaching techniques, and 1-year mentorship. Attendee confidence and procedure adoption are compared between standard and ADOPT programs. For the pilot ADOPT course implementation, a hands-on course focusing on abdominal wall hernia repair was chosen. ADOPT participants were recruited among enrollees for the standard Hands-On Hernia Course. Enrollment in ADOPT was capped at 10 participants and limited to a 2:1 student-to-faculty ratio, compared to the standard course 22 participants with a 4:1 student-to-faculty ratio. ADOPT mentors interacted with participants through webinars, phone conferences, and continuous email availability throughout the year. All participants were asked to provide pre- and post-course surveys inquiring about the number of targeted hernia procedures performed and related confidence level. Four of 10 ADOPT participants (40%) and six of 22 standard training participants (27%) returned questionnaires. Over the 3 months following the course, ADOPT participants performed more ventral hernia mesh insertion procedures than standard training participants (median 13 vs. 0.5, p = 0.010) and considerably more total combined procedures (median 26 vs. 7, p = 0.054). Compared to standard training, learners who participated in ADOPT reported greater confidence improvements in employing a components separation via an open approach (p = 0.051), and performing an open transversus abdominis release, though the difference did not achieve statistical significance (p = 0.14). These results suggest that the ADOPT program, with standardized and structured teaching

Tactical Vulnerability Assessment Training Program

International Nuclear Information System (INIS)

Al-Ayat, R.A.; Judd, B.R.; Renis, T.A.; Paulus, W.K.; Winblad, A.G.; Graves, B.R.

1987-01-01

The Department of Energy sponsors a 9-day training program for individuals who are responsible for evaluating and planning safeguards systems and for preparing DOE Master and Security Agreements (MSSAs). These agreements between DOE headquarters and operations offices establish required levels of protection. The curriculum includes: (1) the nature of potential insider and outsider threats involving theft or diversion of special nuclear material, (2) use of computerized tools for evaluating the effectiveness of physical protection and material control and accountability systems, and (3) methods for analyzing the benefits and costs of safeguards improvements and for setting priorities among proposed upgrades. The training program is varied and high interactive. Presentations are intermixed with class discussions and ''hands-on'' analysis using computer tools. At the end of the program, participants demonstrate what they have learned in a two-and-one-half day ''field exercise,'' which is conducted on a facility scale-model. The training program has been conducted six times and has been attended by representatives of all DOE facilities. Additional sessions are planned at four-month intervals. This paper describes the training program, use of the tools in preparing MSSAs for various DOE sites, and recent extensions and refinements of the evaluation tools

Tactical Vulnerability Assessment Training Program

International Nuclear Information System (INIS)

Al-Ayat, R.A.; Judd, B.R.; Renis, T.A.; Paulus, W.K.; Winblad, A.E.; Graves, B.R.

1987-01-01

The Department of Energy sponsors a 9-day training program for individual who are responsible for evaluating and planning safeguards systems and for preparing DOE Master and Security Agreements (MSSAs). These agreements between DOE headquarters and operations offices establish required levels of protection. The curriculum includes: (1) the nature of potential insider and outsider threats involving theft or diversion of special nuclear material, (2) use of computerized tools for evaluating the effectiveness of physical protection and material control and acoountability systems, and (3) methods for analyzing the benefits and costs of safeguards improvements and for setting priorities among proposed upgrades. The training program is varied and highly interactive. Presentations are intermixed with class discussions and ''hands-on'' analysis using computer tools. At the end of the program, participants demonstrate what they have learned in a two-and-one-half day ''field excercise,'' which is conducted on a facility scale-model. The training programs has been conducted six times and has been attended by representatives of all DOE facilities. Additional sessions are planned at four-month intervals. This paper describes the training program, use of the tools in preparing MSSAs for various DOE sites, and recent extensions and refinements of the evaluation tools

Rock Cycle. K-6 Science Curriculum.

Science.gov (United States)

Blueford, J. R.; And Others

Rock Cycle is one of the units of a K-6 unified science curriculum program. The unit consists of four organizing sub-themes: (1) chemistry (introducing the topics of matter, elements, compounds, and chemical bonding); (2) characteristics (presenting hands-on activities with rocks and minerals); (3) minerals (emphasizing the aesthetic and economic…

The Curriculum and Homogenization of Abilities

Science.gov (United States)

Loveless, Eugene J.

1970-01-01

Argues against emphasis on standard curriculum and makes suggestions for providing basis to increase heterogeneity of high level abilities of college students and for allowing highly talented but selectively developed students to gain appropriate training. (IR)

The international forum of ophthalmic simulation: developing a virtual reality training curriculum for ophthalmology.

Science.gov (United States)

Saleh, George M; Lamparter, Julia; Sullivan, Paul M; O'Sullivan, Fiona; Hussain, Badrul; Athanasiadis, Ioannis; Litwin, Andre S; Gillan, Stewart N

2013-06-01

To investigate the effect of a structured, supervised, cataract simulation programme on ophthalmic surgeons in their first year of training, and to evaluate the level of skill transfer. Trainees with minimal intraocular and simulator experience in their first year of ophthalmology undertook a structured, sequential, customised, virtual reality (VR) cataract training programme developed through the International Forum of Ophthalmic Simulation. A set of one-handed, bimanual, static and dynamic tasks were evaluated before and after the course and scores obtained. Statistical significance was evaluated with the Wilcoxon sign-rank test. The median precourse score of 101.50/400 (IQR 58.75-145.75) was significantly improved after completing the training programme ((postcourse score: 302/400, range: 266.25-343), p<0.001). While improvement was evident and found to be statistically significant in all parameters, greatest improvements were found for capsulorhexis and antitremor training ((Capsulorhexis: precourse score=0/100, range 0-4.5; postcourse score=81/100, range 13-87.75; p=0.002), (antitremor training: precourse score=0/100, range 0-0; postcourse score=80/100, range 60.25-91.50; p=0.001)). Structured and supervised VR training can offer a significant level of skills transfer to novice ophthalmic surgeons. VR training at the earliest stage of ophthalmic surgical training may, therefore, be of benefit.

Teachers’ Experiences of the Implementation of the Curriculum and Assessment Policy Statement (CAPS in Three Primary Schools in KwaZulu Natal

Directory of Open Access Journals (Sweden)

Lokesh R. Maharajh

2016-12-01

Full Text Available This article examined on teachers’ experiences on the implementation of CAPS, using three primary schools in KwaZulu-Natal. This article employed the curriculum theory as an analytical framework. The aim of this article is to examine teacher’s experiences of the implementation of the Curriculum and Assessment Policy Statement (CAPS. The article employed a qualitative research design to gather data. The data gathered through the use of semi-structured face to face interviews with teachers. The findings of the article reveal that there are many dynamics and possibilities relating to curriculum change in South Africa. The findings of the article further reveal that despite the challenges facing CAPS, South Africa’s education system as a whole is plagued by challenges. The challenges are attributed to lack of resources and poorly trained teachers. The article concludes that understanding these dynamics depend, to a large extent, on paying attention to constraints and challenges influencing curriculum change. This article fills the knowledge-gap with reference to teacher’s first-hand knowledge of CAPS and the challenges associated with it. The article thus recommends that appropriate resources should be made available in order to ensure efficient and effective implementation of curriculum implementation. It also recommends that a teacher: learner ratio of 1:30 should be practiced to ensure that teachers give special attention to each learner.

Wash Your Hands

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... hand sanitizers might not remove harmful chemicals like pesticides and heavy metals from hands. Be cautious when ... Health Promotion Materials Fact Sheets Podcasts Posters Stickers Videos Web Features Training & Education Our Partners Publications, Data & ...

A Prospective Curriculum Using Visual Literacy.

Science.gov (United States)

Hortin, John A.

This report describes the uses of visual literacy programs in the schools and outlines four categories for incorporating training in visual thinking into school curriculums as part of the back to basics movement in education. The report recommends that curriculum writers include materials pertaining to: (1) reading visual language and…

Building Capacity for Complementary and Integrative Medicine Through a Large, Cross-Agency, Acupuncture Training Program: Lessons Learned from a Military Health System and Veterans Health Administration Joint Initiative Project.

Science.gov (United States)

Niemtzow, Richard; Baxter, John; Gallagher, Rollin M; Pock, Arnyce; Calabria, Kathryn; Drake, David; Galloway, Kevin; Walter, Joan; Petri, Richard; Piazza, Thomas; Burns, Stephen; Hofmann, Lew; Biery, John; Buckenmaier, Chester

2018-03-26

Complementary and integrative medicine (CIM) use in the USA continues to expand, including within the Military Health System (MHS) and Veterans Health Administration (VHA). To mitigate the opioid crisis and provide additional non-pharmacological pain management options, a large cross-agency collaborative project sought to develop and implement a systems-wide curriculum, entitled Acupuncture Training Across Clinical Settings (ATACS). ATACS curriculum content and structure were created and refined over the course of the project in response to consultations with Subject Matter Experts and provider feedback. Course content was developed to be applicable to the MHS and VHA environments and training was open to many types of providers. Training included a 4-hr didactic and "hands on" clinical training program focused on a single auricular acupuncture protocol, Battlefield Acupuncture. Trainee learning and skills proficiency were evaluated by trainer-observation and written examination. Immediately following training, providers completed an evaluation survey on their ATACS experience. One month later, they were asked to complete another survey regarding their auricular acupuncture use and barriers to use. The present evaluation describes the ATACS curriculum, faculty and trainee characteristics, as well as trainee and program developer perspectives. Over the course of a 19-mo period, 2,712 providers completed the in-person, 4-hr didactic and hands-on clinical training session. Due to the increasing requests for training, additional ATACS faculty were trained. Overall, 113 providers were approved to be training faculty. Responses from the trainee surveys indicated high satisfaction with the ATACS training program and illuminated several challenges to using auricular acupuncture with patients. The most common reported barrier to using auricular acupuncture was the lack of obtaining privileges to administer auricular acupuncture within clinical practice. The ATACS program

"You're being paged!" outcomes of a nursing home on-call role-playing and longitudinal curriculum.

Science.gov (United States)

Yuasa, Misuzu; Bell, Christina L; Inaba, Michiko; Tamura, Bruce K; Ahsan, Samina; Saunders, Valisa; Masaki, Kamal

2013-11-01

Effectively handling telephone calls about nursing home (NH) residents is an important skill for healthcare professionals, but little formal training is typically provided. The objective of the current study was to describe and evaluate the effectiveness of a novel structured role-playing didactic session followed by an on-call NH longitudinal clinical experience. The effectiveness of the structured role-playing didactic session was compared in different learners, including geriatric medicine fellows (n = 10), family medicine residents and faculty (n = 14), nurse practitioner students (n = 31), and other learners (n = 7). The curriculum focused on common problems encountered while caring for NH residents during on-call periods. Learners rated themselves using an 18-item pre/post questionnaire including five attitude and 13 skills questions, using a 1-to-5 Likert scale. T-tests were used to compare means before and after sessions. Significant improvements were found in overall mean attitudes and skills scores. For all learners, the greatest improvements were seen in "comfort in managing residents at the NH," "managing feeding or gastrostomy tube dislodgement," "identifying different availability of medications, laboratory studies, and procedures in NH," and "describing steps to send NH residents to the emergency department." Geriatric medicine fellows' attitudes and skills improved significantly after the longitudinal clinical experience. The faculty survey demonstrated improved documentation, communication, and fellows' management of on-call problems after curriculum implementation. This novel curriculum used role-playing to provide training for on-call management of NH residents. This curriculum has been successfully disseminated on a national geriatrics educational resource website (POGOe) and is applicable to geriatric medicine fellowships, internal medicine and family medicine residency programs, and other training programs. © 2013, Copyright the Authors

Comparison of online, hands-on, and a combined approach for teaching cautery disbudding technique to dairy producers.

Science.gov (United States)

Winder, Charlotte B; LeBlanc, Stephen J; Haley, Derek B; Lissemore, Kerry D; Godkin, M Ann; Duffield, Todd F

2018-01-01

The use of pain control for disbudding and dehorning is important from both an animal and industry perspective. Best practices include the use of local anesthetic, commonly given as a cornual nerve block (CNB), and a nonsteroidal anti-inflammatory drug. The proportion is decreasing, but many dairy producers do not use local anesthesia, perhaps in part due to lack of knowledge of the CNB technique. Although this skill is typically learned in person from a veterinarian, alternative methods may be useful. The objective of this trial was to determine if there were differences in the efficacy of online training (n = 23), hands-on training (n = 20), and a combined approach (n = 23) for teaching producers to successfully administer a CNB and disbud a calf. The primary outcome was block efficacy, defined as a lack of established pain behaviors during iron application. Secondary outcomes were background knowledge (assessed by a written quiz), CNB and disbudding technique (evaluated by rubric scoring), time taken, and self-confidence before and after evaluation. Associations between training group and outcome were assessed with logistic regression, ordered logistic regression, and Cox-proportional hazard models, with a random effect for workshop. Block efficacy was not different between training groups, with 91% successful in both combined and online groups, and 75% in the hands-on trained group. Online learners had poorer technical scores than hands-on trainees. The combined group was not different from hands-on. Time to block completion tended to be longer for the online group (62 ± 11 s), whereas time to disbudding completion was not different between hands-on (41 ± 5 s) or combined trainees (41 ± 5 s). The combined group had the highest pre-evaluation confidence score, and remained higher after evaluation than online but was not different than hands-on. Although we saw some statistical differences between groups, absolute differences were small and block efficacy was

Improving the Medical Curriculum in Predoctoral Dental Education: Recommendations From the American Association of Oral and Maxillofacial Surgeons Committee on Predoctoral Education and Training.

Science.gov (United States)

Dennis, Matthew J; Bennett, Jeffrey D; DeLuke, Dean M; Evans, Erik W; Hudson, John W; Nattestad, Anders; Ness, Gregory M; Yeung, Allison

2017-02-01

Dental procedures are often performed on patients who present with some level of medical fragility. In many dental schools, the exercise of taking a medical history is all too often a transcription of information to the dental chart, with little emphasis on the presurgical risk assessment and the development of a treatment plan appropriate to the medical status of the dental patient. Changes in dentistry, driven by an increasingly medically complex population of dental patients, combined with treatment advances rooted in the biomedical sciences necessitate the adaptation of our dental education to include a stronger background in systemic health. Many predoctoral educators in the American Association of Oral and Maxillofacial Surgeons (AAOMS) have expressed concern about the medical preparedness of our dental students; therefore, the AAOMS and its Committee on Predoctoral Education and Training have provided recommendations for improving the medical curriculum in predoctoral dental education, including a strengthening of training in clinical medicine and biomedical sciences, with specific recommendations for improved training of our dental students and dental faculty. Copyright © 2016 American Association of Oral and Maxillofacial Surgeons. Published by Elsevier Inc. All rights reserved.

On-the-Job Evidence-Based Medicine Training for Clinician-Scientists of the Next Generation.

Science.gov (United States)

Leung, Elaine Yl; Malick, Sadia M; Khan, Khalid S

2013-08-01

Clinical scientists are at the unique interface between laboratory science and frontline clinical practice for supporting clinical partnerships for evidence-based practice. In an era of molecular diagnostics and personalised medicine, evidence-based laboratory practice (EBLP) is also crucial in aiding clinical scientists to keep up-to-date with this expanding knowledge base. However, there are recognised barriers to the implementation of EBLP and its training. The aim of this review is to provide a practical summary of potential strategies for training clinician-scientists of the next generation. Current evidence suggests that clinically integrated evidence-based medicine (EBM) training is effective. Tailored e-learning EBM packages and evidence-based journal clubs have been shown to improve knowledge and skills of EBM. Moreover, e-learning is no longer restricted to computer-assisted learning packages. For example, social media platforms such as Twitter have been used to complement existing journal clubs and provide additional post-publication appraisal information for journals. In addition, the delivery of an EBLP curriculum has influence on its success. Although e-learning of EBM skills is effective, having EBM trained teachers available locally promotes the implementation of EBM training. Training courses, such as Training the Trainers, are now available to help trainers identify and make use of EBM training opportunities in clinical practice. On the other hand, peer-assisted learning and trainee-led support networks can strengthen self-directed learning of EBM and research participation among clinical scientists in training. Finally, we emphasise the need to evaluate any EBLP training programme using validated assessment tools to help identify the most crucial ingredients of effective EBLP training. In summary, we recommend on-the-job training of EBM with additional focus on overcoming barriers to its implementation. In addition, future studies evaluating the

Integrating Informatics into the Undergraduate Curriculum: A Report on a Pilot Project.

Science.gov (United States)

Ingram, D; Murphy, J

1996-01-01

Previous case reports in this series on Education and Training have looked at specialist courses for postgraduate students seeking an in-depth knowledge of informatics and a career in the field. By contrast, this review describes a project designed to pilot a series of learning opportunities for undergraduate medical students. Although some UK medical colleges have opted to introduce informatics into the curriculum as a discipline in its own right, the Informatics Department at St Bartholomew's Hospital Medical College chose a different approach. When a new curriculum was introduced at St Bartholomew's and at The London Hospital Medical College, the Head of the Informatics Department saw this as an ideal opportunity to explore ways of integrating informatics into the curriculum. The initiatives described in this paper were made possible as a result of an award from the UK government Department of Employment. Money from an Enterprise in Higher Education grant funded a range of programmes, one of which was designed to introduce students to selected aspects of informatics and to demonstrate what is feasible in the undergraduate curriculum. The work carried out over a period of three and a half years was intended to provide the basis for the next phase of curriculum development. However, in the wake of the restructuring which has taken place in London medical colleges, the Informatics Department at what was St Bartholomew's has relocated to University College London Medical School, and is now called The Centre for Health Informatics and Multiprofessional Education (CHIME). University College is designing a new medical curriculum and CHIME is drawing on the experience gained through the Enterprise Project to find the best way to integrate informatics into this curriculum.

A Model for Persistent Improvement of Medical Education as Illustrated by the Surgical Reform Curriculum HeiCuMed.

Science.gov (United States)

Kadmon, Guni; Schmidt, Jan; De Cono, Nicola; Kadmon, Martina

2011-01-01

Heidelberg Medical School underwent a major curricular change with the implementation of the reform curriculum HeiCuMed (Heidelberg Curriculum Medicinale) in October 2001. It is based on rotational modules with daily cycles of interactive, case-based small-group seminars, PBL tutorials and training of sensomotor and communication skills. For surgical undergraduate training an organisational structure was developed that ensures continuity of medical teachers for student groups and enables their unimpaired engagement for defined periods of time while accounting for the daily clinical routine in a large surgery department of a university hospital. It includes obligatory didactic training, standardising teaching material on the basis of learning objectives and releasing teaching doctors from clinical duties for the duration of a module. To compare the effectiveness of the undergraduate surgical reform curriculum with that of the preceding traditional one as reflected by students' evaluations. The present work analyses student evaluations of the undergraduate surgical training between 1999 and 2008 including three cohorts (~360 students each) in the traditional curriculum and 13 cohorts (~150 students each) in the reform curriculum. The evaluation of the courses, their organisation, the teaching quality, and the subjective learning was significantly better in HeiCuMed than in the preceding traditional curriculum over the whole study period. A medical curriculum based on the implementation of interactive didactical methods is more important to successful teaching and the subjective gain of knowledge than knowledge transfer by traditional classroom teaching. The organisational strategy adopted in the surgical training of HeiCuMed has been successful in enabling the maintenance of a complex modern curriculum on a continuously high level within the framework of a busy surgical environment.

Determining the effectiveness of an Elder Abuse Nurse Examiner Curriculum: A pilot study.

Science.gov (United States)

Du Mont, Janice; Kosa, Daisy; Yang, Rebecca; Solomon, Shirley; Macdonald, Sheila

2017-08-01

To pilot and evaluate a novel Elder Abuse Nurse Examiner Curriculum and its associated training materials for their efficacy in improving Sexual Assault Nurse Examiner (SANE)s' knowledge of elder abuse and competence in delivering care to abused older adults. Pilot training was held with 18 SANEs from across Ontario, Canada. A 52-item pre- and post-training questionnaire was administered that assessed participants' self-reported knowledge and perceived skills-based competence related to elder abuse care. A curriculum training evaluation survey was also delivered following the training. Qualitative non-participant observational data were collected throughout the training. There were statistically significant improvements in self-reported knowledge and perceived skills-based competence from pre-training to post-training for all content domains of the curriculum: older adults and abuse (pElder Abuse Nurse Examiner Curriculum and associated training materials were efficacious in improving SANEs' self-reported knowledge of and perceived competence in delivering elder abuse care. Future steps will further evaluate these materials as a component of a pilot of a larger comprehensive Elder Abuse Intervention at multiple sites across Ontario. Copyright © 2017 Elsevier Ltd. All rights reserved.

Developing a new industrial engineering curriculum using a systems engineering approach

Science.gov (United States)

Buyurgan, Nebil; Kiassat, Corey

2017-11-01

This paper reports on the development of an engineering curriculum for a new industrial engineering programme at a medium-sized private university in the northeast United States. A systems engineering process has been followed to design and develop the new curriculum. Considering the programme curriculum as a system, first the stakeholders have been identified, and some preliminary analysis on their needs and requirements has been conducted. Following that, the phases of conceptual design, preliminary design, and detailed design have been pursued during which different levels of validation, assessment, and evaluation processes have been utilised. In addition, a curriculum assessment and continuous improvement process have been developed to assess the curriculum and the courses frequently. The resulting curriculum is flexible, allowing the pursuit of accelerated graduate programmes, a second major, various minor options, and study-abroad; relevant, tailored to the needs of industry partners in the vicinity; and practical, providing hands-on education, resulting in employment-ready graduates.

Interkulturelle Kompetenz in der Facharztausbildung von Psychiatern in Deutschland: Ergebnisse einer Umfrage [Intercultural competence in the psychiatric training curriculum in Germany: Results of a survey

Directory of Open Access Journals (Sweden)

Machleidt, Wielant

2008-08-01

Full Text Available [english] Background: This study was carried out to assess the situation of and the demand for specific training in transcultural psychiatry as part of the residency program in Germany. Method: A semistructured questionnaire with 30 questions (28 structured, 2 open was developed, for which the “Local Survey of Realities in Transcultural Psychiatry” of the (APA served as a model and was modified accordingly. This questionnaire was sent out to all directors of psychiatric training institutions in Germany (N = 450. The directors of official psychiatric training institutions are authorized for residency training by the state medical associations. The responses were not anonymous. Results: The return rate was 25.5% (N = 114. In 71.7% of the training institutions (81 out of 113 valid cases, specific training in transcultural psychiatry occurred only rarely or not at all. 83.3% of the directors of psychiatric training institutions (70 out of 84 valid cases reported a demand for training in transcultural psychiatry in their training institutions; in 94.5% of the cases, the directors of psychiatric training institutions (69 out of 73 valid cases reported a need for transcultural issues as part of the official curriculum of the psychiatric residency program in Germany. The most frequently reported aspects were teaching of general cultural competence and of culture-specific issues in mental disorders. Implications: Cultural aspects currently are not a mandatory part of the official training curriculum of the psychiatric residency training in Germany. With respect to the reported need for training in cultural issues of mental disorders, the implementation of transcultural psychiatry within the official curriculum of the psychiatric residency training in Germany should be discussed. [german] Zielsetzung: Ziel der vorliegenden Studie ist die Erhebung des Status quo der Weiterbildungssituation in transkultureller Psychiatrie für den Facharzt in

IMMUNISATION TRAINING NEEDS IN MALAWI

African Journals Online (AJOL)

2014-09-09

Sep 9, 2014 ... In addition, the duration of the training curriculum is inadequate, and in-service training sessions for managers and service ... training curricula regularly and the service providers are trained on a regular basis. INTRODUCTION .... logistics management, programme management, and surveillance of vaccine ...

Impact of Training on Improving Proper Handwashing Practices among Elementary School Students

Directory of Open Access Journals (Sweden)

Theruna Huthamaputiran

2017-06-01

Full Text Available Background: Hand washing is among the most effective ways to prevent diseases. In Indonesia, only a quarter of the entire population practice proper handwashing techniques. Of these, children are the most vulnerable group for contracting diseases. Nevertheless, they also are crucial agent for behavior transformation as they are keen and open to new ideas. Therefore, this study was conducted to determine if training would have an improvement on a proper hand washing practices among elementary school students. Methods:An observational descriptive study design using random sampling was conducted from September to November 2013 in Jatinangor Subdistrict, West Java, Indonesia using primary data of one hundred elementary school students from four elementary schools. Questionnaires were given after informed consent. A demonstration on hand washing techniques and education on proper hand washing practices was then given. Two weeks later, the same questionnaire was given to measure the influence of the training. The collected data were presented using frequency tabulation. Results: Before the training on proper hand washing practices was conducted, only 86.9% students were practicing it properly. After the training was given, 90.7% of the students were doing it properly. For the hand washing technique, only 66.8% of students knew the correct steps before the intervention was given and 78.7% students did them correctly after the intervention. Conclusions:The training shows an overall improvement on the students’ hand washing practices.   DOI: 10.15850/amj.v4n2.1073

Self-Paced Prioritized Curriculum Learning With Coverage Penalty in Deep Reinforcement Learning.

Science.gov (United States)

Ren, Zhipeng; Dong, Daoyi; Li, Huaxiong; Chen, Chunlin; Zhipeng Ren; Daoyi Dong; Huaxiong Li; Chunlin Chen; Dong, Daoyi; Li, Huaxiong; Chen, Chunlin; Ren, Zhipeng

2018-06-01

In this paper, a new training paradigm is proposed for deep reinforcement learning using self-paced prioritized curriculum learning with coverage penalty. The proposed deep curriculum reinforcement learning (DCRL) takes the most advantage of experience replay by adaptively selecting appropriate transitions from replay memory based on the complexity of each transition. The criteria of complexity in DCRL consist of self-paced priority as well as coverage penalty. The self-paced priority reflects the relationship between the temporal-difference error and the difficulty of the current curriculum for sample efficiency. The coverage penalty is taken into account for sample diversity. With comparison to deep Q network (DQN) and prioritized experience replay (PER) methods, the DCRL algorithm is evaluated on Atari 2600 games, and the experimental results show that DCRL outperforms DQN and PER on most of these games. More results further show that the proposed curriculum training paradigm of DCRL is also applicable and effective for other memory-based deep reinforcement learning approaches, such as double DQN and dueling network. All the experimental results demonstrate that DCRL can achieve improved training efficiency and robustness for deep reinforcement learning.

Training Psychiatry Residents in Quality Improvement: An Integrated, Year-Long Curriculum

Science.gov (United States)

Arbuckle, Melissa R.; Weinberg, Michael; Cabaniss, Deborah L.; Kistler; Susan C.; Isaacs, Abby J.; Sederer, Lloyd I.; Essock, Susan M.

2013-01-01

Objective: The authors describe a curriculum for psychiatry residents in Quality Improvement (QI) methodology. Methods: All PGY3 residents (N=12) participated in a QI curriculum that included a year-long group project. Knowledge and attitudes were assessed before and after the curriculum, using a modified Quality Improvement Knowledge Assessment…

Factors Affecting Hand Hygiene Adherence at a Private Hospital in Turkey.

Science.gov (United States)

Teker, Bahri; Ogutlu, Aziz; Gozdas, Hasan Tahsin; Ruayercan, Saliha; Hacialioglu, Gulizar; Karabay, Oguz

2015-10-01

Nosocomial infections are the main problems rising morbidity and mortality in health care settings. Hand hygiene is the most effective method for preventing these infections. In this study, we aimed to investigate the factors related with hand hygiene adherence at a private hospital in Turkey. This study was conducted between March and June 2010 at a private hospital in Turkey. During the observation period, employees were informed about training, then posters and images were hanged in specific places of the hospital. After the initial observation, training on nosocomial infections and hand hygiene was provided to the hospital staff in March 2010. Contacts were classified according to occupational groups and whether invasive or not. These observations were evaluated in terms of compatibility with hand hygiene guidelines. Hand hygiene adherence rate of trained doctors was higher than untrained ones before patient contact and after environment contact [48% (35/73) versus 82% (92/113) pHand hygiene adherence rate of trained nurses was higher than untrained ones before patient contact [63% (50/79) versus 76% (37/49) pHand hygiene adherence rate of trained assistant health personnel was higher than untrained ones before asepsis [20% (2/10) versus 73% (16/22) phand antiseptics were used when hand washing was not possible. The increase at the rate of hand washing after training reveals the importance of feedback of the observations, as well as the training. One of the most important ways of preventing nosocomial infections is hand hygiene training that should be continued with feedbacks.

Nigerian French language curriculum and the millennium goals ...

African Journals Online (AJOL)

Nigerian French language curriculum and the millennium goals: issues in the Nigerian educational system. ... Lwati: A Journal of Contemporary Research ... Education, on the other hand, language is universally acknowledged as a problem solver, which makes it paramount in the achievement of human developmental ...

Arthroscopic Shoulder Surgical Simulation Training Curriculum: Transfer Reliability and Maintenance of Skill Over Time.

Science.gov (United States)

Dunn, John C; Belmont, Philip J; Lanzi, Joseph; Martin, Kevin; Bader, Julia; Owens, Brett; Waterman, Brian R

2015-01-01

Surgical education is evolving as work hour constraints limit the exposure of residents to the operating room. Potential consequences may include erosion of resident education and decreased quality of patient care. Surgical simulation training has become a focus of study in an effort to counter these challenges. Previous studies have validated the use of arthroscopic surgical simulation programs both in vitro and in vivo. However, no study has examined if the gains made by residents after a simulation program are retained after a period away from training. In all, 17 orthopedic surgery residents were randomized into simulation or standard practice groups. All subjects were oriented to the arthroscopic simulator, a 14-point anatomic checklist, and Arthroscopic Surgery Skill Evaluation Tool (ASSET). The experimental group received 1 hour of simulation training whereas the control group had no additional training. All subjects performed a recorded, diagnostic arthroscopy intraoperatively. These videos were scored by 2 blinded, fellowship-trained orthopedic surgeons and outcome measures were compared within and between the groups. After 1 year in which neither group had exposure to surgical simulation training, all residents were retested intraoperatively and scored in the exact same fashion. Individual surgical case logs were reviewed and surgical case volume was documented. There was no difference between the 2 groups after initial simulation testing and there was no correlation between case volume and initial scores. After training, the simulation group improved as compared with baseline in mean ASSET (p = 0.023) and mean time to completion (p = 0.01). After 1 year, there was no difference between the groups in any outcome measurements. Although individual technical skills can be cultivated with surgical simulation training, these advancements can be lost without continued education. It is imperative that residency programs implement a simulation curriculum and

CERN Technical Training 2006: Software and System Technologies Curriculum - Scheduled Course Sessions (October 2006-March 2007)

CERN Multimedia

2006-01-01

The Software and System Technologies Curriculum of the CERN Technical Training Programme offers comprehensive training in C++, Java, Perl, Python, XML, OO programming, JCOP/PVSS, database design and Oracle. In the Oracle, C++, OO and Java course series there are some places available on the following course sessions, currently scheduled until March 2007: Object-Oriented Analysis and Design using UML: 17-19 October 2006 (3 days) JAVA - Level 1: 30 October - 1 November 2006 (3 days) C++ Programming Part 1 - Introduction to Object-Oriented Design and Programming: 14-16 November 2006 (3 days) Oracle Database Server Administration: 23-29 November 2007 (5 days) JAVA - Level 2: 4-7 December 2006 (4 days) C++ Programming Part 2 - Advanced C++ and its Traps and Pitfalls: 12-15 December 2006 (4 days) JAVA 2 Enterprise Edition - Part 2: Enterprise JavaBeans: 18-20 December 2006 (3 days) JAVA 2 Enterprise Edition - Part 1: Web Applications: 15-16 January 2007 (2 days) C++ Programming Part 3 - Templates and the STL (St...

The 2014 Academic College of Emergency Experts in India's Education Development Committee (EDC) White Paper on establishing an academic department of Emergency Medicine in India - Guidelines for Staffing, Infrastructure, Resources, Curriculum and Training.

Science.gov (United States)

Aggarwal, Praveen; Galwankar, Sagar; Kalra, Om Prakash; Bhalla, Ashish; Bhoi, Sanjeev; Sundarakumar, Sundarajan

2014-07-01

Emergency medicine services and training in Emergency Medicine (EM) has developed to a large extent in developed countries but its establishment is far from optimal in developing countries. In India, Medical Council of India (MCI) has taken great steps by notifying EM as a separate specialty and so far 20 medical colleges have already initiated 3-year training program in EM. However, there has been shortage of trained faculty, and ambiguity regarding curriculum, rotation policy, infrastructure, teachers' eligibility qualifications and scheme of examination. Academic College of Emergency Experts in India (ACEE-India) has been a powerful advocate for developing Academic EM in India. The ACEE's Education Development Committee (EDC) was created to chalk out guidelines for staffing, infrastructure, resources, curriculum, and training which may be of help to the MCI and the National Board of Examinations (NBE) to set standards for starting 3-year training program in EM and develop the departments of EM as centers of quality education, research, and treatment across India. This paper has made an attempt to give recommendations so as to provide a uniform framework to the institutions, thus guiding them towards establishing an academic Department of EM for starting the 3-year training program in the specialty of EM.

A Virtual Reality Training Curriculum for Laparoscopic Colorectal Surgery.

Science.gov (United States)

Beyer-Berjot, Laura; Berdah, Stéphane; Hashimoto, Daniel A; Darzi, Ara; Aggarwal, Rajesh

Training within a competency-based curriculum (CBC) outside the operating room enhances performance during real basic surgical procedures. This study aimed to design and validate a virtual reality CBC for an advanced laparoscopic procedure: sigmoid colectomy. This was a multicenter randomized study. Novice (surgeons who had performed 50) were enrolled. Validity evidence for the metrics given by the virtual reality simulator, the LAP Mentor, was based on the second attempt of each task in between groups. The tasks assessed were 3 modules of a laparoscopic sigmoid colectomy (medial dissection [MD], lateral dissection [LD], and anastomosis) and a full procedure (FP). Novice surgeons were randomized to 1 of 2 groups to perform 8 further attempts of all 3 modules or FP, for learning curve analysis. Two academic tertiary care centers-division of surgery of St. Mary's campus, Imperial College Healthcare NHS Trust, London and Nord Hospital, Assistance Publique-Hôpitaux de Marseille, Aix-Marseille Université, Marseille, were involved. Novice surgeons were residents in digestive surgery at St. Mary's and Nord Hospitals. Intermediate and experienced surgeons were board-certified academic surgeons. A total of 20 novice surgeons, 7 intermediate surgeons, and 6 experienced surgeons were enrolled. Evidence for validity based on experience was identified in MD, LD, and FP for time (p = 0.005, p = 0.003, and p = 0.001, respectively), number of movements (p = 0.013, p = 0.005, and p = 0.001, respectively), and path length (p = 0.03, p = 0.017, and p = 0.001, respectively), and only for time (p = 0.03) and path length (p = 0.013) in the anastomosis module. Novice surgeons' performance significantly improved through repetition for time, movements, and path length in MD, LD, and FP. Experienced surgeons' benchmark criteria were defined for all construct metrics showing validity evidence. A CBC in laparoscopic colorectal surgery has been designed. Such training may reduce the learning

Face validation of the Simbionix LAP Mentor virtual reality training module and its applicability in the surgical curriculum

NARCIS (Netherlands)

Ayodeji, I. D.; Schijven, M.; Jakimowicz, J.; Greve, J. W.

2007-01-01

BACKGROUND: The goal of our study was to determine expert and referent face validity of the LAP Mentor, the first procedural virtual reality (VR) laparoscopy trainer. METHODS: In The Netherlands 49 surgeons and surgical trainees were given a hands-on introduction to the Simbionix LAP Mentor training

Energy Management Curriculum Starter Kit

Energy Technology Data Exchange (ETDEWEB)

Turner, W.C.

1987-02-01

The Energy Management Curriculum Starter Kit was designed to help engineering educators develop and teach energy management courses. Montana State University and Oklahoma State University courses are embodied in the model curriculum given. The curricula offered at many other universities throughout the United States are also presented. The kit was designed specifically to train engineering students to be good energy managers. Courses at both the undergraduate and postgraduate level are presented.

Effects of hand gestures on auditory learning of second-language vowel length contrasts.

Science.gov (United States)

Hirata, Yukari; Kelly, Spencer D; Huang, Jessica; Manansala, Michael

2014-12-01

Research has shown that hand gestures affect comprehension and production of speech at semantic, syntactic, and pragmatic levels for both native language and second language (L2). This study investigated a relatively less explored question: Do hand gestures influence auditory learning of an L2 at the segmental phonology level? To examine auditory learning of phonemic vowel length contrasts in Japanese, 88 native English-speaking participants took an auditory test before and after one of the following 4 types of training in which they (a) observed an instructor in a video speaking Japanese words while she made syllabic-rhythm hand gesture, (b) produced this gesture with the instructor, (c) observed the instructor speaking those words and her moraic-rhythm hand gesture, or (d) produced the moraic-rhythm gesture with the instructor. All of the training types yielded similar auditory improvement in identifying vowel length contrast. However, observing the syllabic-rhythm hand gesture yielded the most balanced improvement between word-initial and word-final vowels and between slow and fast speaking rates. The overall effect of hand gesture on learning of segmental phonology is limited. Implications for theories of hand gesture are discussed in terms of the role it plays at different linguistic levels.

Teaching practice and effect of the curriculum design and simulation courses under the support of professional optical software

Science.gov (United States)

Lin, YuanFang; Zheng, XiaoDong; Huang, YuJia

2017-08-01

Curriculum design and simulation courses are bridges to connect specialty theories, engineering practice and experimental skills. In order to help students to have the computer aided optical system design ability adapting to developments of the times, a professional optical software-Advanced System of Analysis Program (ASAP) was used in the research teaching of curriculum design and simulation courses. The ASAP tutorials conducting, exercises both complementing and supplementing the lectures, hands-on practice in class, autonomous learning and independent design after class were bridged organically, to guide students "learning while doing, learning by doing", paying more attention to the process instead of the results. Several years of teaching practice of curriculum design and simulation courses shows that, project-based learning meets society needs of training personnel with knowledge, ability and quality. Students have obtained not only skills of using professional software, but also skills of finding and proposing questions in engineering practice, the scientific method of analyzing and solving questions with specialty knowledge, in addition, autonomous learning ability, teamwork spirit and innovation consciousness, still scientific attitude of facing failure and scientific spirit of admitting deficiency in the process of independent design and exploration.

A Model Curriculum for an Emergency Medical Services (EMS Rotation for Emergency Medicine Residents

Directory of Open Access Journals (Sweden)

Michael Mancera

2018-01-01

Full Text Available Audience: This EMS curriculum is designed for Emergency Medicine residents at all levels of training. Introduction: Emergency Medicine (EM physicians have routine interaction with Emergency Medical Services (EMS in their clinical practice. Additionally, the American College of Graduate Medical Education (ACGME mandates that all Emergency Medicine resident physicians receive specific training in the area of EMS.1 Historically, EMS training for EM residents has been conducted in the absence of a standardized didactic curriculum. Despite advancements in the area of prehospital training, there remains wide inconsistency in EMS training experiences among EM residency training programs.2 To our knowledge a standardized and reproducible EMS curriculum for EM residents does not exist. Objectives: The aim of this curriculum is to provide a robust learning experience for EM residents around prehospital care and EMS that fulfills the ACGME requirements and which can be easily replicated and implemented in a variety of EM residency training programs. Method: The educational strategies used in this curriculum include didactics, asynchronous learning through online modules and a focused reading list, experiential learning through ride-alongs, structured small group discussion, supervised medical command shifts, and mentored practice in organizing and delivering didactics to EMS providers.

CERN Technical Training 2006: Software and System Technologies Curriculum - Scheduled Course Sessions (August-December 2006)

CERN Multimedia

2006-01-01

The Software and System Technologies Curriculum of the CERN Technical Training Programme offers comprehensive training in C++, Java, Perl, Python, XML, OO programming, JCOP/PVSS, database design and Oracle. In the PERL, C++, OO and Java course series there are some places available on the following course sessions, scheduled until the end of this year: PERL 5 - Introduction: 31.8-1.9.2006 (2 days) C++ for Particle Physicists: 16-20.10.2006 (6 half days, the popular course given by Paul Kunz) Object-Oriented Analysis and Design using UML: 17-19.10.2006 (3 days) JAVA 2 Enterprise Edition - Part 1: Web Applications: 19-20.10.2006 (2 days) JAVA - Level 1: 30.10-1.11.2006 (3 days) PERL 5 - Advanced Aspects: 2.11.2006 (1 day) C++ Programming Part 1 - Introduction to Object-Oriented Design and Programming: 14-16.11.2006 (3 days) JAVA - Level 2: 4-7.12.2006 (4 days) C++ Programming Part 2 - Advanced C++ and its Traps and Pitfalls: 12-15.12.2006 (4 days) JAVA 2 Enterprise Edition - Part 2: Enterprise JavaBea...

Consensus statement on an updated core communication curriculum for UK undergraduate medical education.

Science.gov (United States)

Noble, Lorraine M; Scott-Smith, Wesley; O'Neill, Bernadette; Salisbury, Helen

2018-04-22

Clinical communication is a core component of undergraduate medical training. A consensus statement on the essential elements of the communication curriculum was co-produced in 2008 by the communication leads of UK medical schools. This paper discusses the relational, contextual and technological changes which have affected clinical communication since then and presents an updated curriculum for communication in undergraduate medicine. The consensus was developed through an iterative consultation process with the communication leads who represent their medical schools on the UK Council of Clinical Communication in Undergraduate Medical Education. The updated curriculum defines the underpinning values, core components and skills required within the context of contemporary medical care. It incorporates the evolving relational issues associated with the more prominent role of the patient in the consultation, reflected through legal precedent and changing societal expectations. The impact on clinical communication of the increased focus on patient safety, the professional duty of candour and digital medicine are discussed. Changes in the way medicine is practised should lead rapidly to adjustments to the content of curricula. The updated curriculum provides a model of best practice to help medical schools develop their teaching and argue for resources. Copyright © 2018 Elsevier B.V. All rights reserved.

Feasibility of Using an Arm Weight-Supported Training System to Improve Hand Function Skills in Children With Hemiplegia.

Science.gov (United States)

Krishnaswamy, Swetha; Coletti, Daniel J; Berlin, Hilary; Friel, Kathleen

This investigation was a pilot feasibility trial evaluating the use of an arm-weight-supported training device to improve upper-extremity function in children with hemiplegia. A single-group within-subject design was used. Participants were 6 children ages 7-17 yr with upper-extremity weakness secondary to hemiplegia. The intervention consisted of 15-18 treatment sessions using an arm-weight-supported training device with the affected upper extremity. Fine motor function was assessed using the Jebsen-Taylor Hand Function Test, the Box and Block Test, and the Assisting Hand Assessment. We examined participants' interactions with the device and assessment scores pre- and postintervention. Five of the 6 children exhibited some changes after the therapy. The system required significant modifications to ensure appropriate positioning. The arm-weight-supported system may be viable for therapeutic use. Future studies should use randomized controlled designs and compare effectiveness of weight-supported training with that of other rehabilitation strategies. Copyright © 2016 by the American Occupational Therapy Association, Inc.

Revisiting the quality of Health Extension Workers' training: Case ...

African Journals Online (AJOL)

Data collected were analyzed through an interpretative approach. Results:- The study showed that the curriculum for the training had not been revised since it was developed. Shortage of teaching facilities and on-the-job training of teachers were also identified as constraints. Conclusion:- The curriculum should be revised ...

Three Simple Hands-On Soil Exercises Extension Professionals Can Incorporate into Natural Sciences Curriculum

Science.gov (United States)

Kleinschmidt, Andy

2011-01-01

The importance of healthy soil and of conveying the importance of soils starts by conveying a few basic concepts of soil science cannot be overstated. This article provides three hands-on exercises Extension professionals can add to natural resources or Master Gardener education curricula. These natural sciences exercises are easy to prepare for…

Curriculum-based neurosurgery digital library.

Science.gov (United States)

Langevin, Jean-Philippe; Dang, Thai; Kon, David; Sapo, Monica; Batzdorf, Ulrich; Martin, Neil

2010-11-01

Recent work-hour restrictions and the constantly evolving body of knowledge are challenging the current ways of teaching neurosurgery residents. To develop a curriculum-based digital library of multimedia content to face the challenges in neurosurgery education. We used the residency program curriculum developed by the Congress of Neurological Surgeons to structure the library and Microsoft Sharepoint as the user interface. This project led to the creation of a user-friendly and searchable digital library that could be accessed remotely and throughout the hospital, including the operating rooms. The electronic format allows standardization of the content and transformation of the operating room into a classroom. This in turn facilitates the implementation of a curriculum within the training program and improves teaching efficiency. Future work will focus on evaluating the efficacy of the library as a teaching tool for residents.

Developing a Medical School Curriculum for Psychological, Moral, and Spiritual Wellness: Student and Faculty Perspectives.

Science.gov (United States)

Mitchell, Christine M; Epstein-Peterson, Zachary D; Bandini, Julia; Amobi, Ada; Cahill, Jonathan; Enzinger, Andrea; Noveroske, Sarah; Peteet, John; Balboni, Tracy; Balboni, Michael J

2016-11-01

Although many studies have addressed the integration of a religion and/or spirituality curriculum into medical school training, few describe the process of curriculum development based on qualitative data from students and faculty. The aim of this study is to explore the perspectives of medical students and chaplaincy trainees regarding the development of a curriculum to facilitate reflection on moral and spiritual dimensions of caring for the critically ill and to train students in self-care practices that promote professionalism. Research staff conducted semiscripted and one-on-one interviews and focus groups. Respondents also completed a short and self-reported demographic questionnaire. Participants included 44 students and faculty members from Harvard Medical School and Harvard Divinity School, specifically senior medical students and divinity school students who have undergone chaplaincy training. Two major qualitative themes emerged: curriculum format and curriculum content. Inter-rater reliability was high (kappa = 0.75). With regard to curriculum format, most participants supported the curriculum being longitudinal, elective, and experiential. With regard to curriculum content, five subthemes emerged: personal religious and/or spiritual (R/S) growth, professional integration of R/S values, addressing patient needs, structural and/or institutional dynamics within the health care system, and controversial social issues. Qualitative findings of this study suggest that development of a future medical school curriculum on R/S and wellness should be elective, longitudinal, and experiential and should focus on the impact and integration of R/S values and self-care practices within self, care for patients, and the medical team. Future research is necessary to study the efficacy of these curricula once implemented. Copyright © 2016 American Academy of Hospice and Palliative Medicine. Published by Elsevier Inc. All rights reserved.

The rationale for combining an online audiovisual curriculum with simulation to better educate general surgery trainees.

Science.gov (United States)

AlJamal, Yazan N; Ali, Shahzad M; Ruparel, Raaj K; Brahmbhatt, Rushin D; Yadav, Siddhant; Farley, David R

2014-09-01

Surgery interns' training has historically been weighted toward patient care, operative observation, and sleeping when possible. With more protected free time and less clinical time, real educational hours for trainees in 2013 are precious. We created a 20-session (3 hours each) simulation curriculum (with pre- and post-tests) and a 24/7 online audiovisual (AV) curriculum for surgery interns. Friday morning simulation sessions emphasize operative skills and judgment. AV clips (using operating room, whiteboard, and simulation center videos) take learners through 20 different general surgery operations with follow-up quizzes. We report our early experience with this novel setup. Thirty-two surgical interns (2012-2013) attended simulation sessions on 20 separate subjects (hernia, breast, hepatobiliary, endocrine, etc). Post-test scores improved (P 4.5; Likert scale, 1-5). The AV curriculum feedback is similar (mean, >4.3) and usage is available 24/7 preparing learners for both operating room and simulation sessions. Most simulation sessions utilize low-fidelity models to keep costs <$50 per session. Scores on our semiannual Surgical Olympics (mean score of 49.6 in July vs 82.9 in January; P < .05) improved significantly, suggesting that interns are improving their surgical skills and knowledge. Residents enjoy and learn from the step-by-step, in-house, AV curriculum and both appreciate and thrive on the 'hands-on' simulation sessions mimicking operations they see in real operating rooms. The cost of these programs is not prohibitive and the programs offer simulated repetitions for duty-hour-regulated trainees. Copyright © 2014 Mosby, Inc. All rights reserved.

An ethics curriculum for short-term global health trainees

OpenAIRE

DeCamp, Matthew; Rodriguez, Joce; Hecht, Shelby; Barry, Michele; Sugarman, Jeremy

2013-01-01

Background Interest in short-term global health training and service programs continues to grow, yet they can be associated with a variety of ethical issues for which trainees or others with limited global health experience may not be prepared to address. Therefore, there is a clear need for educational interventions concerning these ethical issues. Methods We developed and evaluated an introductory curriculum, ?Ethical Challenges in Short-term Global Health Training.? The curriculum was deve...

The 2014 Academic College of Emergency Experts in India′s Education Development Committee (EDC White Paper on establishing an academic department of Emergency Medicine in India - Guidelines for Staffing, Infrastructure, Resources, Curriculum and Training

Directory of Open Access Journals (Sweden)

Praveen Aggarwal

2014-01-01

Full Text Available Emergency medicine services and training in Emergency Medicine (EM has developed to a large extent in developed countries but its establishment is far from optimal in developing countries. In India, Medical Council of India (MCI has taken great steps by notifying EM as a separate specialty and so far 20 medical colleges have already initiated 3-year training program in EM. However, there has been shortage of trained faculty, and ambiguity regarding curriculum, rotation policy, infrastructure, teachers′ eligibility qualifications and scheme of examination. Academic College of Emergency Experts in India (ACEE-India has been a powerful advocate for developing Academic EM in India. The ACEE′s Education Development Committee (EDC was created to chalk out guidelines for staffing, infrastructure, resources, curriculum, and training which may be of help to the MCI and the National Board of Examinations (NBE to set standards for starting 3-year training program in EM and develop the departments of EM as centers of quality education, research, and treatment across India. This paper has made an attempt to give recommendations so as to provide a uniform framework to the institutions, thus guiding them towards establishing an academic Department of EM for starting the 3-year training program in the specialty of EM.

Specialty Training's Organizational Readiness for curriculum Change (STORC): validation of a questionnaire.

Science.gov (United States)

Bank, Lindsay; Jippes, Mariëlle; Leppink, Jimmie; Scherpbier, Albert Jja; den Rooyen, Corry; van Luijk, Scheltus J; Scheele, Fedde

2018-01-01

The field of postgraduate medical education (PGME) is continuously evolving as a result of social demands and advancing educational insights. Change experts contend that organizational readiness for change (ORC) is a critical precursor for successful implementation of change initiatives. However, in PGME, assessing change readiness is rarely considered while it could be of great value for managing educational change such as curriculum change. Therefore, in a previous Delphi study the authors developed an instrument for assessing ORC in PGME: Specialty Training's Organizational Readiness for curriculum Change (STORC). In this study, the psychometric properties of this questionnaire were further explored. In 2015, STORC was distributed among clinical teaching teams in the Netherlands. The authors conducted a confirmatory factor analysis on the internal factor structure of STORC. The reliability of the measurements was estimated by calculating Cronbach's alpha for all sub-scales. Additionally, a behavioral support-for-change measure was distributed as well to assess correlations with change-related behavior. In total, the STORC questionnaire was completed by 856 clinical teaching team members from 39 specialties. Factor analysis led to the removal of 1 item but supported the expected factor structure with very good fit for the other 43 items. Supportive behavior was positively correlated to a higher level of ORC. In this study, additional steps to collect validity evidence for the STORC questionnaire were taken successfully. The final subscales of STORC represent the core components of ORC in the literature. By breaking down this concept into multiple measurable aspects, STORC could help to enable educational leaders to diagnose possible hurdles in implementation processes and to perform specifically targeted interventions when needed.

Resident Education Curriculum in Pediatric and Adolescent Gynecology: The Short Curriculum 2.0.

Science.gov (United States)

Talib, Hina J; Karjane, Nicole; Teelin, Karen; Abraham, Margaret; Holt, Stephanie; Chelvakumar, Gayaythri; Dumont, Tania; Huguelet, Patricia S; Conner, Lindsay; Wheeler, Carol; Fleming, Nathalie

2018-04-01

The degree of exposure to pediatric and adolescent gynecology (PAG) varies across residency programs in obstetrics and gynecology and pediatrics. Nevertheless, these programs are responsible for training residents and providing opportunities within their programs to fulfill PAG learning objectives. To that end, the North American Society for Pediatric and Adolescent Gynecology has taken a leadership role in PAG resident education by creating and systematically updating the Short Curriculum. This curriculum outlines specific learning objectives that are central to PAG education and lists essential resources for learners' reference. This updated curriculum replaces the previous 2014 publication with added content, resources, and updated references. Additionally, attention to the needs of learners in pediatrics and adolescent medicine is given greater emphasis in this revised North American Society for Pediatric and Adolescent Gynecology Short Curriculum 2.0. Copyright © 2017 North American Society for Pediatric and Adolescent Gynecology. Published by Elsevier Inc. All rights reserved.

Italian chapter of the International Society of cardiovascular ultrasound expert consensus document on training requirements for noncardiologists using hand-carried ultrasound devices.

Science.gov (United States)

Pelliccia, Francesco; Palmiero, Pasquale; Maiello, Maria; Losi, Maria-Angela

2012-07-01

Hand-carried ultrasound devices (HCDs), also named personal use echo, are pocket-size, compact, and battery-equipped echocardiographic systems. They have limited technical capabilities but offer some advantages compared with standard echocardiographic devices due to their simplicity of use, immediate availability at the patient's bedside, transportability, and relatively low cost. Current HCDs are considered as screening tools and are used to complement the physical examination by cardiologists. Many noncardiologic subspecialists, however, have adopted this technologic advancement rapidly raising the concern of an inappropriate use of HCD by health professionals who do not have any specific training. In keeping with the mission of the International Society of Cardiovascular Ultrasound to advance the science and art of cardiovascular ultrasound and encourage the knowledge of this subject, the purpose of this Expert Consensus document is to focus on the training for all health care professionals considering the use of HCD. Accordingly, this paper summarizes general aspects of HCD, such as technical characteristics and clinical indications, and then details the specific training requirements for noncardiologists (i.e., training program, minimum case load, duration, and certification of competence). © 2012, Wiley Periodicals, Inc.

The Impact of a Revised Curriculum on Academic Motivation, Burnout, and Quality of Life Among Medical Students.

Science.gov (United States)

Lyndon, Mataroria P; Henning, Marcus A; Alyami, Hussain; Krishna, Sanjeev; Yu, Tzu-Chieh; Hill, Andrew G

2017-01-01

The purpose of this study was to determine the impact of a revised curriculum on medical student academic motivation, burnout, and quality of life. This cross-sectional comparative study involved 2 medical school cohorts of second year and fourth year medical students at The University of Auckland: a cohort under a traditional curriculum (n = 437) and a cohort under a revised curriculum (n = 446). Participants completed self-reported questionnaires measuring academic motivation, burnout, and quality of life. Two multivariate analyses of covariance (MANCOVAs) were conducted. The response rate was 48%. No statistically significant differences were found between curriculum cohorts for mean scores of academic motivation, personal burnout, and quality of life. However, differences were found when comparing preclinical medical students and students in their clinical years of training. In comparison with Year 2 medical students, the MANCOVA for Year 4 students showed a significant main effect for the revised curriculum with respect to both physical and environmental quality of life. A revised medical curriculum had a differential effect on quality of life for Year 4 students in the latter years of medical school who are based in a clinical learning environment.

Creating a National HIV Curriculum.

Science.gov (United States)

Spach, David H; Wood, Brian R; Karpenko, Andrew; Unruh, Kenton T; Kinney, Rebecca G; Roscoe, Clay; Nelson, John

2016-01-01

In recent years, the HIV care provider workforce has not kept pace with an expanding HIV epidemic. To effectively address this HIV workforce shortage, a multipronged approach is needed that includes high-quality, easily accessible, up-to-date HIV education for trainees and practicing providers. Toward this objective, the University of Washington, in collaboration with the AIDS Education and Training Center National Coordinating Resource Center, is developing a modular, dynamic curriculum that addresses the entire spectrum of the HIV care continuum. Herein, we outline the general principles, content, organization, and features of this federally funded National HIV Curriculum, which allows for longitudinal, active, self-directed learning, as well as real-time evaluation, tracking, and feedback at the individual and group level. The online curriculum, which is in development, will provide a free, comprehensive, interactive HIV training and resource tool that can support national efforts to expand and strengthen the United States HIV clinical care workforce. Copyright © 2016 Association of Nurses in AIDS Care. Published by Elsevier Inc. All rights reserved.

A retrospective outcomes study examining the effect of interactive metronome on hand function.

Science.gov (United States)

Shank, Tracy M; Harron, Wendy

2015-01-01

Interactive Metronome (IM, The Interactive Metronome Company, Sunrise, Florida, USA) is a computer-based modality marketed to rehabilitation professionals who want to improve outcomes in areas of coordination, motor skills, self-regulation behaviors, and cognitive skills. This retrospective study examined the efficacy of IM training on improving timing skills, hand function, and parental report of self-regulatory behaviors. Forty eight children with mixed motor and cognitive diagnoses completed an average of 14 one-hour training sessions over an average of 8.5 weeks in an outpatient setting. Each child was assessed before and after training with the Interactive Metronome Long Form Assessment, the Jebsen Taylor Test of Hand Function, and a parent questionnaire. All three measures improved with statistical significance despite participants having no direct skill training. These results suggest an intimate relationship between cognition and motor skills that has potential therapeutic value. Level 4, Retrospective Case Series. Copyright © 2015 Hanley & Belfus. Published by Elsevier Inc. All rights reserved.

Training and certification of personnel who perform in-place filter tests at nuclear facilities

International Nuclear Information System (INIS)

First, M.W.

1977-01-01

Preoperational testing and periodic retesting of high efficiency filtration systems installed at nuclear facilities are well-accepted safety procedures and are a requirement of regulatory agencies. In-Place Filter Testing Workshops, conducted periodically by the Harvard Air Cleaning Laboratory, provide the only available organized instructional programs for training testing personnel and supervisors. The curriculum, of one week duration, consists of approximately equal parts devoted to classroom theory and to 'hands-on' practice in the Laboratory. The current curriculum will be outlined for purposes of discussion. Many testing personnel who have had no formal instruction in this technology are actively engaged in this activity. Therefore, steps are underway to organize a certifying body and to introduce certification as an essential qualifying step for personnel engaged in this activity. Current progress toward certification requirements and examination procedures will be reviewed for purposes of discussion

Increasing emergency medicine residents' confidence in disaster management: use of an emergency department simulator and an expedited curriculum.

Science.gov (United States)

Franc, Jeffrey Michael; Nichols, Darren; Dong, Sandy L

2012-02-01

Disaster Medicine is an increasingly important part of medicine. Emergency Medicine residency programs have very high curriculum commitments, and adding Disaster Medicine training to this busy schedule can be difficult. Development of a short Disaster Medicine curriculum that is effective and enjoyable for the participants may be a valuable addition to Emergency Medicine residency training. A simulation-based curriculum was developed. The curriculum included four group exercises in which the participants developed a disaster plan for a simulated hospital. This was followed by a disaster simulation using the Disastermed.Ca Emergency Disaster Simulator computer software Version 3.5.2 (Disastermed.Ca, Edmonton, Alberta, Canada) and the disaster plan developed by the participants. Progress was assessed by a pre- and post-test, resident evaluations, faculty evaluation of Command and Control, and markers obtained from the Disastermed.Ca software. Twenty-five residents agreed to partake in the training curriculum. Seventeen completed the simulation. There was no statistically significant difference in pre- and post-test scores. Residents indicated that they felt the curriculum had been useful, and judged it to be preferable to a didactic curriculum. In addition, the residents' confidence in their ability to manage a disaster increased on both a personal and and a departmental level. A simulation-based model of Disaster Medicine training, requiring approximately eight hours of classroom time, was judged by Emergency Medicine residents to be a valuable component of their medical training, and increased their confidence in personal and departmental disaster management capabilities.