University-industry consortium: maximizing the use of limited resources for instructor training

International Nuclear Information System (INIS)

Norton, R.E.; Williams, T.M.

1987-01-01

This proposed development effort would accomplish three major objectives, as follows: 1. To identify and verify, through job analysis, the critical professional tasks that must be performed by electric utility instructors. 2. To adapt and revise existing instructor training modules to make them self-contained and highly specific to the professional knowledge and skills needed by electric utility instructors. 3. To develop new instructor training modules, if needed, to meet utility instructor training needs that are not addressed by any existing materials. It is anticipated that approximately twenty (20) modules will be needed to address all of the critical instructor tasks identified during the job analysis phase. The National Center for Research in Vocational Education proposes that it would be very cost-effective and time-efficient to cooperatively undertake the development of the needed instructor training modules with a consortium of about to ten interested electric utility companies

Instructional skills training - the Westinghouse program to insure competence of nuclear training instructors

International Nuclear Information System (INIS)

Widen, W.C.

1983-01-01

The nuclear training engineer as well as being competent technically must be able to teach effectively. Westinghouse have developed a course for training instructors which aims to improve their teaching skills. The course, which has both theoretical and practical content covers the role of the instructor, the learning process, communications, test construction and analysis and stress identification and analysis. (U.K.)

14 CFR 142.53 - Training center instructor training and testing requirements.

Science.gov (United States)

2010-01-01

... instruction in at least— (i) The fundamental principles of the learning process; (ii) Elements of effective... training device controls and systems; (ii) Proper operation of environmental and fault panels; (iii... covering aircraft subsystems and operating rules applicable to the training courses that the instructor is...

Improving Supervision of Part-Time Instructors

Science.gov (United States)

Eney, Patricia R.; Davidson, Evelyn

2012-01-01

With an increasing number of colleges and universities turning to part-time instructors to teach courses at their institutions, developmental education professionals are faced with the task of finding appropriate ways to train, serve, and evaluate these instructors. Unfortunately, there is little published information on how to accomplish these…

Technical Training: CERN Technical Training 2004 - Instructor-led WBTechT Course for Microsoft Applications

CERN Multimedia

Monique Duval

2004-01-01

Would you need to enhance your skills in Microsoft Office applications or Outlook? A new blended learning course, combining instructor-led and computer-based multimedia training, is now offered by Technical Training: the Instructor-led CERN Web-Based Technical Training (WBTechT) Course for Microsoft Applications. The next session will take place on 7 September, morning. Course sessions will be self-paced and self-directed, with participants being in control of their learning, while having direct access to an instructor when in class. Topics include the Microsoft Office XP suite (Word, Excel, PowerPoint, Access) and Outlook, at introductory, intermediate and advanced levels. Visit the 2004 CERN WBTechT Portal, http://www.course-source.net/sites/cern/, where you can find the detailed course contents under the 'Microsoft Office XP' catalogue. Previous experience in web-based training is not required, as each session will start with an introduction to E-learning, and registration of the participants into the app...

Technical Training: CERN Technical Training 2004 - Instructor-led WBTechT Course for Microsoft Applications

CERN Multimedia

Monique Duval

2004-01-01

Would you need to enhance your skills in Microsoft Office applications or Outlook? A new blended learning course, combining instructor-led and computer-based multimedia training, is now offered by Technical Training: the Instructor-led CERN Web-Based Technical Training (WBTechT) Course for Microsoft Applications. The next session will take place on September 7, morning. Course sessions will be self-paced and self-directed, with participants being in control of their learning, while having direct access to an instructor when in class. Topics include the Microsoft Office XP suite (Word, Excel, PowerPoint, Access) and Outlook, at introductory, intermediate and advanced levels. Visit the 2004 CERN WBTechT Portal, http://www.course-source.net/sites/cern/, where you can find the detailed course contents under the 'Microsoft Office XP' catalogue. Previous experience in web-based training is not required, as each session will start with an introduction to E-learning, and registration of the participants into the ...

A Gold Standards Approach to Training Instructors to Evaluate Crew Performance

Science.gov (United States)

Baker, David P.; Dismukes, R. Key

2003-01-01

The Advanced Qualification Program requires that airlines evaluate crew performance in Line Oriented Simulation. For this evaluation to be meaningful, instructors must observe relevant crew behaviors and evaluate those behaviors consistently and accurately against standards established by the airline. The airline industry has largely settled on an approach in which instructors evaluate crew performance on a series of event sets, using standardized grade sheets on which behaviors specific to event set are listed. Typically, new instructors are given a class in which they learn to use the grade sheets and practice evaluating crew performance observed on videotapes. These classes emphasize reliability, providing detailed instruction and practice in scoring so that all instructors within a given class will give similar scores to similar performance. This approach has value but also has important limitations; (1) ratings within one class of new instructors may differ from those of other classes; (2) ratings may not be driven primarily by the specific behaviors on which the company wanted the crews to be scored; and (3) ratings may not be calibrated to company standards for level of performance skill required. In this paper we provide a method to extend the existing method of training instructors to address these three limitations. We call this method the "gold standards" approach because it uses ratings from the company's most experienced instructors as the basis for training rater accuracy. This approach ties the training to the specific behaviors on which the experienced instructors based their ratings.

Solar installer training: Home Builders Institute Job Corps

Energy Technology Data Exchange (ETDEWEB)

Hansen, K.; Mann, R. [San Diego Job Corps Center, Imperial Beach, CA (United States). Home Builders Inst.

1996-10-01

The instructors describe the solar installation training program operated since 1979 by the Home Builders Institute, the Educational Arm of the National Association of Home Builders for the US Department of Labor, Job Corps in San Diego, CA. The authors are the original instructors and have developed the program since its inception by a co-operative effort between the Solar Energy Industries Association, NAHB and US DOL. Case studies of a few of the 605 students who have gone to work over the years after the training are included. It is one of the most successful programs under the elaborate Student Performance Monitoring Information System used by all Job Corps programs. Job Corps is a federally funded residential job training program for low income persons 16--24 years of age. Discussion details the curriculum and methods used in the program including classroom, shop and community service projects. Solar technologies including all types of hot water heating, swimming pool and spa as well as photovoltaics are included.

Tailored instructor feedback leads to more effective virtual-reality laparoscopic training.

Science.gov (United States)

Paschold, M; Huber, T; Zeißig, S R; Lang, H; Kneist, Werner

2014-03-01

Laparoscopic novices begin at different performance levels, and studies on tailored training concepts are warranted. The effect of verbal instructor feedback has been investigated with varying results, and its effectiveness in virtual-reality laparoscopic (VRL) simulations still is unclear. This study aimed to determine whether laparoscopic novices with lower initial performance statuses may profit from training with intensive instructor feedback. A prospective, single-blinded study was performed within a week-long curricular course. In this study, 20 medical students performed a complex bimanual maneuver on a VRL simulator. There was a division in performance levels, with a high-performer group (HPG) that received a better median score and a low-performer group (LPG). During the training phase, only the initial LPG received standardized instructor feedback in a one-to-one setting. The final assessment of skills for both groups involved performing the task without feedback at the end of the course. The HPG and LPG showed significantly different initial performance levels according global and categorized (time, economics, error) scores (p training concept with instructor feedback limited to the LPG. The tailored training was effective and economic for the laparoscopic novices and their teachers.

Interpersonal Skills Training: Online versus Instructor-Led Courses.

Science.gov (United States)

Gilmore, Erika R.; Fritsch, Paula J.

2001-01-01

Compares instructional methods used in interpersonal skills training courses delivered online to the methods used in similar courses delivered in a traditional instructor-led classroom. Discusses implications for performance improvement professionals who are responsible for selecting and designing interpersonal skills training interventions.…

Export Management Specialist. A Training Program. Instructor's Edition.

Science.gov (United States)

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

This publication provides instructors with materials for an export management specialist (EMS) training program. The objective of the training program is to assist companies in reaching their export goals by educating current and potential managers about the basics of exporting. It provides a foundation for considering international trade and for…

Technical Training: CERN Technical Training 2004: Instructor-led WBTechT Course for Microsoft Applications

CERN Multimedia

2004-01-01

If you wish to participate in one of the following courses, please discuss with your supervisor and apply electronically directly from the course description pages that can be found on the Web at: http://www.cern.ch/Training/ or fill in an "application for training" form available from your Divisional Secretariat or from your DTO (Divisional Training Officer). Applications will be accepted in the order of their receipt. TECHNICAL TRAINING Monique Duval tel. 74924 technical.training@cern.ch Would you need to enhance your skills in Microsoft Office applications or Outlook? A new "blended learning" course, combining instructor-led and computer-based multimedia training, is now offered by Technical Training: the Instructor-led CERN Web-Based Technical Training (WBTechT) Course for Microsoft Applications. The next session will take place on April 1st, morning. Course sessions will be self-paced and self-directed, with participants being in control of their learning, while ...

Instructor qualification for radiation safety training at a national laboratory

International Nuclear Information System (INIS)

Trinoskey, P.A.

1994-10-01

Prior to 1993, Health Physics Training (HPT) was conducted by the Lawrence Livermore National Laboratory (LLNL) health physics group. The job requirements specified a Masters Degree and experience. In fact, the majority of Health Physicists in the group were certified by the American Board of Health Physics. Under those circumstances, it was assumed that individuals in the group were technically qualified and the HPT instructor qualification stated that. In late 1993, the Health Physics Group at the LLNL was restructured and the training function was assigned to the training group. Additional requirements for training were mandated by the Department of Energy (DOE), which would necessitate increasing the existing training staff. With the need to hire, and the policy of reassignment of employees during downsizing, it was imperative that formal qualification standards be developed for technical knowledge. Qualification standards were in place for instructional capability. In drafting the new training qualifications for instructors, the requirements of a Certified Health Physicists had to be modified due to supply and demand. Additionally, for many of the performance-based training courses, registration by the National Registry of Radiation Protection Technologists is more desirable. Flexibility in qualification requirements has been incorporated to meet the reality of ongoing training and the compensation for desirable skills of individuals who may not meet all the criteria. The qualification requirements for an instructor rely on entry-level requirements and emphasis on goals (preferred) and continuing development of technical and instructional capabilities

Comparison of instructor-led automated external defibrillation training and three alternative DVD-based training methods

NARCIS (Netherlands)

de Vries, Wiebe; Turner, Nigel M.; Monsieurs, Koenraad G.; Bierens, Joost J. L. M.; Koster, Rudolph W.

2010-01-01

Background: Self-directed BLS-training, using a personal training manikin with video has been shown to be as effective as instructor-led training. This has not previously been investigated for AED-training. Materials and methods: This prospective, randomized study with a non-inferiority design

Technical Training: CERN Technical Training 2004: Instructor-led WBTechT Course for Microsoft Applications

CERN Multimedia

2004-01-01

If you wish to participate in one of the following courses, please discuss with your supervisor and apply electronically directly from the course description pages that can be found on the Web at: http://www.cern.ch/Training/ or fill in an "application for training" form available from your Divisional Secretariat or from your DTO (Divisional Training Officer). Applications will be accepted in the order of their receipt. TECHNICAL TRAINING Monique Duval tel. 74924 technical.training@cern.ch Would you need to enhance your skills in Microsoft Office applications or Outlook ? A new "blended learning" course, combining instructor-led and computer-based multimedia training, is now offered by Technical Training: the Instructor-led CERN Web-Based Technical Training course for Microsoft Applications. The next session will take place on February 26, Thursday morning. Course sessions will be self-paced and self-directed, with participants being in control of their learning, while ...

CERN Technical Training 2004: Instructor-led WBTechT Course for Microsoft Applications

CERN Multimedia

2004-01-01

Would you need to enhance your skills in Microsoft Office applications or Outlook? A new blended learning course, combining instructor-led and computer-based multimedia training, is now offered by Technical Training: the Instructor-led CERN Web-Based Technical Training (WBTechT) Course for Microsoft Applications. The next session will take place on September 7, morning. Course sessions will be self-paced and self-directed, with participants being in control of their learning, while having direct access to an instructor when in class. Topics include the Microsoft Office XP suite (Word, Excel, PowerPoint, Access) and Outlook, at introductory, intermediate and advanced levels. Visit the 2004 CERN WBTechT Portal, http://www.course-source.net/sites/cern/ where you can find the detailed course contents under the "Microsoft Office XP" catalogue. Previous experience in web-based training is not required, as each session will start with an introduction to E-learning, and registration of the participa...

CERN Technical Training 2004: Instructor-led WBTechT Course for Microsoft Applications

CERN Multimedia

Monique Duval

2004-01-01

Would you need to enhance your skills in Microsoft Office applications or Outlook? A new blended learning course, combining instructor-led and computer-based multimedia training, is now offered by Technical Training: the Instructor-led CERN Web-Based Technical Training (WBTechT) Course for Microsoft Applications. The next session will take place on September 7, morning. Course sessions will be self-paced and self-directed, with participants being in control of their learning, while having direct access to an instructor when in class. Topics include the Microsoft Office XP suite (Word, Excel, PowerPoint, Access) and Outlook, at introductory, intermediate and advanced levels. Visit the 2004 CERN WBTechT Portal, http://www.course-source.net/sites/cern/, where you can find the detailed course contents under the 'Microsoft Office XP' catalogue. Previous experience in web-based training is not required, as each session will start with an introduction to E-learning, and registration of the participants into the app...

CERN Technical Training 2004: Instructor-led WBTechT Course for Microsoft Applications

CERN Multimedia

2004-01-01

Would you need to enhance your skills in Microsoft Office applications or Outlook? A new blended learning course, combining instructor-led and computer-based multimedia training, is now offered by Technical Training: the Instructor-led CERN Web-Based Technical Training (WBTechT) Course for Microsoft Applications. The next session will take place on September 7, morning. Course sessions will be self-paced and self-directed, with participants being in control of their learning, while having direct access to an instructor when in class. Topics include the Microsoft Office XP suite (Word, Excel, PowerPoint, Access) and Outlook, at introductory, intermediate and advanced levels. Visit the 2004 CERN WBTechT Portal, http://www.course-source.net/sites/cern/, where you can find the detailed course contents under the "Microsoft Office XP" catalogue. Previous experience in web-based training is not required, as each session will start with an introduction to E-learning, and registration of the partici...

CERN Technical Training 2004 - Instructor-led WBTechT Course for Microsoft Applications

CERN Multimedia

Monique Duval

2004-01-01

Would you need to enhance your skills in Microsoft Office applications or Outlook? A new blended learning course, combining instructor-led and computer-based multimedia training, is now offered by Technical Training: the Instructor-led CERN Web-Based Technical Training (WBTechT) Course for Microsoft Applications. The next session will take place on September 7, morning. Course sessions will be self-paced and self-directed, with participants being in control of their learning, while having direct access to an instructor when in class. Topics include the Microsoft Office XP suite (Word, Excel, PowerPoint, Access) and Outlook, at introductory, intermediate and advanced levels. Visit the 2004 CERN WBTechT Portal, http://www.course-source.net/sites/cern/, where you can find the detailed course contents under the 'Microsoft Office XP' catalogue. Previous experience in web-based training is not required, as each session will start with an introduction to E-learning, and registration of the participants into the ap...

CERN Technical Training 2004: Instructor-led WBTechT Course for Microsoft Applications

CERN Multimedia

Monique Duval

2004-01-01

Would you need to enhance your skills in Microsoft Office applications or Outlook? A new blended learning course, combining instructor-led and computer-based multimedia training, is now offered by Technical Training: the Instructor-led CERN Web-Based Technical Training (WBTechT) Course for Microsoft Applications. The next session will take place on September 7, morning. Course sessions will be self-paced and self-directed, with participants being in control of their learning, while having direct access to an instructor when in class. Topics include the Microsoft Office XP suite (Word, Excel, PowerPoint, Access) and Outlook, at introductory, intermediate and advanced levels. Visit the 2004 CERN WBTechT Portal, http://www.course-source.net/sites/cern/, where you can find the detailed course contents under the 'Microsoft Office XP' catalogue. Previous experience in web-based training is not required, as each session will start with an introduction to E-learning, and registration of the participants into the ...

CERN Technical Training 2004: Instructor-led WBTechT Course for Microsoft Applications

CERN Multimedia

Monique Duval

2004-01-01

Would you need to enhance your skills in Microsoft Office applications or Outlook? A 'blended learning' course, combining instructor-led and computer-based multimedia training, is now offered by Technical Training: the Instructor-led CERN Web-Based Technical Training (WBTechT) Course for Microsoft Applications. The next session will take place on November 9, morning. Course sessions are self-paced and self-directed, with participants being in control of their learning, while having direct access to an instructor when in class. Topics include the Microsoft Office suite (Word, Excel, PowerPoint, Access) and Outlook, at introductory, intermediate and advanced levels. Visit the 2004 CERN WBTechT Portal, http://www.course-source.net/sites/cern/, where you can find the detailed course contents under the 'Microsoft Office' catalogue. Previous experience in web-based training is not required, as each session will start with an introduction to E-learning, and registration of the participants into the appropriate WBT...

Technical Training: CERN Technical Training 2004: Instructor-led WBTechT Course for Microsoft Applications

CERN Multimedia

2004-01-01

If you wish to participate in one of the following courses, please discuss with your supervisor and apply electronically directly from the course description pages that can be found on the Web at: http://www.cern.ch/Training/ or fill in an "application for training" form available from your Divisional Secretariat or from your DTO (Divisional Training Officer). Applications will be accepted in the order of their receipt. TECHNICAL TRAINING Monique Duval tel. 74924 technical.training@cern.ch Would you need to enhance your skills in Microsoft Office applications or Outlook ? A new "blended learning" course, combining instructor-led and computer-based multimedia training, is now offered by Technical Training: the Instructor-led CERN Web-Based Technical Training course for Microsoft Applications. The next sessions will take place on the 19 and 26 February (Thursday mornings), with 8 participants at most. Course sessions will be self-paced and self-directed, with participants...

Effective Pedagogical Practices for Online Teaching: Perception of Experienced Instructors

Science.gov (United States)

Bailey, Craig J.; Card, Karen A.

2009-01-01

Institutions have focused on providing faculty with technological training to enhance their online teaching, but many online instructors would like to learn more effective pedagogical practices. This phenomenological study determines what experienced, award-winning South Dakota e-learning instructors perceive to be effective pedagogical practices.…

Technical Training: CERN Technical Training 2004: Instructor-led WBTechT Course for Microsoft Applications

CERN Multimedia

2004-01-01

If you wish to participate in one of the following courses, please discuss with your supervisor and apply electronically directly from the course description pages that can be found on the Web at: http://www.cern.ch/Training/ or fill in an "application for training" form available from your Divisional Secretariat or from your DTO (Divisional Training Officer). Applications will be accepted in the order of their receipt. TECHNICAL TRAINING Monique Duval tel. 74924 technical.training@cern.ch The Instructor-led CERN WBTechT course for Microsoft Applications is a new type of course offered in the framework of the Technical Training Programme, combining instructor-led and computer-based multimedia training, also known as "blended learning". The next sessions will take place on the 12, 19, and 26 February (Thursday mornings), and subsequent sessions will be organised following demand. Based on the new ElementK 2004 CERN WBTechT catalogue, courses will be self-paced and self-d...

CERN Technical Training 2004: Instructor-led WBTechT Course for Microsoft Applications

CERN Multimedia

Monique Duval

2004-01-01

Would you need to enhance your skills in Microsoft Office applications or Outlook? A 'blended learning' course, combining instructor-led and computer-based multimedia training, is now offered by Technical Training: the Instructor-led CERN Web-Based Technical Training (WBTechT) Course for Microsoft Applications. The next session will take place on November 9, morning. Course sessions are self-paced and self-directed, with participants being in control of their learning, while having direct access to an instructor when in class. Topics include the Microsoft Office suite (Word, Excel, PowerPoint, Access) and Outlook, at introductory, intermediate and advanced levels. Visit the 2004 CERN WBTechT Portal, http://www.course-source.net/sites/cern/, where you can find the detailed course contents under the 'Microsoft Office' catalogue. Previous experience in web-based training is not required, as each session will start with an introduction to E-learning, and registration of the participants into the appropriate WBT...

Experiences of instructors delivering the Mental Health First Aid training programme: a descriptive qualitative study.

Science.gov (United States)

Terry, J

2010-09-01

Mental health literacy among the public is often poor, and although people frequently encounter others experiencing mental distress in their workplace, families and communities, they may be ill-equipped to provide appropriate support. 'Mental Health First Aid' (MHFA), a 12-h mental health promotion programme seeks to address this, training people in the knowledge and skills needed to engage with someone experiencing mental health problems. Research relating to the MHFA programme has centred on course attendees, with a paucity of research surrounding the delivery of basic mental health training programmes. Understanding experiences of instructors delivering such programmes is key to the success of future delivery. This study sought to identify the views and experiences of instructors delivering the MHFA programme in Wales. Fourteen MHFA instructors participated in semi-structured audio-recorded interviews, with the transcripts analysed to identify key themes. This paper explores two of the identified themes namely prerequisite skills and support required by instructors. The study highlighted that because of the ensuing emotional labour experienced by instructors, universal mental health training programmes must put in place a clear infrastructure to train, support and monitor those delivering them, for programme roll-out to be effective.

Welding. Pre-Apprenticeship Phase 1 Training. Instructor's Guide.

Science.gov (United States)

Lane Community Coll., Eugene, OR.

This instructor's guide accompanies the self-paced student training modules on welding, three of which are available separately as CE 032 889-891. Introductory materials include a description of the components of the pre-apprenticeship project, a discussion of the teacher's role in conducting the course, and scope and contents of the four phases…

A comparison of pediatric basic life support self-led and instructor-led training among nurses.

Science.gov (United States)

Vestergaard, Lone D; Løfgren, Bo; Jessen, Casper L; Petersen, Christina B; Wolff, Anne; Nielsen, Henrik V; Krarup, Niels H V

2017-02-01

Pediatric cardiac arrest carries a poor prognosis. Basic life support improves survival. Studies on pediatric basic life support (PBLS) training are sparse. The aim of our study was to investigate the effect of self-training in PBLS. We conducted a prospective controlled trial enrolling nurses from pediatric and maternity wards (n=29 in each group). Self-training, including a manikin and access to a web-based video on PBLS, was compared with a 2-h instructor-led course. Two weeks after training, all participants were tested in a mock scenario of pediatric cardiac arrest. Fifteen parameters equivalent to the steps in the PBLS algorithm - for example, effective ventilations, effective chest compressions, calling for help, and correct sequence of actions, were evaluated and rated dichotomously (1=approved or 0=not approved). No difference was observed in the baseline demographics between the self-training group and the instructor-led group. The participants in the self-training group accessed the website 2±1.5 times (mean±SD) and spent 41±25 min on the site. There was no significant difference between the two groups in the overall average score (10.5 in the self-training group vs. 10.0 in the instructor-led group, P=0.51) or in any of the 15 parameters. After the study, all participants felt that they had improved their skills and felt capable of performing PBLS. Self-training is not statistically different to instructor-led training in teaching PBLS. Self-evaluated confidence improved, but showed no difference between groups. PBLS may be disseminated through self-training.

Occupational safety training and practices in selected vocational training institutions and workplaces in Kampala, Uganda.

Science.gov (United States)

Kintu, Denis; Kyakula, Michael; Kikomeko, Joseph

2015-01-01

Several industrial accidents, some of them fatal, have been reported in Uganda. Causes could include training gaps in vocational training institutions (VTIs) and workplaces. This study investigated how occupational safety training in VTIs and workplaces is implemented. The study was carried out in five selected VTIs and workplaces in Kampala. Data were collected from instructors, workshop technicians, students, workshop managers, production supervisors, machine operators and new technicians in the workplaces. A total of 35 respondents participated in the study. The results revealed that all curricula in VTIs include a component of safety but little is practiced in VTI workshops; in workplaces no specific training content was followed and there were no regular consultations between VTIs and industry on safety skills requirements, resulting in a mismatch in safety skills training. The major constraints to safety training include inadequate funds to purchase safety equipment and inadequate literature on safety.

Outlines of JAEA's instructor training program and future prospects

International Nuclear Information System (INIS)

Hidaka, Akihide; Nakamura, Kazuyuki; Watanabe, Yoko; Yabuuchi, Yukiko; Arai, Nobuyoshi; Sawada, Makoto; Yamashita, Kiyonobu; Sawai, Tomotsugu; Murakami, Hiroyuki

2015-01-01

Nuclear Human Resource Development Center (NuHRDeC) of JAEA has conducted nuclear human resource development for more than 50 years since its establishment in 1958. NuHRDeC conducts international nuclear human resource development, so called “Instructor Training Program (ITP)”, which is a training scheme launched in 1996 in order to support Asian countries seeking peaceful use of nuclear energy. The ITP consists of 1) Instructor Training Course (ITC) in Japan, 2) Follow-up Training Course (FTC) in own countries organized by instructors trained at ITC in Japan, and 3) Nuclear Technology Seminar for bringing up nuclear trainers and leaders in Asian countries. The purpose of ITP is to develop a self-sustainable training system in Asian countries, which disseminates the knowledge and technology in their countries. After completing ITC trainings at NuHRDeC, the trainees are obliged to set up FTC in each country. They create own 1 or 2 weeks course curricula and allocate local lecturers including themselves. Two or three Japanese experts join the FTC to give technical advices and support to local lecturers. The present specialized fields of ITC are 1) Reactor engineering such as reactor physics, thermal engineering and reactor safety, 2) Environmental radioactivity monitoring, and 3) Nuclear emergency preparedness. The main feature of ITC is that the curricula places emphasis on the practical exercise with well-equipped training facilities, experimental laboratories utilizing the simulators of research reactor, and the expertise of lecturers mostly from JAEA. As of FY2014, ITC is applied to 8 countries; Indonesia, Thailand, Vietnam, Bangladesh, Kazakhstan, Malaysia, Philippines and Mongolia. The total number of participants at ITC since 1996 is approximately 300 and the participation of FTC has been increased significantly year after year with more than 3,000 in total. This result indicates that the ITP system has been effectively contributed to fostering local

Developing and maintaining instructor capabilities

International Nuclear Information System (INIS)

Flynn, W.P.; Smith, G.

1985-01-01

The New York Power Authority, after surveying available courses, decided to develop an in-house instructor training program. Following the principles of the Systems Approach to Training the course embodied the results of a job analysis resulting in a program containing instruction in Educational Philosophy, the Systems Approach to Training, Methods and Media, and Testing. The course content is covered through classroom instruction, on-the-job training, instructor evaluations, and assignments. Instructors completing the program continue to maintain skills with inservice training

Assessment of Teaching Effectiveness: Lack of Alignment between Instructors, Institutions, and Research Recommendations

Science.gov (United States)

Henderson, Charles; Turpen, Chandra; Dancy, Melissa; Chapman, Tricia

2014-01-01

Ideally, instructors and their institutions would have a shared set of metrics by which they determine teaching effectiveness. And, ideally, these metrics would overlap with research findings on measuring teaching effectiveness. Unfortunately, the current situation at most institutions is far from this ideal. As part of a larger interview study,…

14 CFR 121.412 - Qualifications: Flight instructors (airplane) and flight instructors (simulator).

Science.gov (United States)

2010-01-01

... (airplane) and flight instructors (simulator). 121.412 Section 121.412 Aeronautics and Space FEDERAL... OPERATIONS Training Program § 121.412 Qualifications: Flight instructors (airplane) and flight instructors (simulator). (a) For the purposes of this section and § 121.414: (1) A flight instructor (airplane) is a...

Are the attitudes of exercise instructors who work with older adults influenced by training and personal characteristics?

Science.gov (United States)

Hawley, Helen; Skelton, Dawn A; Campbell, Malcolm; Todd, Chris

2012-01-01

Little is known about the relationship between attitudes and characteristics of instructors and uptake and adherence of older people to exercise classes. This article explores these issues. The authors surveyed 731 UK exercise instructors with specialist older adult exercise qualifications. A questionnaire investigated instructors' characteristics and attitudes toward older adults' participation in exercise. For mostly seated classes, EXTEND qualification (B = 0.36, p = .005) had a positive effect on instructors' attitudes. Later Life Training qualification (B = -2.80, p = .003), clinical background (B = -3.99, p = .005), and delivering classes in National Health Services (B = -3.12, p attitudes. For mostly standing classes, experience (B = 0.20, p = .003) and delivering in leisure centers (B = 0.46, p = .032) had a positive and clinical background (B = -1.78, p = .018) had a negative effect on instructors' attitudes. Most instructors have positive attitudes, but training and work context can influence attitudes toward older people's participation in exercise classes both positively and negatively.

The effects of training group exercise class instructors to adopt a motivationally adaptive communication style.

Science.gov (United States)

Ntoumanis, N; Thøgersen-Ntoumani, C; Quested, E; Hancox, J

2017-09-01

Drawing from self-determination theory (Deci & Ryan, 2002), we developed and tested an intervention to train fitness instructors to adopt a motivationally adaptive communication style when interacting with exercisers. This was a parallel group, two-arm quasi-experimental design. Participants in the intervention arm were 29 indoor cycling instructors (n = 10 for the control arm) and 246 class members (n = 75 for the control arm). The intervention consisted of face-to-face workshops, education/information video clips, group discussions and activities, brainstorming, individual planning, and practical tasks in the cycling studio. Instructors and exercisers responded to validated questionnaires about instructors' use of motivational strategies and other motivation-related variables before the first workshop and at the end of the third and final workshop (4 months later). Time × arm interactions revealed no significant effects, possibly due to the large attrition of instructors and exercisers in the control arm. Within-group analyses in the intervention arm showed that exercisers' perceptions of instructor motivationally adaptive strategies, psychological need satisfaction, and intentions to remain in the class increased over time. Similarly, instructors in the intervention arm reported being less controlling and experiencing more need satisfaction over time. These results offer initial promising evidence for the positive impact of the training. © 2016 The Authors Scandinavian Journal of Medicine & Science in Sports Published by John Wiley & Sons Ltd.

CRM Assessment: Determining the Generalization of Rater Calibration Training. Summary of Research Report: Gold Standards Training

Science.gov (United States)

Baker, David P.

2002-01-01

The extent to which pilot instructors are trained to assess crew resource management (CRM) skills accurately during Line-Oriented Flight Training (LOFT) and Line Operational Evaluation (LOE) scenarios is critical. Pilot instructors must make accurate performance ratings to ensure that proper feedback is provided to flight crews and appropriate decisions are made regarding certification to fly the line. Furthermore, the Federal Aviation Administration's (FAA) Advanced Qualification Program (AQP) requires that instructors be trained explicitly to evaluate both technical and CRM performance (i.e., rater training) and also requires that proficiency and standardization of instructors be verified periodically. To address the critical need for effective pilot instructor training, the American Institutes for Research (AIR) reviewed the relevant research on rater training and, based on "best practices" from this research, developed a new strategy for training pilot instructors to assess crew performance. In addition, we explored new statistical techniques for assessing the effectiveness of pilot instructor training. The results of our research are briefly summarized below. This summary is followed by abstracts of articles and book chapters published under this grant.

Role Strain in Collegiate Athletic Training Approved Clinical Instructors

Science.gov (United States)

Henning, Jolene M; Weidner, Thomas G

2008-01-01

Context: Certified athletic trainers who serve as Approved Clinical Instructors (ACIs) in the collegiate setting are balancing various roles (eg, patient care and related administrative tasks, clinical education). Whether this balancing act is associated with role strain in athletic trainers has not been examined. Objective: To examine the degree of, and contributing factors (eg, socialization experiences, professional and employment demographics, job congruency) to, role strain in collegiate ACIs. Design: Cross-sectional survey design. Setting: Geographically stratified random sample of ACIs affiliated with accredited athletic training education programs at National Collegiate Athletic Association (NCAA) Division I, II, and III institutions. Patients or Other Participants: 118 collegiate ACIs (47 head athletic trainers, 45 assistant athletic trainers, 26 graduate assistant athletic trainers). Main Outcome Measure(s): The Athletic Training ACI Role Strain Inventory, which measures total degree of role strain, 7 subscales of role strain, socialization experiences, professional and employment characteristics, and congruency in job responsibilities. Results: A total of 49% (n  =  58) of the participants experienced a moderate to high degree of role strain. Role Overload was the highest contributing subscale to total role strain. No differences were noted between total role strain and role occupant groups, NCAA division, or sex. Graduate assistant athletic trainers experienced a greater degree of role incompetence than head athletic trainers did (P  =  .001). Division II ACIs reported a greater degree of inter-role conflict than those in Division I (P  =  .02). Female ACIs reported a greater degree of role incompetence than male ACIs (P  =  .01). Those ACIs who stated that the ACI training provided by their institution did not adequately prepare them for the role as an ACI experienced greater role strain (P < .001). Conclusions: The ACIs in the

Peripheral venous catheter insertion simulation training: A randomized controlled trial comparing performance after instructor-led teaching versus peer-assisted learning.

Science.gov (United States)

Pelloux, Sophie; Grégoire, Arnaud; Kirmizigul, Patrice; Maillot, Sandrine; Bui-Xuan, Bernard; Llorca, Guy; Boet, Sylvain; Lehot, Jean-Jacques; Rimmelé, Thomas

2017-12-01

Peripheral venous catheter insertion is a procedural skill that every medical student should master. Training is often limited to a small number of students and is poorly evaluated. The objective of this study was to evaluate the performance of peer-assisted learning in comparison to instructor-led teaching for peripheral venous catheter insertion training. Students were randomized to the control group attending a traditional instructor-led training session (slideshow and demonstration by an anesthetist instructor, followed by training on a procedural simulator) or to the test group attending a peer-assisted training session (slideshow and demonstration video-recorded by the same instructor, followed by training on a procedural simulator). The primary endpoint was the performance of peripheral venous catheter insertion, assessed on procedural simulator one week later by blinded experts using a standardized 20-item grid. Students self-evaluated their confidence levels using a numeric 10-point scale. Eighty-six students were included, 73 of whom attended the assessment session. The median performance score was 12/20 [8-15] in the instructor-led teaching group versus 13/20 [11-15] in the peer-assisted learning group (P=0.430). Confidence levels improved significantly after the assessment session and were significantly higher in the peer-assisted learning group (7.6/10 [7.0-8.0] versus 7.0/10 [5.0-8.0], P=0.026). Peer-assisted learning is effective for peripheral venous catheter insertion training and can be as effective as instructor-led teaching. Given the large number of students to train, this finding is important for optimizing the cost-effectiveness of peripheral venous catheter insertion training. Copyright © 2017 Société française d’anesthésie et de réanimation (Sfar). Published by Elsevier Masson SAS. All rights reserved.

Training New Instructors to Implement Discrete Trial Teaching Strategies with Children with Autism in a Community-Based Intervention Program

Science.gov (United States)

Downs, Andrew; Downs, Robyn Conley

2013-01-01

The effects of training and supervision on instructor knowledge and performance of discrete trial teaching (DTT) within three domains (DTT Technical Skills; Work Session Preparation/Conclusion; and Student Engagement/Management) were examined in this study. Eight undergraduate student instructors received an 8-[hour] training in DTT and support…

The Military Instructor's Handbook

DEFF Research Database (Denmark)

Sjøstedt, Peter; Grønlund, Thomas

The Military Instructor's handbook was written for the basic professional training of instructors in the danish defence. The book describes the work of instructors and their areas of responsibility, and it offers guidance and direction on how to plan, conduct and evaluate learning activities...

Voice advisory manikin versus instructor facilitated training in cardiopulmonary resuscitation

DEFF Research Database (Denmark)

Isbye, Dan L; Høiby, Pernilla; Rasmussen, Maria B

2008-01-01

BACKGROUND: Training of healthcare staff in cardiopulmonary resuscitation (CPR) is time-consuming and costly. It has been suggested to replace instructor facilitated (IF) training with an automated voice advisory manikin (VAM), which increases skill level by continuous verbal feedback during...... individual training. AIMS: To compare a VAM (ResusciAnne CPR skills station, Laerdal Medical A/S, Norway) with IF training in CPR using a bag-valve-mask (BVM) in terms of skills retention after 3 months. METHODS: Forty-three second year medical students were included and CPR performance (ERC Guidelines...... for Resuscitation 2005) was assessed in a 2 min test before randomisation to either IF training in groups of 8 or individual VAM training. Immediately after training and after 3 months, CPR performance was assessed in identical 2 min tests. Laerdal PC Skill Reporting System 2.0 was used to collect data. To quantify...

Contrasts in Student Affect by Institution and Instructor: Establishing a National Baseline for Geoscience Courses

Science.gov (United States)

Mcconnell, D. A.; Perkins, D.; Stempien, J.; Husman, J.

2011-12-01

The GARNET (Geoscience Affective Research Network) project examines the connection between student learning and the affective domain, which includes student motivations, values, attitudes and learning strategies - factors that can both promote and limit learning. This is the first study to compare and contrast the relationship between student motivation and learning strategies, the nature of classroom instruction, and learning outcomes across a common course taught by multiple instructors at different types of academic institutions. In 2009-2011 we administered pre- and post-course Motivated Strategies for Learning Questionnaires (MSLQ; Pintrich et al, 1993) to 1990 students in more than 40 introductory geology classes taught by 25 instructors at nine colleges and universities. Students primarily register for the introductory courses to fulfill a general education requirement with a relatively modest proportion (25%) declaring a prior interest in the course topic. This institutional requirement produces a situation where students' motivational orientation is not likely to adjust to their newfound academic environment. The students do not have an interest in the topic, they have little prior knowledge about the content, they do not see connections between the content and their future goals, and they have limited autonomy in their choice of a course (the course is required). In general, we find that across different institutions and instructors, students' motivation and self-regulation degrades. Through classroom observations, and student surveys we have evidence that specific faculty are able to help students maintain some of the positive motivational orientations students bring to the class. The MSLQ contains 15 subscales, six measure motivation (e.g., task value, self-efficacy), and nine focus on different learning strategies (e.g., elaboration, effort regulation). Regardless of institution or instructor, MSLQ scores on many subscales declined from beginning to

Empowering Students through Project-Based Learning: Perceptions of Instructors and Students in Vocational Education Institutes in Thailand

Science.gov (United States)

Tongsakul, Anuvat; Jitgarun, Kalayanee; Chaokumnerd, Weerachai

2011-01-01

The purpose of this study was to identify and compare instructors' and students' perceptions of factors that contribute to the effective use of Project-Based Learning (PBL) in Thailand. The sample for the study consisted of 247 electrical technology instructors from Thai vocational education institutes and 161 students who were electrical power…

Instructor feedback versus no instructor feedback on performance in a laparoscopic virtual reality simulator

DEFF Research Database (Denmark)

Strandbygaard, Jeanett; Bjerrum, Flemming; Maagaard, Mathilde

2013-01-01

% vs 49%; P = 0.004). Men used less time (in minutes) than women (P = 0.037), but no sex difference was observed for repetitions (P = 0.20). Participants in the intervention group had higher self-perception regarding surgical skills after the trial (P = 0.011). CONCLUSIONS:: Instructor feedback...... increases the efficiency when training a complex operational task on a virtual reality simulator; time and repetitions used to achieve a predefined proficiency level were significantly reduced in the group that received instructor feedback compared with the control group. Trial registration number: NCT......OBJECTIVE:: To investigate the impact of instructor feedback versus no instructor feedback when training a complex operational task on a laparoscopic virtual reality simulator. BACKGROUND:: Simulators are now widely accepted as a training tool, but there is insufficient knowledge about how much...

The Effects of Instructor Differences Upon Student Progress in Naval Aviation Training. Medical Research Progress No. 4.

Science.gov (United States)

Waag, Wayne L.; Shannon, Richard H.

The investigation attempted to determine: whether instructor differences could be measured quantitatively; if such differences affected the grades which they assigned; if such differences affected the student's progress through the flight training program. Using an unstructured rating form, it was found that reliable instructor differences could…

Simulation-based crisis resource management training for pediatric critical care medicine: a review for instructors.

Science.gov (United States)

Cheng, Adam; Donoghue, Aaron; Gilfoyle, Elaine; Eppich, Walter

2012-03-01

To review the essential elements of crisis resource management and provide a resource for instructors by describing how to use simulation-based training to teach crisis resource management principles in pediatric acute care contexts. A MEDLINE-based literature source. OUTLINE OF REVIEW: This review is divided into three main sections: Background, Principles of Crisis Resource Management, and Tools and Resources. The background section provides the brief history and definition of crisis resource management. The next section describes all the essential elements of crisis resource management, including leadership and followership, communication, teamwork, resource use, and situational awareness. This is followed by a review of evidence supporting the use of simulation-based crisis resource management training in health care. The last section provides the resources necessary to develop crisis resource management training using a simulation-based approach. This includes a description of how to design pediatric simulation scenarios, how to effectively debrief, and a list of potential assessment tools that instructors can use to evaluate crisis resource management performance during simulation-based training. Crisis resource management principles form the foundation for efficient team functioning and subsequent error reduction in high-stakes environments such as acute care pediatrics. Effective instructor training is required for those programs wishing to teach these principles using simulation-based learning. Dissemination and integration of these principles into pediatric critical care practice has the potential for a tremendous impact on patient safety and outcomes.

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

Science.gov (United States)

2011-06-16

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

The Significance of Emotional Intelligence on Entrepreneurial Behavior of Instructors (Case study: Iran Technical and vocational Training Organization (TVTO’s Instructors

Directory of Open Access Journals (Sweden)

Abbas Karimi

2013-07-01

Full Text Available Entrepreneurial characteristics, in fact, are the entrepreneur’s behavioral outputs in different conditions. The behavior, which can be increasingly changed during the times, is a function of acquired and inherent factors. Emotional intelligence as a set of teachable and acquisitive behaviors, can affect the entrepreneurs’ behavioral characteristics. This paper tried to study the relationship between emotional intelligence and entrepreneurial behavioral characteristics among the Iran Technical and vocational Training Organization (TVTO’s Instructors. The statistical sample population in this research is 105 instructors from all over the Iran. Two standardized questionnaires including; Measurement Instrument of Personality characteristics of Iranian’s Entrepreneurs and “Bar- On” Test for assessing the Emotional Intelligence has been used for data collection after testing their validity and reliability. Results from data analysis using descriptive and inferential statistical techniques showed that there is a significant positive relationship between entrepreneurial characteristics and emotional intelligence among Iran TVTO’s instructors.

A randomized trial of cardiopulmonary resuscitation training for medical students: voice advisory mannequin compared to guidance provided by an instructor.

Science.gov (United States)

Díez, Nieves; Rodríguez-Díez, María-Cristina; Nagore, David; Fernández, Secundino; Ferrer, Marta; Beunza, Juan-Jose

2013-08-01

Current European Resuscitation Guidelines 2010 recommend the use of prompt/feedback devices when training for cardiopulmonary resuscitation (CPR). We aimed to assess the quality of CPR training among second-year medical students with a voice advisory mannequin (VAM) compared to guidance provided by an instructor. Forty-three students received a theoretical reminder about CPR followed by a 2-minute pretest on CPR (compressions/ventilations cycle) with Resusci Anne SkillReporter (Laerdal Medical). They were then randomized into a control group (n = 22), trained by an instructor for 4 minutes per student, and an intervention group (n = 21) trained individually with VAM CPR mannequin for 4 minutes. After training, the students performed a 2-minute posttest, with the same method as the pretest. Participants in the intervention group (VAM) performed more correct hand position (73% vs. 37%; P = 0.014) and tended to display better compression rate (124 min vs. 135 min; P = 0.089). In a stratified analyses by sex we found that only among women trained with VAM was there a significant improvement in compression depth before and after training (36 mm vs. 46 mm, P = 0.018) and in the percentage of insufficient compressions before and after training (56% vs. 15%; P = 0.021). In comparison to the traditional training method involving an instructor, training medical students in CPR with VAM improves the quality of chest compressions in hand position and in compression rate applied to mannequins. Only among women was VAM shown to be superior in compression depth training. This technology reduces costs in 14% in our setup and might potentially release instructors' time for other activities.

Comparison of an interactive CD-based and traditional instructor-led Basic Life Support skills training for nurses.

Science.gov (United States)

Mardegan, Karen J; Schofield, Margot J; Murphy, Gregory C

2015-08-01

Basic Life Support (BLS) is a life-saving and fundamental skill in resuscitation. However, studies have reported limitations in BLS training outcomes for both health professional and lay populations, and noted the resource and time-intensive nature of traditional training approaches. This exploratory study evaluated the effectiveness of an interactive CD-based BLS training programme that included unsupervised manikin practice compared with a traditional instructor-led BLS training programme involving demonstration and supervised practice. A quasi-experimental post-test with follow-up design was used. The sample was comprised of two cohorts: Novice second-year undergraduate Nursing students (n=187) and Practising Nurses (n=107) in their first year of hospital employment. BLS skill outcomes were assessed at one week and again at eight weeks post training. No statistically significant differences were found between the CD and traditional instructor-led BLS training methods in BLS skills of Novice and Practising Nurses at one week and eight weeks post training. However, there was a decrement in skill between one week and eight weeks post-training across both groups and an overall low level of competence. The failure to find a difference between the CD-based BLS programme with unsupervised manikin practice and a resource-intensive traditional instructor-led BLS training programme may indicate equivalence of the programmes or, even study design limitations. It is concerning that competence displayed by trainees from both groups was less than optimal and suggests the need for renewed efforts to develop and evaluate BLS training programmes which can achieve high rates of competence with acceptable skill retention over time. Crown Copyright © 2014. Published by Elsevier Ltd. All rights reserved.

Conversion of Provider EMR Training from Instructor-Led Training to eLearning at an Academic Medical Center.

Science.gov (United States)

Sharp, Karen; Williams, Michele; Aldrich, Alison; Bogacz, Adrienne; Denier, Sighle; McAlearney, Ann S

2017-07-26

This case study overviews the conversion of provider training of the electronic medical record (EMR) from an instructor-led training (ILT) program to eLearning at an Academic Medical Center (AMC). This conversion provided us with both a useful training tool and the opportunity to maximize efficiency within both our training and optimization team and organization. eLearning Development Principles were created and served as a guide to assist us with designing an eLearning curriculum using a five step process. The result was a new training approach that allowed learners to complete training at their own pace, and even test out of sections based on demonstrated competency. The information we have leads us to believe that a substantial return on our investment can be obtained from the conversion with positive impacts that have served as the foundation for the future of end user EMR training at our AMC.

14 CFR 61.41 - Flight training received from flight instructors not certificated by the FAA.

Science.gov (United States)

2010-01-01

... the FAA. (a) A person may credit flight training toward the requirements of a pilot certificate or... flight instructor described in paragraph (a) of this section is only authorized to give endorsements to...

"Booster" training: evaluation of instructor-led bedside cardiopulmonary resuscitation skill training and automated corrective feedback to improve cardiopulmonary resuscitation compliance of Pediatric Basic Life Support providers during simulated cardiac arrest.

Science.gov (United States)

Sutton, Robert M; Niles, Dana; Meaney, Peter A; Aplenc, Richard; French, Benjamin; Abella, Benjamin S; Lengetti, Evelyn L; Berg, Robert A; Helfaer, Mark A; Nadkarni, Vinay

2011-05-01

To investigate the effectiveness of brief bedside "booster" cardiopulmonary resuscitation (CPR) training to improve CPR guideline compliance of hospital-based pediatric providers. Prospective, randomized trial. General pediatric wards at Children's Hospital of Philadelphia. Sixty-nine Basic Life Support-certified hospital-based providers. CPR recording/feedback defibrillators were used to evaluate CPR quality during simulated pediatric arrest. After a 60-sec pretraining CPR evaluation, subjects were randomly assigned to one of three instructional/feedback methods to be used during CPR booster training sessions. All sessions (training/CPR manikin practice) were of equal duration (2 mins) and differed only in the method of corrective feedback given to participants during the session. The study arms were as follows: 1) instructor-only training; 2) automated defibrillator feedback only; and 3) instructor training combined with automated feedback. Before instruction, 57% of the care providers performed compressions within guideline rate recommendations (rate >90 min(-1) and 38 mm); and 36% met overall CPR compliance (rate and depth within targets). After instruction, guideline compliance improved (instructor-only training: rate 52% to 87% [p .01], and overall CPR compliance, 43% to 78% [p CPR compliance, 35% to 96% [p training combined with automated feedback: rate 48% to 100% [p CPR compliance, 30% to 100% [p CPR instruction, most certified Pediatric Basic Life Support providers did not perform guideline-compliant CPR. After a brief bedside training, CPR quality improved irrespective of training content (instructor vs. automated feedback). Future studies should investigate bedside training to improve CPR quality during actual pediatric cardiac arrests.

Delivering a basic mental health training programme: views and experiences of Mental Health First Aid instructors in Wales.

Science.gov (United States)

Terry, J

2011-10-01

Originating in Australia, 'Mental Health First Aid' (MHFA) is a way of providing support to someone who is experiencing a mental health problem before professional help is obtained. Positive evaluations have shown that it both increases confidence while decreasing stigmatizing attitudes. However, the evidence base surrounding the delivery of basic mental health programmes remains underdeveloped. This descriptive qualitative study explored the views and experiences of 14 MHFA instructors from across Wales through semi-structured interviews, as a means to identify the experience of course delivery from their perspective. Data were collected between January and April 2009. The study found individuals benefited from being an MHFA instructor through increased confidence and self-development. However, instructors encountered logistical difficulties in course delivery and noted that as attendees related to the course material, they wished to discuss their own mental health problems during the course. This created considerable challenges for instructors, who noted both positive and negative impacts on themselves, and on their expectations of the role of becoming MHFA instructors. In conclusion, basic mental health training courses must build a clear infrastructure, ongoing quality assurance processes and reliable support structures to train, support and monitor those delivering them. © 2011 Blackwell Publishing.

Evaluation of the In-Service Education and Training Programme for Kuwait Army Instructors

Science.gov (United States)

Al-Mutawa, Najat; Al-Furaih, Suad

2005-01-01

This study evaluates the In-Service Education and Training (INSET) programme organised for Kuwait Army instructors. The focus is on their perceptual gain in related topics and skills, as they attended 10 courses at the College of Education--Kuwait University. Pre- and post-assessments involved 20 trainees. The analysis indicates significant…

Qualification of contractor/consultant instructors

International Nuclear Information System (INIS)

Hanson, H.D.

1985-01-01

Following a brief discussion of the role of consultant instructors in Public Service Electric and Gas Company's training organization, the qualification process is presented. Consultant instructors are provided with information regarding supervision of the trainees and the instructional process and procedures required. Each individual must have his or her instructional capability, supervisory skills and technical competence verified and documented prior to conducting training independently. Concluding comments describe the overall satisfactory experience with this program

Instructor feedback versus no instructor feedback on performance in a laparoscopic virtual reality simulator: a randomized trial.

Science.gov (United States)

Strandbygaard, Jeanett; Bjerrum, Flemming; Maagaard, Mathilde; Winkel, Per; Larsen, Christian Rifbjerg; Ringsted, Charlotte; Gluud, Christian; Grantcharov, Teodor; Ottesen, Bent; Sorensen, Jette Led

2013-05-01

To investigate the impact of instructor feedback versus no instructor feedback when training a complex operational task on a laparoscopic virtual reality simulator. : Simulators are now widely accepted as a training tool, but there is insufficient knowledge about how much feedback is necessary, which is useful for sustainable implementation. A randomized trial complying with CONSORT Statement. All participants had to reach a predefined proficiency level for a complex operational task on a virtual reality simulator. The intervention group received standardized instructor feedback a maximum of 3 times. The control group did not receive instructor feedback. Participants were senior medical students without prior laparoscopic experience (n = 99). Outcome measures were time, repetitions, and performance score to reach a predefined proficiency level. Furthermore, influence of sex and perception of own surgical skills were examined. Time (in minutes) and repetitions were reduced in the intervention group (162 vs 342 minutes; P less time (in minutes) than women (P = 0.037), but no sex difference was observed for repetitions (P = 0.20). Participants in the intervention group had higher self-perception regarding surgical skills after the trial (P = 0.011). Instructor feedback increases the efficiency when training a complex operational task on a virtual reality simulator; time and repetitions used to achieve a predefined proficiency level were significantly reduced in the group that received instructor feedback compared with the control group. NCT01497782.

“Booster” training: Evaluation of instructor-led bedside cardiopulmonary resuscitation skill training and automated corrective feedback to improve cardiopulmonary resuscitation compliance of Pediatric Basic Life Support providers during simulated cardiac arrest

Science.gov (United States)

Sutton, Robert M.; Niles, Dana; Meaney, Peter A.; Aplenc, Richard; French, Benjamin; Abella, Benjamin S.; Lengetti, Evelyn L.; Berg, Robert A.; Helfaer, Mark A.; Nadkarni, Vinay

2013-01-01

Objective To investigate the effectiveness of brief bedside “booster” cardiopulmonary resuscitation (CPR) training to improve CPR guideline compliance of hospital-based pediatric providers. Design Prospective, randomized trial. Setting General pediatric wards at Children’s Hospital of Philadelphia. Subjects Sixty-nine Basic Life Support–certified hospital-based providers. Intervention CPR recording/feedback defibrillators were used to evaluate CPR quality during simulated pediatric arrest. After a 60-sec pretraining CPR evaluation, subjects were randomly assigned to one of three instructional/feedback methods to be used during CPR booster training sessions. All sessions (training/CPR manikin practice) were of equal duration (2 mins) and differed only in the method of corrective feedback given to participants during the session. The study arms were as follows: 1) instructor-only training; 2) automated defibrillator feedback only; and 3) instructor training combined with automated feedback. Measurements and Main Results Before instruction, 57% of the care providers performed compressions within guideline rate recommendations (rate >90 min−1 and 38 mm); and 36% met overall CPR compliance (rate and depth within targets). After instruction, guideline compliance improved (instructor-only training: rate 52% to 87% [p .01], and overall CPR compliance, 43% to 78% [p CPR compliance, 35% to 96% [p training combined with automated feedback: rate 48% to 100% [p CPR compliance, 30% to 100% [p CPR instruction, most certified Pediatric Basic Life Support providers did not perform guideline-compliant CPR. After a brief bedside training, CPR quality improved irrespective of training content (instructor vs. automated feedback). Future studies should investigate bedside training to improve CPR quality during actual pediatric cardiac arrests. PMID:20625336

Consultative Instructor Supervision and Evaluation

Science.gov (United States)

Lee, William W.

2010-01-01

Organizations vary greatly in how they monitor training instructors. The methods used in monitoring vary greatly. This article presents a systematic process for improving instructor skills that result in better teaching and better learning, which results in better-prepared employees for the workforce. The consultative supervision and evaluation…

Medical students and physical education students as CPR instructors: an appropriate solution to the CPR-instructor shortage in secondary schools?

OpenAIRE

Cuijpers, P. J. P. M.; Bookelman, G.; Kicken, W.; de Vries, W.; Gorgels, A. P. M.

2016-01-01

Background Integrating cardiopulmonary resuscitation (CPR) training in secondary schools will increase the number of potential CPR providers. However, currently too few certified instructors are available for this purpose. Training medical students and physical education student teachers to become CPR instructors could decrease this shortage. Aim Examine whether medical students and physical education student teachers can provide CPR training for secondary school pupils as well as (i.?e., non...

Instructor feedback versus no instructor feedback on performance in a laparoscopic virtual reality simulator

DEFF Research Database (Denmark)

Oestergaard, Jeanett; Bjerrum, Flemming; Maagaard, Mathilde

2012-01-01

of training. This is mainly due to lack of knowledge concerning the time and human resources needed to train novice surgeons to an adequate level. The purpose of this trial is to investigate the impact of instructor feedback regarding time, repetitions and self-perception when training complex operational...

An operator self-training system based upon the emulation of instructor skill

International Nuclear Information System (INIS)

Zuenkov, M.; Marsiletti, M.

1999-01-01

In the early 90's a project started in Ansaldo for developing the Training Compact Simulation Technology. One of the objectives was to substitute the human instructor with an Expert System based on the Emulation of Instructor Skill (EIS). EIS stems from software architecture and an ad hoc language (ABIS) developed at Institute of Control Sciences (ICS) of Moscow. The expert system relies upon Artificial Intelligence technology and qualitative logic modelling of controlled plant physics. Its task is to explain the physical effects of controlled plant behaviour and control system response and comment on them as well as estimation of operator's actions in standard and nonstandard situations. Insight into process physics is obtained through consulting the expert system into which the qualitative process model is built-in, thus enabling expert explanation of fine physical effects such as: identification of disturbance and control system actions. The main features of EIS are: (a) checking the correct memorisation of the plant procedures, (b) testing his own reactions when facing abnormal and/or unexpected situations, (c) improving his own engineering sensitivity, (d) getting on-line answers to specific questions, such as: what are the reasons of the current status of Plant (Operator control actions, control system actions, disturbances imposed by the Instructor, transient behaviour of parameters); what events are the result of the action performed by the Operator (step by step); what events can result from a given Operator action (prediction); correspondence of the Operator actions to the steps of the performed procedures; in abnormal situations, judgement about operator actions (positive or negative, with respect to the goal of plant stabilisation or disturbances elimination). A demonstrative application was developed for Sampierdarena 40 MW Cogeneration Plant. The plant model running under the simulator was built-up by means of the LEGO code. The LEGO code is a modular

14 CFR Appendix H to Part 141 - Ground Instructor Certification Course

Science.gov (United States)

2010-01-01

... planning; and (6) Classroom training techniques. (c) Ground training for a basic ground instructor..., required under this part, for the following ratings: (a) Ground Instructor—Basic. (b) Ground Instructor...) Ground training must include the following aeronautical knowledge areas: (1) Learning process; (2...

RIAR training center, Dimitrovgrad, Russia

International Nuclear Information System (INIS)

Makin, R.

1998-01-01

The presentation describes activities and history of the training Center for NPP personnel at the Research Institute of Atomic Reactors (RIAR) in Dimitrovgrad, Russian Federation since its beginnings in 1993. The courses held for training instructors and specialists as well as Russian NPPs were organised in cooperation with American and German organisations

Two-Year Institution Part-Time Nurse Faculty Experiences During Role Transition and Identity Development: A Phenomenological Study.

Science.gov (United States)

Owens, Rhoda A

This study explored two-year institution part-time nurse faculty's perceptions of their experiences during their role transitions from nurses in clinical practice to part-time clinical instructors. Part-time nurse faculty enter academia as expert clinicians, but most have little or no training in the pedagogy of effective student learning. A phenomenological study was used to explore the faculty role transition experiences. Findings support the proposition that six participants transitioned from their expert clinician to instructor identities; however, two continue in the process. Critical to this process are relationships with individuals in their environments, past and present experiences, the incentive to learn to be better instructors, and the importance of support and training. A model emerged, Process of Role Transition and Professional Identity Formation for Part-Time Clinical Instructors at Two-Year Institutions, that is potentially useful for administrators in developing individualized orientation and professional development programs.

Instructor development program at Three Mile Island

International Nuclear Information System (INIS)

Irizarry, C.A.; Jones, J.W.; Knief, R.

1981-01-01

The Three Mile Island (TMI) Training Department has prepared and conducted Instructor Development Programs which have upgraded the capabilities of its instructors and provided more uniformity among its diverse efforts. The week-long course was prepared in-house by a staff that combined college teaching experience in both education and technical subjects with strong background in industrial training. Through the first two offerings of the course, twenty-five individuals have participated and eight have served on the course staff

Faith Boxes: A Training Activity for Educators and Human Service Professionals

Science.gov (United States)

Dyson, Donald; Turner, Yolanda

2011-01-01

The issues of faith and religion are frequently avoided by instructors in training institutes for fear of inciting divisive conversations in the context of the classroom. Within secular training institutes, however, there is a growing momentum to incorporate an understanding of the spiritual aspects of individuals, families, and communities into…

The impact of transition training on adapting to Technically Advanced Aircraft at regional airlines: Perceptions of pilots and instructor pilots

Science.gov (United States)

di Renzo, John Carl, Jr.

Scope and method of study. The purpose of this study was to test a hypothesis about pilot and instructor pilot perceptions of how effectively pilots learn and use new technology, found in Technically Advanced Aircraft (TAA), given initial type of instrumentation training. New aviation technologies such as Glass Cockpits in technically advanced aircraft are complex and can be difficult to learn and use. The research questions focused on the type of initial instrumentation training to determine the differences among pilots trained using various types of instrumentation ranging from aircraft equipped with traditional analog instrumentation to aircraft equipped with glass cockpits. A convenience sample of Pilots in Training (PT) and Instructor Pilots (IP) was selected from a regional airline. The research design used a mixed methodology. Pilots in training completed a thirty-two question quantitative questionnaire and instructor pilots completed a five question qualitative questionnaire. Findings and conclusions. This investigation failed to disprove the null hypothesis. The type of instrumentation training has no significant effect on newly trained regional airline pilot perceived ability to adapt to advanced technology cockpits. Therefore, no evidence exists from this investigation to support the early introduction and training of TAA. While the results of this investigation were surprising, they are nonetheless, instructive. Even though it would seem that there would be a relationship between exposure to and use of technically advanced instrumentation, apparently there was no perceived relationship for this group of airline transport pilots. However, a point of interest is that these pilots were almost evenly divided in their opinion of whether or not their previous training had prepared them for transition to TAA. The majority also believed that the type of initial instrumentation training received does make a difference when transitioning to TAA. Pilots believed

Touching for attention: How flight instructors support a pilot wearing a view-limiting device

DEFF Research Database (Denmark)

Nevile, Maurice Richard; Tuccio, William A.

2018-01-01

We use video recordings from pilot training flights to show how instructors support attention of a student wearing ‘foggles’, a view-limiting device designed to train pilots to fly by reference only to the cockpit flight instruments. The instructors touch cockpit displays with a pointing finger...... demonstrates a technique for controlling descent. The data examples are taken from a corpus of almost 100 hours of video recordings of actual in-flight instruction. We consider how our analyses can inform flight instructor training and improve instructor effectiveness, for example by revealing possible...

CrossFit® instructor demographics and practice trends

Directory of Open Access Journals (Sweden)

Gregory R. Waryasz

2016-11-01

Full Text Available CrossFit® is an increasingly popular exercise modality that uses high intensity power training. The literature to date regarding CrossFit® has focused on its benefits to VO2 Max, body composition and the motivational variables of participants of CrossFit®. A computerized survey was distributed to CrossFit® instructors using Survey Monkey® (Palo Alto, CA, USA. One hundred and ninety-three CrossFit® instructors responded to the survey. Of these 86.6% (155/179 reported being a certified CrossFit® instructor with 26.7% (48/180 having a bachelor’s degree in an exercise-related field. Instructors with a CrossFit® certification have less bachelor’s (P=0.04 or master’s (P=0.0001 degrees compared to those without a CrossFit® certification, more utilization of Olympic weightlifting (P=0.03, one-on-one teaching (P=0.0001, 1-RM max on snatch (P=0.004, 1- RM on clean and jerk or hang clean (P=0.0003, kettlebell use (P=0.0001 and one-on-one training (P=0.0001. Instructors report differences in their education and differences in use of weightlifting platforms and various types of footwear. Non-certified instructors differ from CrossFit® certified instructors in regards to teaching of Olympic weightlifting and exercise programming.

CrossFit® Instructor Demographics and Practice Trends.

Science.gov (United States)

Waryasz, Gregory R; Suric, Vladimir; Daniels, Alan H; Gil, Joseph A; Eberson, Craig P

2016-11-17

CrossFit ® is an increasingly popular exercise modality that uses high intensity power training. The literature to date regarding CrossFit ® has focused on its benefits to VO2 Max, body composition and the motivational variables of participants of CrossFit ® . A computerized survey was distributed to CrossFit ® instructors using Survey Monkey ® (Palo Alto, CA, USA). One hundred and ninety-three CrossFit ® instructors responded to the survey. Of these 86.6% (155/179) reported being a certified CrossFit ® instructor with 26.7% (48/180) having a bachelor's degree in an exercise-related field. Instructors with a CrossFit ® certification have less bachelor's (P=0.04) or master's (P=0.0001) degrees compared to those without a CrossFit ® certification, more utilization of Olympic weightlifting (P=0.03), one-on-one teaching (P=0.0001), 1-RM max on snatch (P=0.004), 1-RM on clean and jerk or hang clean (P=0.0003), kettlebell use (P=0.0001) and one-on-one training (P=0.0001). Instructors report differences in their education and differences in use of weightlifting platforms and various types of footwear. Non-certified instructors differ from CrossFit ® certified instructors in regards to teaching of Olympic weightlifting and exercise programming.

National Training Course. Emergency Medical Technician. Paramedic. Instructor's Lesson Plans. Module II. Human Systems and Patient Assessment.

Science.gov (United States)

National Highway Traffic Safety Administration (DOT), Washington, DC.

This instructor's lesson plan guide on human systems and patient assessment is one of fifteen modules designed for use in the training of emergency medical technicians (paramedics). Four units are presented: (1) medical terminology, which covers some common prefixes and suffixes and the use of the medical dictionary; (2) an overview of the…

Emotional Development: Fostering the Child's Identity. Instructor's Manual.

Science.gov (United States)

McFadden, Emily Jean

"Emotional Development: Fostering the Child's Identity" is a manual for use in training families providing service to foster children. Consisting of information to be covered in eight class sessions and numerous appendices providing supplementary material, this instructor's manual contains instructor's materials and participants' course content.…

Use of a Real-Time Training Software (Laerdal QCPR®) Compared to Instructor-Based Feedback for High-Quality Chest Compressions Acquisition in Secondary School Students: A Randomized Trial.

Science.gov (United States)

Cortegiani, Andrea; Russotto, Vincenzo; Montalto, Francesca; Iozzo, Pasquale; Meschis, Roberta; Pugliesi, Marinella; Mariano, Dario; Benenati, Vincenzo; Raineri, Santi Maurizio; Gregoretti, Cesare; Giarratano, Antonino

2017-01-01

High-quality chest compressions are pivotal to improve survival from cardiac arrest. Basic life support training of school students is an international priority. The aim of this trial was to assess the effectiveness of a real-time training software (Laerdal QCPR®) compared to a standard instructor-based feedback for chest compressions acquisition in secondary school students. After an interactive frontal lesson about basic life support and high quality chest compressions, 144 students were randomized to two types of chest compressions training: 1) using Laerdal QCPR® (QCPR group- 72 students) for real-time feedback during chest compressions with the guide of an instructor who considered software data for students' correction 2) based on standard instructor-based feedback (SF group- 72 students). Both groups had a minimum of a 2-minute chest compressions training session. Students were required to reach a minimum technical skill level before the evaluation. We evaluated all students at 7 days from the training with a 2-minute chest compressions session. The primary outcome was the compression score, which is an overall measure of chest compressions quality calculated by the software expressed as percentage. 125 students were present at the evaluation session (60 from QCPR group and 65 from SF group). Students in QCPR group had a significantly higher compression score (median 90%, IQR 81.9-96.0) compared to SF group (median 67%, IQR 27.7-87.5), p = 0.0003. Students in QCPR group performed significantly higher percentage of fully released chest compressions (71% [IQR 24.5-99.0] vs 24% [IQR 2.5-88.2]; p = 0.005) and better chest compression rate (117.5/min [IQR 106-123.5] vs 125/min [115-135.2]; p = 0.001). In secondary school students, a training for chest compressions based on a real-time feedback software (Laerdal QCPR®) guided by an instructor is superior to instructor-based feedback training in terms of chest compression technical skill acquisition. Australian

How Institutions Respond to Training Packages.

Science.gov (United States)

Boorman, Andrew

The impact of the transition to training packages (TPs) on institutionally based training in Australia was examined. Information was gathered from 14 case studies of registered trade organizations (RTOs) delivering qualifications to institutionally based students in TPs in the following areas: administration, beauty therapy, community services,…

77 FR 61721 - Pilot, Flight Instructor, and Pilot School Certification; Technical Amendment

Science.gov (United States)

2012-10-11

...-26661; Amdt. No. 61-129A] RIN 2120-AI86 Pilot, Flight Instructor, and Pilot School Certification... revise the training, qualification, certification, and operating requirements for pilots, flight instructors, ground instructors, and pilot schools. A portion of the codified text was inadvertently deleted...

Comparing interactive videodisc training effectiveness to traditional training methods

International Nuclear Information System (INIS)

Kenworthy, N.W.

1987-01-01

Videodisc skills training programs developed by Industrial Training Corporation are being used and evaluated by major industrial facilities. In one such study, interactive videodisc training programs were compared to videotape and instructor-based training to determine the effectiveness of videodisc in terms of performance, training time and trainee attitudes. Results showed that when initial training was done using the interactive videodisc system, trainee performance was superior to the performance of trainees using videotape, and approximately equal to the performance of those trained by an instructor. When each method was used in follow-up training, interactive videodisc was definitely the most effective. Results also indicate that training time can be reduced using interactive videodisc. Attitudes of both trainees and instructors toward the interactive videodisc training were positive

Instructor feedback versus no instructor feedback on performance in a laparoscopic virtual reality simulator: a randomized educational trial.

Science.gov (United States)

Oestergaard, Jeanett; Bjerrum, Flemming; Maagaard, Mathilde; Winkel, Per; Larsen, Christian Rifbjerg; Ringsted, Charlotte; Gluud, Christian; Grantcharov, Teodor; Ottesen, Bent; Soerensen, Jette Led

2012-02-28

Several studies have found a positive effect on the learning curve as well as the improvement of basic psychomotor skills in the operating room after virtual reality training. Despite this, the majority of surgical and gynecological departments encounter hurdles when implementing this form of training. This is mainly due to lack of knowledge concerning the time and human resources needed to train novice surgeons to an adequate level. The purpose of this trial is to investigate the impact of instructor feedback regarding time, repetitions and self-perception when training complex operational tasks on a virtual reality simulator. The study population consists of medical students on their 4th to 6th year without prior laparoscopic experience. The study is conducted in a skills laboratory at a centralized university hospital. Based on a sample size estimation 98 participants will be randomized to an intervention group or a control group. Both groups have to achieve a predefined proficiency level when conducting a laparoscopic salpingectomy using a surgical virtual reality simulator. The intervention group receives standardized instructor feedback of 10 to 12 min a maximum of three times. The control group receives no instructor feedback. Both groups receive the automated feedback generated by the virtual reality simulator. The study follows the CONSORT Statement for randomized trials. Main outcome measures are time and repetitions to reach the predefined proficiency level on the simulator. We include focus on potential sex differences, computer gaming experience and self-perception. The findings will contribute to a better understanding of optimal training methods in surgical education. NCT01497782.

Certification in Distance Learning for Online Instructors: Exploration of the Creation of an Organic Model for a Research-Based State Institution

Science.gov (United States)

Graham, Lee; Thomas, Lisa

2011-01-01

The traditional and most highly utilized manner of instruction in the online Certification Course focuses on training instructors to teach a pre-designed course with common features. This model limits instructional options for faculty to those which are available in the course. Faculty who are accustomed to academic freedom and autonomy may not be…

GENDER PARTICIPATION IN TECHNICAL TRAINING INSTITUTIONS

African Journals Online (AJOL)

The paper focuses on skill training opportunities for females in Technical Education Programmes (TEP) in Kenya. In Africa, labour markets have become so competitive that females need to be assisted to enter such markets. Expanding skill-training opportunities for females in training institutions could meet this demand.

38 CFR 21.4265 - Practical training approved as institutional training or on-job training.

Science.gov (United States)

2010-07-01

... approved as institutional training or on-job training. 21.4265 Section 21.4265 Pensions, Bonuses, and... training or on-job training. (a) Medical-dental internships and residencies. (1) Medical residencies (other...) of this section. If the course is not so accredited such practical or on-the-job training or...

Instructor feedback versus no instructor feedback on performance in a laparoscopic virtual reality simulator: a randomized educational trial

Directory of Open Access Journals (Sweden)

Oestergaard Jeanett

2012-02-01

Full Text Available Abstract Background Several studies have found a positive effect on the learning curve as well as the improvement of basic psychomotor skills in the operating room after virtual reality training. Despite this, the majority of surgical and gynecological departments encounter hurdles when implementing this form of training. This is mainly due to lack of knowledge concerning the time and human resources needed to train novice surgeons to an adequate level. The purpose of this trial is to investigate the impact of instructor feedback regarding time, repetitions and self-perception when training complex operational tasks on a virtual reality simulator. Methods/Design The study population consists of medical students on their 4th to 6th year without prior laparoscopic experience. The study is conducted in a skills laboratory at a centralized university hospital. Based on a sample size estimation 98 participants will be randomized to an intervention group or a control group. Both groups have to achieve a predefined proficiency level when conducting a laparoscopic salpingectomy using a surgical virtual reality simulator. The intervention group receives standardized instructor feedback of 10 to 12 min a maximum of three times. The control group receives no instructor feedback. Both groups receive the automated feedback generated by the virtual reality simulator. The study follows the CONSORT Statement for randomized trials. Main outcome measures are time and repetitions to reach the predefined proficiency level on the simulator. We include focus on potential sex differences, computer gaming experience and self-perception. Discussion The findings will contribute to a better understanding of optimal training methods in surgical education. Trial Registration NCT01497782

Instructor feedback versus no instructor feedback on performance in a laparoscopic virtual reality simulator: a randomized educational trial

Science.gov (United States)

2012-01-01

Abstract Background Several studies have found a positive effect on the learning curve as well as the improvement of basic psychomotor skills in the operating room after virtual reality training. Despite this, the majority of surgical and gynecological departments encounter hurdles when implementing this form of training. This is mainly due to lack of knowledge concerning the time and human resources needed to train novice surgeons to an adequate level. The purpose of this trial is to investigate the impact of instructor feedback regarding time, repetitions and self-perception when training complex operational tasks on a virtual reality simulator. Methods/Design The study population consists of medical students on their 4th to 6th year without prior laparoscopic experience. The study is conducted in a skills laboratory at a centralized university hospital. Based on a sample size estimation 98 participants will be randomized to an intervention group or a control group. Both groups have to achieve a predefined proficiency level when conducting a laparoscopic salpingectomy using a surgical virtual reality simulator. The intervention group receives standardized instructor feedback of 10 to 12 min a maximum of three times. The control group receives no instructor feedback. Both groups receive the automated feedback generated by the virtual reality simulator. The study follows the CONSORT Statement for randomized trials. Main outcome measures are time and repetitions to reach the predefined proficiency level on the simulator. We include focus on potential sex differences, computer gaming experience and self-perception. Discussion The findings will contribute to a better understanding of optimal training methods in surgical education. Trial Registration NCT01497782 PMID:22373062

Adult Basic Skills Instructor Training and Experiential Learning Theory.

Science.gov (United States)

Marlowe, Mike; And Others

1991-01-01

Competency-based training workshops based on Kolb's experiential learning theory were held for North Carolina adult basic education teachers; 251 attended 1-day sessions and 91 a week-long summer institute. Topics included interpersonal communication, reading, numeracy, language arts, math, assessment, and program evaluation. (SK)

Use of the learning conversation improves instructor confidence in life support training: An open randomised controlled cross-over trial comparing teaching feedback mechanisms.

Science.gov (United States)

Baldwin, Lydia J L; Jones, Christopher M; Hulme, Jonathan; Owen, Andrew

2015-11-01

Feedback is vital for the effective delivery of skills-based education. We sought to compare the sandwich technique and learning conversation structured methods of feedback delivery in competency-based basic life support (BLS) training. Open randomised crossover study undertaken between October 2014 and March 2015 at the University of Birmingham, United Kingdom. Six-hundred and forty healthcare students undertaking a European Resuscitation Council (ERC) BLS course were enrolled, each of whom was randomised to receive teaching using either the sandwich technique or the learning conversation. Fifty-eight instructors were randomised to initially teach using either the learning conversation or sandwich technique, prior to crossing-over and teaching with the alternative technique after a pre-defined time period. Outcome measures included skill acquisition as measured by an end-of-course competency assessment, instructors' perception of teaching with each feedback technique and candidates' perception of the feedback they were provided with. Scores assigned to use of the learning conversation by instructors were significantly more favourable than for the sandwich technique across all but two assessed domains relating to instructor perception of the feedback technique, including all skills-based domains. No difference was seen in either assessment pass rates (80.9% sandwich technique vs. 77.2% learning conversation; OR 1.2, 95% CI 0.85-1.84; p=0.29) or any domain relating to candidates' perception of their teaching technique. This is the first direct comparison of two feedback techniques in clinical medical education using both quantitative and qualitative methodology. The learning conversation is preferred by instructors providing competency-based life support training and is perceived to favour skills acquisition. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

WWER-1000 simulator instructor service in NV TC

International Nuclear Information System (INIS)

Pogrebitsky, S.L.

1997-01-01

In July 1996 a full-scope simulator developed by the joint efforts of ATOMTECHENERGO, VNII AES (Russia) and Mitsubishi Heavy Industries (Japan) was put into service Novovoronezh Training Centre (NV TC). this paper describes the Instructor Station equipment and its capabilities for training process monitoring and simulation. (author)

14 CFR 142.47 - Training center instructor eligibility requirements.

Science.gov (United States)

2010-01-01

..., and speak and understand in the English language; (3) If instructing in an aircraft in flight, is... and procedures. (iii) The fundamental principles of the learning process. (iv) Instructor duties...

Simulators in the training program for nuclear power plants

International Nuclear Information System (INIS)

Grimm, E.

1988-01-01

The principle simulator of the reactor school of the Paul Scherrer Institute is described. A compact simulator at the nuclear power plant Beznau is used for beginners as well as for refresher courses. Full simulator training cannot be taken in Switzerland. The Swiss nuclear power plants take advantage of the services of foreign nuclear power plants or training centers. The role of the instructor is discussed

Electronics lab instructors' approaches to troubleshooting instruction

Science.gov (United States)

Dounas-Frazer, Dimitri R.; Lewandowski, H. J.

2017-06-01

In this exploratory qualitative study, we describe instructors' self-reported practices for teaching and assessing students' ability to troubleshoot in electronics lab courses. We collected audio data from interviews with 20 electronics instructors from 18 institutions that varied by size, selectivity, and other factors. In addition to describing participants' instructional practices, we characterize their perceptions about the role of troubleshooting in electronics, the importance of the ability to troubleshoot more generally, and what it means for students to be competent troubleshooters. One major finding of this work is that, while almost all instructors in our study said that troubleshooting is an important learning outcome for students in electronics lab courses, only half of instructors said they directly assessed students' ability to troubleshoot. Based on our findings, we argue that there is a need for research-based instructional materials that attend to both cognitive and noncognitive aspects of troubleshooting proficiency. We also identify several areas for future investigation related to troubleshooting instruction in electronics lab courses.

Foreign-Born Instructors in the U.S.: Intercultural Competence, Teaching Strategies, and Job Satisfaction

Science.gov (United States)

Wasilik, Oksana

2011-01-01

This study examines intercultural competence, teaching strategies, and job satisfaction of foreign-born instructors in a small U.S. higher education institution. The research questions addressed by this study are: (1) How do foreign-born instructors score on intercultural competence? (2) How do foreign-born instructors' teaching strategies differ…

Ethical leadership: perceptions of instructors and academic leaders ...

African Journals Online (AJOL)

Ethical leadership: perceptions of instructors and academic leaders of western cluster public ... PROMOTING ACCESS TO AFRICAN RESEARCH ... to understand their respective institutions and develop effective communication systems.

Measuring Adjunct Instructor Job Satisfaction by Using Herzberg's Motivation-Hygiene Theory

Science.gov (United States)

Dickens, Durrell

2011-01-01

This study was designed to use Herzberg's motivation-hygiene theory to investigate the different levels of job satisfaction among adjunct college instructors at eight institutions of higher education located in southeast Texas. Differences in job satisfaction were measured by instructor gender, ethnicity, age, teaching experience, type of course…

Talent Development of Instructors in Online Higher Education: A Mixed Methods Study of Instructor Effectiveness

Science.gov (United States)

Cooper, James W., Jr.

2013-01-01

With the new demand for qualified online instructors, universities have struggled with ad hoc supply models to meet it. Most institutions have poached the business world to convert business professionals into teachers. Working against academia are the trends of an aging and homogenous faculty workforce, not to mention the incompetence of…

Self-Rescue Mask Training

CERN Multimedia

2013-01-01

Nine new self-rescue mask instructors have been trained since early 2013, which provides CERN with a total of 26 self-rescue mask instructors to date. This will allow us to meet the increasing training needs caused by the Long Shut Down LS1.   The self-rescue mask instructors have trained 1650 persons in 2012 and about 500 persons since the beginning of the year on how to wear the masks properly. We thank all the instructors and all the persons that made this training possible. Please remember that the self-rescue masks training sessions are scheduled as follows: Basic course: Tuesday and Thursday mornings (2 sessions – 8.30 AM and 10.30 AM), duration:  1.30 hour, in French and English – registration via CERN online training catalogue – Course code 077Y00. Refresher training : Monday mornings (2 sessions – 8.30 AM and 10.30 AM), duration: 1.30 hour , in French and English – registration via CERN online training catalogue &...

Simulation Training: Evaluating the Instructor’s Contribution to a Wizard of Oz Simulator in Obstetrics and Gynecology Ultrasound Training

Science.gov (United States)

Tepper, Ronnie

2017-01-01

Background Workplaces today demand graduates who are prepared with field-specific knowledge, advanced social skills, problem-solving skills, and integration capabilities. Meeting these goals with didactic learning (DL) is becoming increasingly difficult. Enhanced training methods that would better prepare tomorrow’s graduates must be more engaging and game-like, such as feedback based e-learning or simulation-based training, while saving time. Empirical evidence regarding the effectiveness of advanced learning methods is lacking. Objective quantitative research comparing advanced training methods with DL is sparse. Objectives This quantitative study assessed the effectiveness of a computerized interactive simulator coupled with an instructor who monitored students’ progress and provided Web-based immediate feedback. Methods A low-cost, globally accessible, telemedicine simulator, developed at the Technion—Israel Institute of Technology, Haifa, Israel—was used. A previous study in the field of interventional cardiology, evaluating the efficacy of the simulator to enhanced learning via knowledge exams, presented promising results of average scores varying from 94% after training and 54% before training (n=20) with Pe-learning in the field of Ob-Gyn. Results from objective knowledge tests were analyzed using hypothesis testing and model fitting. Results A significant advantage (P=.01) was found in favor of the WOZ training approach. Content type and training audience were not significant. Conclusions This study evaluated the contribution of an integrated teaching environment using a computerized interactive simulator, with an instructor providing immediate Web-based immediate feedback to trainees. Involvement of an instructor in the simulation-based training process provided better learning outcomes that varied training content and trainee populations did not affect the overall learning gains. PMID:28432039

Analytic institutes: A guide to training in the United States

Science.gov (United States)

Blanken, Terry G.

This investigation was inspired by the researcher's desire to pursue psychoanalytic training subsequent to completion of her PhD in clinical psychology and the discovery that no comprehensive resource existed to assist prospective psychoanalytic candidates with identifying or evaluating psychoanalytic training opportunities. This dissertation therefore aspires to provide a comprehensive guide to analytic training in the United States today. The researcher presents the expanding horizons of depth-oriented training leading to certification as an analyst, including training based on those schools of thought that resulted from early splits with Freud (Adlerian and Jungian) as well as training based on thought that has remained within the Freudian theoretical umbrella (e.g., classical, object relations, self psychology, etc.). Employing a heuristic approach and using hermeneutics and systems theory methodologies, the study situates analytic training in its historical context, explores contemporary issues, and considers its future. The study reviews the various analytic schools of thought and traces the history of psychoanalytic theory from its origins with Freud through its many permutations. It then discusses the history of psychoanalytic training and describes political, social, and economic factors influencing the development of training in this country. The centerpiece of the dissertation is a guidebook offering detailed information on each of 107 training institutes in the United States. Tables provide contact data and information which differentiate the institutes in terms of such parameters as size; length of program, theoretical orientation, and accreditation. A narrative of each institute summarizes the unique aspects of the program, including its admissions policy, the requirements for the training analysis and supervised clinical work, and the didactic curriculum, along with lists of courses offered. Child and adolescent psychoanalytic training is also

CrossFit® instructor demographics and practice trends

OpenAIRE

Gregory R. Waryasz; Vladimir Suric; Alan H. Daniels; Joseph A. Gil; Craig P. Eberson

2016-01-01

CrossFit® is an increasingly popular exercise modality that uses high intensity power training. The literature to date regarding CrossFit® has focused on its benefits to VO2 Max, body composition and the motivational variables of participants of CrossFit®. A computerized survey was distributed to CrossFit® instructors using Survey Monkey® (Palo Alto, CA, USA). One hundred and ninety-three CrossFit® instructors responded to the survey. Of these 86.6% (155/179) reported being a certified CrossF...

Measuring the Effectiveness of Information Security Training: A Comparative Analysis of Computer-Based Training and Instructor-Based Training

Science.gov (United States)

Kim, Philip

2010-01-01

Financial institutions are increasingly finding difficulty defending against information security risks and threats, as they are often the number one target for information thieves. An effective information security training and awareness program can be a critical component of protecting an organization's information assets. Many financial…

Conditions for Contingent Instructors Engaged in the Scholarship of Teaching and Learning

Science.gov (United States)

Vander Kloet, Marie; Frake-Mistak, Mandy; McGinn, Michelle K.; Caldecott, Marion; Aspenlieder, Erin D.; Beres, Jacqueline L.; Fukuzawa, Sherry; Cassidy, Alice; Gill, Apryl

2017-01-01

An increasingly large number of courses in Canadian postsecondary institutions are taught by contingent instructors who hold full- or part-time positions for contractually limited time periods. Despite strong commitments to advancing teaching and learning, the labour and employment conditions for contingent instructors affect the incentives and…

Professional Development in Remote Sensing for Community College Instructors

Science.gov (United States)

Allen, J. E.; Cruz, C.

2014-11-01

The ingredients for the highly successful, ongoing educator professional development program, "Integrated Geospatial Education and Technology Training-Remote Sensing (iGETT-RS)" came into place in 2006 when representatives of public and private organizations convened a two-day workshop at the National Science Foundation (NSF) to explore issues around integrating remote sensing with Geographic Information Systems (GIS) instruction at two-year (community and Tribal) colleges. The results of that 2006 workshop informed the shape of a grant proposal, and two phases of iGETT-RS were funded by NSF's Advanced Technological Education Program (NSF DUE #0703185, 2007-2011, and NSF DUE #1205069, 2012-2015). 76 GIS instructors from all over the country have been served. Each of them has spent 18 months on the project, participating in monthly webinars and two Summer Institutes, and creating their own integrated geospatial exercises for the classroom. The project will be completed in June 2015. As the external evaluator for iGETT expressed it, the impact on participating instructors "can only be described as transformative." This paper describes how iGETT came about, how it was designed and implemented, how it affected participants and their programs, and what has been learned by the project staff about delivering professional development in geospatial technologies for workforce preparedness.

Declarative Terrain Modeling for Military Training Games

Directory of Open Access Journals (Sweden)

Ruben M. Smelik

2010-01-01

Full Text Available Military training instructors increasingly often employ computer games to train soldiers in all sorts of skills and tactics. One of the difficulties instructors face when using games as a training tool is the creation of suitable content, including scenarios, entities, and corresponding terrain models. Terrain plays a key role in many military training games, as for example, in our case game Tactical Air Defense. However, current manual terrain editors are both too complex and too time-consuming to be useful for instructors; automatic terrain generation methods show a lot of potential, but still lack user control and intuitive editing capabilities. We present a novel way for instructors to model terrain for their training games: instead of constructing a terrain model using complex modeling tools, instructors can declare the required properties of their terrain using an advanced sketching interface. Our framework integrates terrain generation methods and manages dependencies between terrain features in order to automatically create a complete 3D terrain model that matches the sketch. With our framework, instructors can easily design a large variety of terrain models that meet their training requirements.

A cost-effectiveness analysis of self-debriefing versus instructor debriefing for simulated crises in perioperative medicine in Canada.

Science.gov (United States)

Isaranuwatchai, Wanrudee; Alam, Fahad; Hoch, Jeffrey; Boet, Sylvain

2017-01-01

High-fidelity simulation training is effective for learning crisis resource management (CRM) skills, but cost is a major barrier to implementing high-fidelity simulation training into the curriculum. The aim of this study was to examine the cost-effectiveness of self-debriefing and traditional instructor debriefing in CRM training programs and to calculate the minimum willingness-to-pay (WTP) value when one debriefing type becomes more cost-effective than the other. This study used previous data from a randomized controlled trial involving 50 anesthesiology residents in Canada. Each participant managed a pretest crisis scenario. Participants who were randomized to self-debrief used the video of their pretest scenario with no instructor present during their debriefing. Participants from the control group were debriefed by a trained instructor using the video of their pretest scenario. Participants individually managed a post-test simulated crisis scenario. We compared the cost and effectiveness of self-debriefing versus instructor debriefing using net benefit regression. The cost-effectiveness estimate was reported as the incremental net benefit and the uncertainty was presented using a cost-effectiveness acceptability curve. Self-debriefing costs less than instructor debriefing. As the WTP increased, the probability that self-debriefing would be cost-effective decreased. With a WTP ≤Can$200, the self-debriefing program was cost-effective. However, when effectiveness was priced higher than cost-savings and with a WTP >Can$300, instructor debriefing was the preferred alternative. With a lower WTP (≤Can$200), self-debriefing was cost-effective in CRM simulation training when compared to instructor debriefing. This study provides evidence regarding cost-effectiveness that will inform decision-makers and clinical educators in their decision-making process, and may help to optimize resource allocation in education.

A cost-effectiveness analysis of self-debriefing versus instructor debriefing for simulated crises in perioperative medicine in Canada

Directory of Open Access Journals (Sweden)

Wanrudee Isaranuwatchai

2016-12-01

Full Text Available Purpose High-fidelity simulation training is effective for learning crisis resource management (CRM skills, but cost is a major barrier to implementing high-fidelity simulation training into the curriculum. The aim of this study was to examine the cost-effectiveness of self-debriefing and traditional instructor debriefing in CRM training programs and to calculate the minimum willingness-to-pay (WTP value when one debriefing type becomes more cost-effective than the other. Methods This study used previous data from a randomized controlled trial involving 50 anesthesiology residents in Canada. Each participant managed a pretest crisis scenario. Participants who were randomized to self-debrief used the video of their pretest scenario with no instructor present during their debriefing. Participants from the control group were debriefed by a trained instructor using the video of their pretest scenario. Participants individually managed a post-test simulated crisis scenario. We compared the cost and effectiveness of self-debriefing versus instructor debriefing using net benefit regression. The cost-effectiveness estimate was reported as the incremental net benefit and the uncertainty was presented using a cost-effectiveness acceptability curve. Results Self-debriefing costs less than instructor debriefing. As the WTP increased, the probability that self-debriefing would be cost-effective decreased. With a WTP ≤Can$200, the self-debriefing program was cost-effective. However, when effectiveness was priced higher than cost-savings and with a WTP >Can$300, instructor debriefing was the preferred alternative. Conclusion With a lower WTP (≤Can$200, self-debriefing was cost-effective in CRM simulation training when compared to instructor debriefing. This study provides evidence regarding cost-effectiveness that will inform decision-makers and clinical educators in their decision-making process, and may help to optimize resource allocation in education.

INDUSTRIAL RADIOGRAPHY COURSE, INSTRUCTOR'S GUIDE, VOLUME 1.

Science.gov (United States)

Texas A and M Univ., College Station. Engineering Extension Service.

THE PURPOSE OF THE GUIDE IS TO GIVE MAXIMUM ASSISTANCE TO INSTRUCTORS IN PLANNING THE TRAINING OF LICENSED INDUSTRIAL RADIOGRAPHERS. IT WAS DEVELOPED BY THE ENGINEERING EXTENSION SERVICE, TEXAS AGRICULTURAL AND MECHANICAL UNIVERSITY, COLLEGE STATION, TEXAS. THE 21 UNITS INCLUDE (1) INDUSTRIAL APPLICATIONS, (2) NONDESTRUCTIVE TESTING METHODS, (3)…

Radiological safety training for uranium facilities

Energy Technology Data Exchange (ETDEWEB)

NONE

1998-02-01

This handbook contains recommended training materials consistent with DOE standardized core radiological training material. These materials consist of a program management guide, instructor`s guide, student guide, and overhead transparencies.

EFFECTIVE WAYS OF POSTGRADUATE PEDAGOGICAL EDUCATION INSTITUTES TEACHERS’ TRAINING

Directory of Open Access Journals (Sweden)

Liudmyla V. Kalachova

2013-12-01

Full Text Available The article presents the results of comparative analysis of training for teachers of postgraduate pedagogical education institutes for various forms of training: full-time, full-time- distance and distance after the author's program "Teacher training of postgraduate pedagogical education institutes for use of audiovisual teaching aids." The comparison was done on such indicators as the number of participants who completed the training, the pace of learning, quality control test mastery of the material of the course, the qualitative and quantitative performance indicators of individual case studies. As a result, the article identifies the main advantages and disadvantages of each form of education and recommended the most effective form of in-service training of the teaching load.

The ELIXIR-EXCELERATE Train-the-Trainer pilot programme: empower researchers to deliver high-quality training.

Science.gov (United States)

Morgan, Sarah L; Palagi, Patricia M; Fernandes, Pedro L; Koperlainen, Eija; Dimec, Jure; Marek, Diana; Larcombe, Lee; Rustici, Gabriella; Attwood, Teresa K; Via, Allegra

2017-01-01

One of the main goals of the ELIXIR-EXCELERATE project from the European Union's Horizon 2020 programme is to support a pan-European training programme to increase bioinformatics capacity and competency across ELIXIR Nodes. To this end, a Train-the-Trainer (TtT) programme has been developed by the TtT subtask of EXCELERATE's Training Platform, to try to expose bioinformatics instructors to aspects of pedagogy and evidence-based learning principles, to help them better design, develop and deliver high-quality training in future. As a first step towards such a programme, an ELIXIR-EXCELERATE TtT (EE-TtT) pilot was developed, drawing on existing 'instructor training' models, using input both from experienced instructors and from experts in bioinformatics, the cognitive sciences and educational psychology. This manuscript describes the process of defining the pilot programme, illustrates its goals, structure and contents, and discusses its outcomes. From Jan 2016 to Jan 2017, we carried out seven pilot EE-TtT courses (training more than sixty new instructors), collaboratively drafted the training materials, and started establishing a network of trainers and instructors within the ELIXIR community. The EE-TtT pilot represents an essential step towards the development of a sustainable and scalable ELIXIR TtT programme. Indeed, the lessons learned from the pilot, the experience gained, the materials developed, and the analysis of the feedback collected throughout the seven pilot courses have both positioned us to consolidate the programme in the coming years, and contributed to the development of an enthusiastic and expanding ELIXIR community of instructors and trainers.

Simulator training and licensing examination for nuclear power station operator

International Nuclear Information System (INIS)

Xu Pingsheng

2007-01-01

For the recruitment, training and position qualification of the simulator instructors and feedback of training effect, the management approaches are formulated in 'The System for Simulator Training and Licensing Examination of Daya Bay Nuclear Power Station Operators'. The concrete requirements on the professional knowledge, work experience and foreign language ability of a simulator instructor are put forward. The process of instructor training is designed. The training items include the trainer training, pedagogy training, time management training, operation activities training during outage of unit, 'shadow' training and on-the-jot training on simulator courses. Job rotation is realized between simulator instructor and licensing personnel on site. New simulator instructor must pass the qualification identification. After a duration of 2 years, re-qualification has to be carried out. On the basis of the operator training method introduced from EDF (electricite De France), some new courses are developed and the improvement on the initial training, retaining courses, the technical support and the experience feedback by using the simulator is done also. (authors)

Training for instructor in radiation protection courses in the medical diagnosis with X-Rays in Mexico

International Nuclear Information System (INIS)

Garcia Aguilar, J.; Rodriguez Aranda, F.; Dominguez Anaya, E.

2003-01-01

The General Regulation of Radiological Security establishes in its article 159 that the occupationally exposed professionals will have to count on the authorization of the National Commission of Nuclear Security and Safety (CNSNS) with respect to their training. The Mexican official norm NOM-157-SSA1-1996: Protection and radiological safety in the medical diagnosis with X-rays, indicates that the personnel must receive and accept the information, instructions and training related to the protection and radiological safety, in order to accomplish their work according to the requirements and obligations established in the outstanding procedures. Therefore it was designed an initial training course of instructors in the field of the radiological protection to train occupationally exposed professionals who work in the medical diagnosis establishments with X-rays. The didactic material was elaborated considering a period of training of 10 working days, 8.0 daily hours considering theoretical topics, as well as 11 practical. It is used a conventional radiology equipment, a ionization chamber of brand INOVISIOB model 451 P-DE-SI for increasing the radiation levels, and equipment Radical model 9015 with two ionization chambers of 150 cc and 150 cc respectively, as well as a calibrated plates game of aluminium type 110 and a phantom of acrylic as disperser. To date 73 persons have been trained, from which only 37% approved the initial training course. It has been seen that it is necessary to count on a previous training in the filed of the radiological protection to better profit from this training, since if students do not have good bases it is not possible for them to learn all the content in only 80 hours. To date it has been trained to 73 persons, of alone those which 37.0% approved the initial. (Author)

Instructors' Application of the Theory of Planned Behavior in Teaching Undergraduate Physical Education Courses

Science.gov (United States)

Filho, Paulo Jose Barbosa Gutierres; Monteiro, Maria Dolores Alves Ferreira; da Silva, Rudney; Hodge, Samuel R.

2013-01-01

The purpose of this study was to analyze adapted physical education instructors' views about the application of the theory of planned behavior (TpB) in teaching physical education undergraduate courses. Participants ("n" = 17) were instructors of adapted physical activity courses from twelve randomly selected institutions of higher…

Declarative terrain modeling for military training games

NARCIS (Netherlands)

Smelik, R.M.; Tutenel, T.; Kraker, J.K.. de; Bidarra, R.

2010-01-01

Military training instructors increasingly often employ computer games to train soldiers in all sorts of skills and tactics. One of the difficulties instructors face when using games as a training tool is the creation of suitable content, including scenarios, entities, and corresponding terrain

Approach to training the trainer at the Bell System Training Center

International Nuclear Information System (INIS)

Housley, E.A.; Stevenson, J.L.

1981-01-01

The major activity of the Bell System Training Center is to develop and deliver technical training. Experts in various technical areas are selected as course developers or instructors, usually on rotational assignments. Through a series of workshops, described in this paper, combined with coaching, use of job aids and working with more experienced peers, they become competent developers or instructors. There may be similarities between the mission of the Bell System Training Center and other contexts where criticality of job performance and technical subject matter are training characteristics

Radiology Aide. Instructor Key [and] Student Manual.

Science.gov (United States)

Hartwein, Jon; Dunham, John

This manual can be used independently by students in secondary health occupations programs or by persons receiving on-the-job training in a radiology department. The manual includes an instructor's key that provides answers to the activity sheets and unit evaluations. The manual consists of the following five units: (1) orientation to radiology;…

Instructor Support Feature Guidelines. Volume 2.

Science.gov (United States)

1986-05-01

starts his final approach, the display formats change to provide graphic depictions of glideslope, lineup and airspeed parameters, and indications of...and evaluate several facets of student performance simultaneously . It may also provide objective, standardized performance measurement of the student’s...procedures monitoring feature shall provide the instructor cation with a method of monitoring the sequential mission training activities of a student. The

An Evaluation of a Training Program to Prepare Faculty for Online Instruction

Science.gov (United States)

McGee-Swope, Kinyata

2010-01-01

The expansion of distance education makes it necessary for many faculty to take on the role of online instructor. As a result, higher education institutions face the challenge of training their faculty to make a shift from teaching in traditional to virtual environments. The Higher Learning Commission's Best Practices for Electronically Offered…

Preliminary Measures of Instructor Learning in Teaching Junctional Tourniquet Users.

Science.gov (United States)

Kragh, John F; Aden, James K; Shackelford, Stacy; Dubick, Michael A

2016-01-01

The objective of the present study was to assess the effect of instructor learning on student performance in use of junctional tourniquets. From a convenience sample of data available after another study, we used a manikin for assessment of control of bleeding from a right groin gunshot wound. Blood loss was measured by the instructor while training users. The data set represented a group of 30 persons taught one at a time. The first measure was a plot of mean blood loss volumes for the sequential users. The second measure was a plot of the cumulative sum (CUSUM) of mean blood loss (BL) volumes for users. Mean blood loss trended down as the instructor gained experience with each newly instructed user. User performance continually improved as the instructor gained more experience with teaching. No plateau effect was observed within the 30 users. The CUSUM plot illustrated a turning point or cusp at the seventh user. The prior portion of the plot (users 1-7) had the greatest improvement; performance did not improve as much thereafter. The improvement after the seventh user was the only change detected in the instructor's trend of performance. The instructor's teaching experience appeared to directly affect user performance; in a model of junctional hemorrhage, the volume of blood loss from the manikin during junctional tourniquet placement was a useful metric of instructor learning. The CUSUM technique detected a small but meaningful change in trend where the instructor learning curve was greatest while working with the first seven users. 2016.

STS-31 crewmembers review checklist with instructor on JSC's FB-SMS middeck

Science.gov (United States)

1988-01-01

STS-31 Discovery, Orbiter Vehicle (OV) 103, Mission Specialist (MS) Bruce McCandless II (left) and Pilot Charles F. Bolden (right) discuss procedures with a training instructor on the middeck of JSC's fixed-based (FB) Shuttle Mission Simulator (SMS). The three are pointing to a checklist during this training simulation in the Mission Simulation and Training Facility Bldg 5.

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

Trainers' perception of the learning environment and student competency : A qualitative investigation of midwifery and anesthesia training programs in Ethiopia

NARCIS (Netherlands)

Kibwana, Sharon; Haws, Rachel; Kols, Adrienne; Ayalew, Firew; Kim, Young-Mi; van Roosmalen, Jos; Stekelenburg, Jelle

Background: Ethiopia has successfully expanded training for midwives and anesthetists in public institutions. This study explored the perceptions of trainers (instructors, clinical lab assistants and preceptors) towards the adequacy of students' learning experience and implications for achieving

A paediatric cardiopulmonary resuscitation training project in Honduras.

Science.gov (United States)

Urbano, Javier; Matamoros, Martha M; López-Herce, Jesús; Carrillo, Angel P; Ordóñez, Flora; Moral, Ramón; Mencía, Santiago

2010-04-01

It is possible that the exportation of North American and European models has hindered the creation of a structured cardiopulmonary resuscitation (CPR) training programme in developing countries. The objective of this paper is to describe the design and present the results of a European paediatric and neonatal CPR training programme adapted to Honduras. A paediatric CPR training project was set up in Honduras with the instructional and scientific support of the Spanish Group for Paediatric and Neonatal CPR. The programme was divided into four phases: CPR training and preparation of instructors; training for instructors; supervised teaching; and independent teaching. During the first phase, 24 Honduran doctors from paediatric intensive care, paediatric emergency and anaesthesiology departments attended the paediatric CPR course and 16 of them the course for preparation as instructors. The Honduran Paediatric and Neonatal CPR Group was formed. In the second phase, workshops were given by Honduran instructors and four of them attended a CPR course in Spain as trainee instructors. In the third phase, a CPR course was given in Honduras by the Honduran instructors, supervised by the Spanish team. In the final phase of independent teaching, eight courses were given, providing 177 students with training in CPR. The training of independent paediatric CPR groups with the collaboration and scientific assessment of an expert group could be a suitable model on which to base paediatric CPR training in Latin American developing countries. Copyright (c) 2010 Elsevier Ireland Ltd. All rights reserved.

Income Tax Law: U.S. Armed Forces Training: Instructor Guide.

Science.gov (United States)

Internal Revenue Service (Dept. of Treasury), Washington, DC.

The instructor's guide provides eight detailed lesson plans for instructing military personnel in the preparation of their U.S. Income Tax Returns. The plans cover the following subjects: requirements for filing returns of income and declaration of estimated tax; exemptions; gross income; exclusions and deductions to arrive at adjusted gross…

Instructor station of full scope simulator for Qinshan 300 MW Nuclear Power Unit

International Nuclear Information System (INIS)

Wu Fanghui

1996-01-01

The instructor station of Full Scope Simulator for Qinshan 300 MW Nuclear Power Unit is based on SGI graphic workstation. The operation system is real time UNIX, and the development of man-machine interface, mainly depends on standard X window system, special for X TOOLKITS and MOTIF. The instructor station has been designed to increase training effectiveness and provide the most flexible environment possible to enhance its usefulness. Based on experiences in the development of the instructor station, many new features have been added including I/O panel diagrams, simulation diagrams, graphic operation of malfunction, remote function and I/O overrides etc

Lessons from Providing Professional Development in Remote Sensing for Community College Instructors

Science.gov (United States)

Allen, J. E.

2014-12-01

Two-year colleges and Tribal colleges are important centers for workforce education and training. A professional development program funded by the National Science Foundation's Advanced Technological Education Program, 2007-2011 and 2012-2015, is providing the resources needed by instructors at those colleges to develop courses and programs in remote sensing. The highly successful program, "Integrated Geospatial Education and Technology Training-Remote Sensing (iGETT-RS)" will complete its currently funded work in May 2015. 76 instructors of Geographic Information Systems (GIS) from all over the country will have been served. Each of them will have spent 18 months on the project, participating in two Summer Institutes at NASA and USGS and in monthly webinars on science and technology of remote sensing. iGETT-RS participants have created their own exercises and "concept modules" for the classroom, and many have created new courses and new programs across the country. As the external evaluator for iGETT-RS expressed it, the impact on project participants can "only be described as transformational." Viewers of this presentation will learn about the iGETT-RS project design and approach; successes, failures and lessons learned by the staff; and how to access the workshop materials and participant-authored classroom resources. Viewers will also learn about the Geospatial Technology Competency Model at the US Department of Labor, and about specifications for the Remote Sensing Model Course recently developed by the National Geospatial Technology Center to provide invaluable frameworks for faculty, students, administrators and employers.

Instructor Credibility across Disciplines: Identifying Students' Differentiated Expectations of Instructor Behaviors

Science.gov (United States)

Obermiller, Carl; Ruppert, Bryan; Atwood, April

2012-01-01

Business communication instructors can face a unique set of challenges to maintain their credibility with students. Communication plays an important role in the instructor-student relationship, and students judge instructors' ability to teach communication based on their ability to practice what they teach. The authors' empirical study shows that…

Effect of Instructor Feedback on Skills Retention After Laparoscopic Simulator Training

DEFF Research Database (Denmark)

Bjerrum, Flemming; Maagaard, Mathilde; Sørensen, Jette Led

2015-01-01

. Participants were surgical novices (medical students). All participants (n = 99) initially practiced a laparoscopic salpingectomy on the LapSim virtual reality simulator to proficiency. The intervention group could request instructor feedback, whereas the control group could not. After 6 months...

Modernizing the Professional Capabilities of Driving Instructors and Traffic Safety Teachers

Directory of Open Access Journals (Sweden)

Kolarov Ivan

2009-06-01

Full Text Available The effective traffic safety training is a long process; it starts from very young age and continues throughout life. This is not only a process of acquiring knowledge and skills, but also a matter of social importance. Pedagogical forms of education depend on the position of a man in society, respectively, on abilities to percept the environment. The recent investigations of traffic accidents show, that the young drivers generally have poorer than average self-reflection skills. It is therefore important to foster self-reflection skills and attitudes from an early age, especially in matters that relate to road and driving safety. All of staff that have career in traffic safety training (mainly instructors for driving and traffic safety teachers in Europe have their responsibility for decreasing the traffic accidents and incidents by polishing their skills. They work under variety conditions, specific National Lows and Regulations, but the features of their target groups are one and the same. In order to meet the new challenges put by EU Commission they need to have common vision about traffic safety training in Europe, to know what traffic safety means for different age groups, to know what is the best practice of their colleagues, including curricula, methods, training materials, and to be aware their work is very important for traffic safety. Aim of this paper is to present an approach for non-formal instructors for driving and traffic safety teachers training for modernizing their professional capabilities with students form 0 to 30 years old. The investigations and main results are based on the theoretical investigation for hierarchical level of behavior, made by Hatakka for instructors for driving training. The students are divided in four age groups: pre-school children (0-6 years, schoolchildren (7-12 years, teenagers (13-17 years and young adults (18-30 years. For each age group a curriculum is developed according to common EU rules and

Instituting Learning-By-Doing Practices in Training Programs for Technical Writers, Usability Testers, and Translators

DEFF Research Database (Denmark)

Mousten, Birthe; Isohella, Suvi; Mara, Andrew

2015-01-01

Abstract - This workshop focuses on how to implement and grow highly successful and realistic learning-by-doing approaches to teaching and training professional communicators by connecting students from across the globe and across academic language programs. Workshop participants learn the method...... that instructors from the Trans-Atlantic & Pacific Project use when they form students enrolled in technical writing, usability testing, and translation courses into multilingual cross-cultural virtual teams....

Training of nuclear power plant personnel in the German simulator centre

International Nuclear Information System (INIS)

Hoffmann, E.

1999-01-01

The paper describes the German simulator scene. The simulator training is mainly being performed in a centre. The simulators used are nothing but fullscope simulators and were specified and built in accordance to a common design requirements philosophy. The simulators also support theoretical training by means of data processing devices in the classrooms, being connected to the simulators. As the quality of simulator training depends at least as much upon the instructors qualification as upon the simulators, the centre makes every effort to qualify and train their instructors including a final license and the obligation for maintaining competence. All simulator courses are prepared individually according to a common quality standard. The outcome of the course preparation are training materials for the instructors, the trainees and as well for the assessing course observers. The used assessment system is based on an observation of the trainees. Instructors and plant representatives evaluate the trainees performance against a detailed set of predefined training goals. It is the Simulator Centre's continuous effort to optimize all elements of simulator training, the simulators, the instructors and the didactical methods. (author)

Technical Training: Places available

CERN Multimedia

2004-01-01

If you wish to participate in one of the following courses, please discuss with your supervisor and apply electronically directly from the course description pages that can be found on the Web at: http://www.cern.ch/Training/ or fill in an "application for training" form available from your Divisional Secretariat or from your DTO (Divisional Training Officer). Applications will be accepted in the order of their receipt. TECHNICAL TRAINING Monique Duval tel. 74924 technical.training@cern.ch The number of places available may vary. Please check our Web site to find out the current availability. Places are available in the following courses: Instructor-led WBTechT study for Microsoft applications :12.2.2004 (morning) Instructor-led WBTechT study or follow-up for Microsoft applications : 19.2.2004 (morning) LabVIEW TestStand I (E) : 23 & 24.2.2004 (2 days) LabVIEW base 1 : 25 - 27.2.2004 (3 jours) Instructor-led WBTechT study or follow-up for Microsoft applications : 19.2.2004 (morning) CLEAN-2002 ...

BLENDED LEARNING STRATEGY IN TEACHER TRAINING PROGRAMS

Directory of Open Access Journals (Sweden)

Marian F. Byrka

2017-12-01

Full Text Available The article examines the implementation of blended learning strategy in teacher training programs as an innovation in online learning. The blended learning idea comes from blending elements which use online technology with more traditional face-to-face teaching in the same course. The article analyses teacher training programs offered by Chernivtsi Regional Institute of Postgraduate Pedagogical Education. Additional data were gathered through a questionnaire administered to teachers who attended training courses. The characteristics of blended learning strategy, its benefits and limitations for teacher training are supported by a review of literature. The article closes with the comparison of curriculum components (content delivery, learner activities, materials, and required competences between traditional and blended learning teacher training programs. Having obvious benefits in teacher training programs, the implementation of blended learning strategy sets some additional requirements to a learner, as well as to course instructors and lectors.

Information technology industry certification's impact on undergraduate student perception of instructor effectiveness

Science.gov (United States)

Andersson, David L.

The field of Computer Information Systems (CIS) or Information Technology (IT) is experiencing rapid change. A 2003 study analyzing the IT degree programs and those of competing disciplines at 10 post-secondary institutions concluded that information technology programs are perceived differently from information systems and computer science programs and are significantly less focused on both math and pure science subjects. In Information Technology programs, voluntary professional certifications, generally known in the Information Technology field as "IT" certifications, are used as indicators of professional skill. A descriptive study noting one subject group's responses to items that were nearly identical except for IT certification information was done to investigate undergraduate CIS/IT student perceptions of IT industry certified instructors. The subject group was comprised of undergraduate CIS/IT students from a regionally accredited private institution and a public institution. The methodology was descriptive, based on a previous model by Dr. McKillip, Professor of Psychology, Southern Illinois University at Carbondale, utilizing a web-based survey instrument with a Likert scale, providing for voluntary anonymous responses outside the classroom over a ten day window. The results indicated that IT certification affected student perceptions of instructor effectiveness, teaching methodology, and student engagement in the class, and to a lesser degree, instructor technical qualifications. The implications suggest that additional research on this topic is merited. Although the study was not designed to examine the precise cause and effect, an important implication is that students may be motivated to attend classes taught by instructors they view as more confident and effective and that teachers with IT industry certification can better engage their students.

Training Graduate Teaching Assistants in the Geosciences: Our Practices vs. Perceived Needs

Science.gov (United States)

Teasdale, R.; Ryker, K.; Bitting, K. S.

2016-12-01

Graduate Teaching Assistants (GTAs) in the geosciences are responsible for teaching a large proportion of undergraduate students in many universities. Often, GTAs are primary instructors in small laboratory sections of large enrollment courses, putting them in the position of having a more personalized relationship with students, in what is often the most interactive portion of an introductory course. Anecdotally, geoscientists recognize that GTAs also have a broad range of responsibilities, but there is wide variation in the content and timing of the training they receive. Until now, no comprehensive survey has been conducted to capture and analyze this distribution in a systematic way. Data from a nationwide survey of 120 geoscientists is used here to characterize the ways GTAs are trained as well as respondents' priorities for GTA training. Respondents include faculty from PhD- and MS- granting institutions (81.4%) and MS-only granting institutions (18.5%). According to the survey, most GTAs teach laboratory sections (95.6%), and many teach lecture sections (38.9%). In many cases, GTAs support instructors during or outside of the "lecture" section (e.g. grading, 77.1%). Of GTAs who teach lecture or lab sections, most receive required training from their department or the university, commonly on a single day just before the start of the semester. GTA training typically includes logistical information (where to find materials, professionalism), but less than 40% of GTAs are required to participate in pedagogical training. In contrast, pedagogy was most often rated very important or important (74.2%) by survey respondents. The disconnect between the geoscience community's current practices in GTA training and our current values suggests that GTA training programs are needed, and that the community can benefit from reports on the success of existing programs and the dissemination of adaptable models for GTA pedagogical training.

New refresher training in the use of self-rescue masks

CERN Multimedia

HSE Unit

2012-01-01

Photos of the training session for self-rescue mask instructors held on 21 March 2012 – 10 new instructors followed the coursePhotos of the training session for self-rescue mask instructors held on 21 March 2012 – 10 new instructors followed the course   A refresher course in the use of self-rescue masks has been added to the CERN training catalogue. Sign up! More than 3500 people have followed the course since it was introduced in 2009. Taking account of the forthcoming long shutdown, requests for follow-up training from course participants and recent changes in the course content, the HSE Unit has decided to place a three-year limit on the validity of the initial training and to introduce a refresher course. The new refresher course is open to all personnel having completed the initial course at least 2 years ago. The course, "Recyclage Formation masque auto-sauveteur » / "Refresher course Self-Rescue Mask Training", (code No. 077...

Personalized instructor responses to guided student reflections: Analysis of two instructors' perspectives and practices

Science.gov (United States)

Reinholz, Daniel L.; Dounas-Frazer, Dimitri R.

2017-11-01

One way to foster a supportive culture in physics departments is for instructors to provide students with personal attention regarding their academic difficulties. To this end, we have developed the Guided Reflection Form (GRF), an online tool that facilitates student reflections and personalized instructor responses. In the present work, we report on the experiences and practices of two instructors who used the GRF in an introductory physics lab course. Our analysis draws on two sources of data: (i) post-semester interviews with both instructors and (ii) the instructors' written responses to 134 student reflections. Interviews focused on the instructors' perceptions about the goals and framing of the GRF activity, and characteristics of good or bad feedback. Their GRF responses were analyzed for the presence of up to six types of statement: encouraging statements, normalizing statements, empathizing statements, strategy suggestions, resource suggestions, and feedback to the student on the structure of students' reflections. We find that both instructors used all six response types, in alignment with their perceptions of what counts as good feedback. In addition, although each instructor had their own unique feedback style, both instructors' feedback practices were compatible with two principles for effective feedback: praise should focus on effort, express confidence in students' abilities, and be sincere; and process-level feedback should be specific and strategy-oriented. This exploratory qualitative investigation demonstrates that the GRF can serve as a mechanism for instructors to pay personal attention to their students. In addition, it opens the door to future work about the impact of the GRF on student-teacher interactions.

An analysis of the introduction and efficacy of a novel training programme for ERC basic life support assessors.

Science.gov (United States)

Thorne, Christopher J; Jones, Christopher M; Harvey, Philip; Hulme, Jonathan; Owen, Andrew

2013-04-01

Existing ERC BLS/AED accreditation procedures allow BLS instructors to assess the capability of BLS/AED providers, without undergoing additional training as an assessor. The reliability of instructor-based assessment has been questioned. This study sought to determine the efficacy of a simple training programme for BLS/AED instructors aimed at standardising assessment decisions. An Assessment Training Programme (ATP) which provides additional, assessment-focused tuition for BLS instructors was introduced. Eighteen ERC accredited instructors participated in the study. Nine received standard ERC training (instructors); nine received additional training through the ATP (assessors). The assessment of 73 students' BLS/AED capabilities was carried out by an assessor, ERC instructor and ERC instructor trainer concurrently. Participants independently completed an ERC assessment form. Decisions for instructors and assessors were compared to the instructor trainers' decisions; those not agreeing were deemed to be incorrect. Instructors (49.3%) had lower raw pass rates than assessors (67.1%) and instructor trainers (64.4%). There was a significant difference in overall decisions between instructors and instructor trainers (p=0.035), and instructors and assessors (p=0.015). There was no difference between assessors and instructor trainers (p=0.824). Instructors were more prone to incorrectly failing candidates than assessors (sensitivities of 80.5% and 63.8% respectively, p=0.077). AED-capability decisions were significantly different from instructor trainers in both the instructor (p=0.007) and assessor groups (p=0.031). BLS instructors incorrectly fail candidates for reasons that should not normally constitute a true assessment failure. The ATP is an effective intervention to reduce false-failure rates and improve compliance with an experienced instructor trainer's decision. Consideration should be made to integrate such programmes into current BLS instructor accreditation

Final-Year Students' and Clinical instructors' Experience of Workplace-Based Assessments Used in a Small-Animal Primary-Veterinary-Care Clinical Rotation.

Science.gov (United States)

Weijs, Cynthia A; Coe, Jason B; Hecker, Kent G

2015-01-01

Final-year veterinary students must meet baseline clinical competency upon completion of their training for entry to practice. Workplace-based assessments (WBAs), widely used in human medical training to assess post-graduate students' professionalism and clinical performance, have recently been adopted in undergraduate veterinary clinical teaching environments. WBAs should support veterinary trainees' learning in a clinical teaching environment, though utility of WBAs within veterinary education may differ from that in medical training due to differences in context and in learners' stage of clinical development. We conducted focus groups with final-year veterinary students and clinical instructors following the implementation of three WBAs (Direct Observation of Procedural Skills [DOPS], the Mini-Clinical evaluation exercise [Mini-CEX], and the In-Training Evaluation Report [ITER]) during a small-animal primary-veterinary-care rotation. Students and clinical instructors viewed the DOPS and Mini-CEX as feasible and valuable learning and assessment tools that offered an overall opportunity for timely in-the-moment feedback. Instructors viewed the ITER as less feasible in the context of a service-oriented veterinary clinical teaching environment. Students believed the ITER had potential to be informative, although in its existing application the ITER had limited utility due to time constraints on instructors that prevented them from providing students with individualized and specific feedback. In service-oriented veterinary clinical teaching environments, successful implementation of WBAs requires balancing provision of feedback to students, time demands on clinical instructors, and flexibility of assessment tools.

How does teaching clinical skills influence instructors' professional behaviour?

Directory of Open Access Journals (Sweden)

Yamani N

2004-07-01

Full Text Available Purpose: "Introduction to Clinical Medicine" in Isfahan University of Medical Sciences and Health Services is an initiative in which general practitioners work as instructors and have the opportunity to experience teaching in addition to clinical practice. Since teaching, affects both teacher and students, this study aims to assess the influence of teaching clinical skills on the instructors' psychological, social and professional behaviour. Methods: This was performed as a qualitative study. The research population consisted of instructors of “Introduction to Clinical Medicine” who were all general practitioners and acted as facilitator in small groups working on physical examination and case discussion. The data collecting tool was a semi-structured interview which was recorded on the tape. Then, the interviews were transcribed and confirmed by interviewees at the end. 10 instructors were interviewed. The data were analysed according to Colaizzi model. Results: After coding the data to 38 main subjects, they were classified into three main categories including professional, psychological and social effects. The influence of teaching on professional performance included performing a thorough and correct physical examination, taking a detailed and correct history, increasing decision making ability and increasing professional knowledge. Some of the psychological effects were increasing selfconfidence, job satisfaction and morale. The social effects of teaching were increasing social contacts, having a relationship with an academic environment and having a respectful job. Conclusion: Considering the positive effects of teaching on instructors, teaching clinical skills by general practitioners can increase general practitioners knowledge and clinical skills and improve their morale. It is recommended to train general practitioners both for teaching skills and clinical skills and consider this, as an opportunity for physicians’ continuing

The ELIXIR-EXCELERATE Train-the-Trainer pilot programme: empower researchers to deliver high-quality training [version 1; referees: 2 approved

Directory of Open Access Journals (Sweden)

Sarah L Morgan

2017-08-01

Full Text Available One of the main goals of the ELIXIR-EXCELERATE project from the European Union’s Horizon 2020 programme is to support a pan-European training programme to increase bioinformatics capacity and competency across ELIXIR Nodes. To this end, a Train-the-Trainer (TtT programme has been developed by the TtT subtask of EXCELERATE’s Training Platform, to try to expose bioinformatics instructors to aspects of pedagogy and evidence-based learning principles, to help them better design, develop and deliver high-quality training in future. As a first step towards such a programme, an ELIXIR-EXCELERATE TtT (EE-TtT pilot was developed, drawing on existing ‘instructor training’ models, using input both from experienced instructors and from experts in bioinformatics, the cognitive sciences and educational psychology. This manuscript describes the process of defining the pilot programme, illustrates its goals, structure and contents, and discusses its outcomes. From Jan 2016 to Jan 2017, we carried out seven pilot EE-TtT courses (training more than sixty new instructors, collaboratively drafted the training materials, and started establishing a network of trainers and instructors within the ELIXIR community. The EE-TtT pilot represents an essential step towards the development of a sustainable and scalable ELIXIR TtT programme. Indeed, the lessons learned from the pilot, the experience gained, the materials developed, and the analysis of the feedback collected throughout the seven pilot courses have both positioned us to consolidate the programme in the coming years, and contributed to the development of an enthusiastic and expanding ELIXIR community of instructors and trainers.

Institutional training programs for research personnel conducted by laboratory-animal veterinarians.

Science.gov (United States)

Dyson, Melissa C; Rush, Howard G

2012-01-01

Research institutions are required by federal law and national standards to ensure that individuals involved in animal research are appropriately trained in techniques and procedures used on animals. Meeting these requirements necessitates the support of institutional authorities; policies for the documentation and enforcement of training; resources to support and provide training programs; and high-quality, effective educational material. Because of their expertise, laboratory-animal veterinarians play an essential role in the design, implementation, and provision of educational programs for faculty, staff, and students in biomedical research. At large research institutions, provision of a training program for animal care and use personnel can be challenging because of the animal-research enterprise's size and scope. At the University of Michigan (UM), approximately 3,500 individuals have direct contact with animals used in research. We describe a comprehensive educational program for animal care and use personnel designed and provided by laboratory-animal veterinarians at UM and discuss the challenges associated with its implementation.

Technique for determining training staff size

International Nuclear Information System (INIS)

Frye, S.R.

1985-01-01

Determining an adequate training staff size is a vital function of a training manager. Today's training requirements and standards have dictated a more stringent work load than ever before. A trainer's role is more than just providing classroom lectures. In most organizations the instructor must develop programs, lesson plans, exercise guides, objectives, test questions, etc. The tasks of a training organization are never ending and the appropriate resources must be determined and allotted to do the total job. A simple method exists for determining an adequate staff. Although not perfect, this method will provide a realistic approach for determining the needed training staff size. This method considers three major factors: instructional man-hours; non-instructional man-hours; and instructor availability. By determining and adding instructional man-hours and non-instructional man-hours a total man-hour distribution can be obtained. By dividing this by instructor availability a staff size can be determined

Assessing basic life support skills without an instructor: is it possible?

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Mpotos Nicolas

2012-07-01

Full Text Available Abstract Background Current methods to assess Basic Life Support skills (BLS; chest compressions and ventilations require the presence of an instructor. This is time-consuming and comports instructor bias. Since BLS skills testing is a routine activity, it is potentially suitable for automation. We developed a fully automated BLS testing station without instructor by using innovative software linked to a training manikin. The goal of our study was to investigate the feasibility of adequate testing (effectiveness within the shortest period of time (efficiency. Methods As part of a randomised controlled trial investigating different compression depth training strategies, 184 medicine students received an individual appointment for a retention test six months after training. An interactive FlashTM (Adobe Systems Inc., USA user interface was developed, to guide the students through the testing procedure after login, while Skills StationTM software (Laerdal Medical, Norway automatically recorded compressions and ventilations and their duration (“time on task”. In a subgroup of 29 students the room entrance and exit time was registered to assess efficiency. To obtain a qualitative insight of the effectiveness, student’s perceptions about the instructional organisation and about the usability of the fully automated testing station were surveyed. Results During testing there was incomplete data registration in two students and one student performed compressions only. The average time on task for the remaining 181 students was three minutes (SD 0.5. In the subgroup, the average overall time spent in the testing station was 7.5 minutes (SD 1.4. Mean scores were 5.3/6 (SD 0.5, range 4.0-6.0 for instructional organisation and 5.0/6 (SD 0.61, range 3.1-6.0 for usability. Students highly appreciated the automated testing procedure. Conclusions Our automated testing station was an effective and efficient method to assess BLS skills in medicine students

The Influence of Functional Fitness and Cognitive Training of Physical Disabilities of Institutions

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I-Chen Yeh

2015-01-01

Full Text Available According to an investigation done by Taiwan Ministry of the Interior in 2013, there was more than 90% of the disability care institutions mainly based on life care. Previous studies have shown that individuals can effectively improve physical and cognitive training, improved in independent living and everyday competence. The purpose of the study was to investigate influence of the intervention program applying functional fitness and cognitive training to disabled residents in the institution. The subjects were disabled persons of a care institution in southern Taiwan and were randomly divided into training and control groups, both having 17 subjects. The age of the subjects was between 56 and 98 years with a mean age of 79.08 ± 10.04 years; the subjects of training group implemented 12 weeks of training on physical and cognitive training, while the control group subjects did not have any training program. The results revealed that subjects of the training group have significantly improved their functional shoulder rotation flexibility of left and right anterior hip muscle group flexibility of right, sitting functional balance of left and right, naming, attention, delayed recall, orientation, and Montreal cognitive assessment (MOCA. The study suggested developing physical fitness programs and physical and cognitive prescriptions for the disabled people of the institutions.

The investigative training of teachers: an imperative for higher technological institute Ecuador

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Belinda Marta Lema-Cachinell

2016-05-01

Full Text Available In work addresses some theoretical considerations - related methodological pedagogical and psychological research training budgets of teachers of technical and technological institutes, its foundations, characterizing the research training and how they are defined from educational policy , its components and features for the development of research skills in the process of training of technicians and technologists in the Commercial Institute of Technology and Vocational Training Administration and the importance to comprehensive training, as part of the changes that are experienced in higher education currently in the Ecuador , which must be analyzed in a broader dimension , not disjointed from the changes occurring in the world and the region.

SIROCCO project: 15 advanced instructor desk and 4 simulated control room for 900MW and 1300MW EDF power plant simulators

International Nuclear Information System (INIS)

Alphonse, J.; Roth, P.; Sicard, Y.; Rudelli, P.

2006-01-01

This presentation describes the fifteen advanced instructors station and four simulated control delivered to EDF in the frame of the SIROCCO project by the Consortium formed by ATOS Origin, CORYS Tess, for the Electricite de France (EDF). These instructor stations are installed on fifteen replica training simulators located on different sites throughout France for the purposes of improving the job-related training of the EDF PWR nuclear power plant operating teams. This covers all 900 MW and 1300MW nuclear power plant of EDF. The simulated control rooms are installed on maintenance platform located at EDF and the consortium facilities. The consortium uses it to maintain and upgrade the simulators. EDF uses it to validate the upgrade delivered by the consortium before on site installation and to perform engineering analysis. This presentation sets out successively: - The major advantages of the generic and configurable connected module concept for flexible and quick adaptation to different simulators; - The innovative functionalities of the advanced Instructor Desk (IS) which make the instructor's tasks of preparation, monitoring and postanalysis of a training session easier and more homogeneous; - The use of the Simulated Control Room (SCR) for training purposes but also for those of maintenance and design studies for upgrades of existing control rooms

Arabic Instructors' Attitudes on Communicative Language Teaching (CLT

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Deniz Gokcora

2004-01-01

Full Text Available This is a study on Arabic instructors' perceptions on some aspects of communicative language teaching. The data were gathered through an attitude scale and some focus group and one-on-one interviews in a major foreign language institute involving 96 Arabic instructors. The survey included a the significance of grammar; b error correction; c pair and group work; and d student and teacher roles dimensions of communicative language teaching. Discussion of the survey results in relation to these four constructs is followed by the discussion of emergent themes in these four areas in the interviews. We argue that the results of the study are revelations of teachers at certain time in their career, and more professional development could come true through carrying out action research projects.

Certified Basic Life Support Instructors Assess Cardiopulmonary Resuscitation Skills Poorly

DEFF Research Database (Denmark)

Hansen, Camilla; Rasmussen, Stinne E; Kristensen, Mette Amalie

2016-01-01

Introduction: High-quality cardiopulmonary resuscitation (CPR) improves survival from cardiac arrest. During basic life support (BLS) training, instructors assess CPR skills to enhance learning outcome. Emergency department staff and senior residents have been shown to assess chest compression...... quality poorly. Currently no studies have evaluated CPR assessment among certified BLS instructors. The aim of this study was to investigate certified BLS instructors’ assessment of chest compressions and rescue breathing.Methods: Data were collected at BLS courses for medical students at Aarhus...... of CPR skills may be beneficial to ensure high-quality learning outcome.Author Disclosures: C. Hansen: None. S.E. Rasmussen: None. M.A. Nebsbjerg: None. M. Stærk: None. B. Løfgren: None....

The German simulator center for the training of nuclear power plant operators

International Nuclear Information System (INIS)

Hoffmann, E.

1996-01-01

Simulator training for nuclear power plant operators in Germany is conducted in The Simulator Center in Essen. The companies operating The Center are KSG/GfS. KSG provides simulators, GfS performs the training. The German Simulator Center is equipped with five simulators in training, nine simulators are under construction and will be ready for training until the beginning of 1997. This institution serves 22 nuclear power plants units in Germany, Switzerland (NPP Goesgen-Daeniken) and the Netherlands (NPP Borssele) and trains 1,800 persons every year. As a common enterprise the company is owned by 12 utilities, which leads to the necessity to prepare common rules and guidelines for simulator specification, training of instructors, assessment of trainees, training material and preparation and methodical running of simulator courses

Project LINC: Supporting Lecturers and Adjunct Instructors in Foreign Language Classrooms

Science.gov (United States)

Scott, Sally S.; Edwards, Wade

2012-01-01

Foreign language learning can pose a barrier to some students with disabilities. This practice brief describes a collaborative process used on one campus to provide professional development for foreign language instructors. Training opportunities were intentionally focused on the needs of adjunct and temporary lecturers in providing inclusive…

Crash Injury Management: Emergency Medical Services for Traffic Law Enforcement Officers. Instructor's Lesson Plans.

Science.gov (United States)

National Highway Traffic Safety Administration (DOT), Washington, DC.

To assist in the continuing efforts to improve the safety of the motorist on the nation's highways and roads, this instructor's guide provides a standardized approach for providing training in emergency medical care for first responders to traffic accidents. The objective of the course is to provide training in all aspects of emergency medical…

Effects of Classroom Technology Policies on Students' Perceptions of Instructors: What Is Your Syllabus Saying about You?

Science.gov (United States)

Stowell, Jeffrey R.; Addison, William E.; Clay, Samuel L.

2018-01-01

The technology policies included on instructors' syllabi vary greatly and, in some cases, may unfavorably influence students' perceptions of the instructor. To examine this hypothesis, we randomly assigned college students enrolled in psychology courses at two different institutions (N = 163) to groups in which they viewed different syllabi for a…

New partnerships improve eastern European training

International Nuclear Information System (INIS)

Smith, G.; Zinger, V.; Kumar, A.; Jenkins, T.

1992-01-01

In 1991, General Physics International Engineering and Simulation (GPI) won a contract for the first Western-supplied full-scope simulator and training system for a Soviet-designed RBMK. GPI was chosen by the former Soviet Ministry of Nuclear Power and Industry in open competition with other Western simulation companies. The Leningrad power plant near St Petersburg will be the host site for the simulator and training system. The total training system consists of: A full-scope, high fidelity simulator featuring: replica panels; advanced RISC technology computers; a UNIX-based, graphical X-Window, Russian text, instructor station; engineering workstations; GPI simulation software technology; and UNIX simulation development tools. Hardware and software for one analytical simulator, including instructor station, engineering workstations and several remote PC stations. Hardware and software for an interactive graphical training system. Methodology for expert system training. A psychophysiological system. Training facility equipment, including TV monitors, video players and printers. Training in hardware, software and instructor skills. This project will be carried out in co-operation with several Russian partners. Similar co-operative agreements have also been set up with Czechoslovakia and Taiwan. (author)

Conceptualizing movement by expert Bobath instructors in neurological rehabilitation.

Science.gov (United States)

Vaughan-Graham, Julie; Patterson, Kara; Zabjek, Karl; Cott, Cheryl A

2017-12-01

Movement, a core aspect of physiotherapy practice, and integral to the clinical reasoning process has undergone limited theoretical development. Instead, research has focused on intervention effectiveness embedded within the positivist paradigm. The purpose of this study was to explore how expert neurorehabilitation therapists conceptualize movement as part of their clinical reasoning. A qualitative interpretive descriptive approach consisting of stimulated recall using video-recorded treatment sessions and in-depth interviews was used. Theoretical sampling was used to recruit members of the International Bobath Instructors Training Association (IBITA) who are recognized experts in neurorehabilitation. Interview transcripts were transcribed verbatim. Data analysis was progressive, iterative, and inductive. Twenty-two IBITA instructors from 7 different countries volunteered to participate. They ranged in clinical experience from 12 to 40 years and instructor experience from 1 to 35 years. The conceptualization of movement by the IBITA instructors involves the following elements: (1) movement comprises the whole person and the whole body, not just individual body segments; (2) active alignment of body segments is integral to movement performance; and (3) efficient movement requires the relative integration of postural control/stability and selective movement/mobility. The IBITA instructors conceptualize movement from a person-centred perspective. The integration of postural control and selective movement, with alignment and variability as key components, forms the foundation of their understanding of movement. Further investigation into the role of postural control in movement recovery post central nervous system lesion is required. Likewise, the dimensions of movement critical to the conceptualization of movement are not well understood from the perspective of the physiotherapist or persons with neurological impairments. © 2017 John Wiley & Sons, Ltd.

Promoviendo un Futuro Saludable: Manual de Entrenamiento para Educadores de Salud e Instructores que Trabajan con Jovenes Promotores de Salud, Jovenes Consejeros o Educadores y Voluntarios (Promoting a Healthy Future: Training Manual for Health Educators and Instructors Who Work with Young Health Promoters, Young Counselors or Educators and Volunteers).

Science.gov (United States)

Duran, Carmen; Cuchi, Paloma

This manual is designed to help the Latino community in its work of incorporating young people into disease prevention efforts and health education. It provides basic information on 12 health themes along with suggestions and resource materials for the instructor. The young people trained through this manual may work in a number of education and…

Effects of Instructor Attractiveness on Learning.

Science.gov (United States)

Westfall, Richard; Millar, Murray; Walsh, Mandy

2016-01-01

Although a considerable body of research has examined the impact of student attractiveness on instructors, little attention has been given to the influence of instructor attractiveness on students. This study tested the hypothesis that persons would perform significantly better on a learning task when they perceived their instructor to be high in physical attractiveness. To test the hypothesis, participants listened to an audio lecture while viewing a photograph of instructor. The photograph depicted either a physically attractive instructor or a less attractive instructor. Following the lecture, participants completed a forced choice recognition task covering material from the lecture. Consistent with the predictions; attractive instructors were associated with more learning. Finally, we replicated previous findings demonstrating the role attractiveness plays in person perception.

Selection and training of instructors

International Nuclear Information System (INIS)

Yang Chang-Kook

1996-01-01

Korea, a poor natural resources country, has to choose to construct nuclear power plants. In order to construct nuclear power plant on time and to operate it safely, capable manpower is needed. KNTC is the organization to supply such manpower requirement. Furthermore, nuclear safety is the most sensitive area among the general public. To improve the safety of nuclear power plants, training of the operator is the one of the best way to achieve it. The performance of Korean nuclear power plants is somewhat good. Average capacity factor of operating NPPs was over 85% for the last three years. One of the reasons Korea achieves such high performance of nuclear power plant is good training system of KEPCO. 2 figs, 5 tabs

Psychotherapeutic training in an institutional setting.

Science.gov (United States)

Bettschart, W

1990-01-01

Many child and adolescent psychotherapists are asked to work in specialized institutions (where the children are either interns or externs), with children presenting behaviour problems, learning difficulties, mental handicap or important psychosocial problems. They learn through diverse treatment forms, or parent accompaniment during the child's treatment (bifocal or conjoint treatment more or less regular therapeutic sessions with both parents and children, etc.). The treatment of children within an institution makes the treatment modalities and technique more complicated. The psychotherapist must have a perfect knowledge of the specific environment of the child, and keep in mind the desires and requests of the direction and the people who work directly with the child (teachers, specialized teachers, etc.). How can the problems brought up by the rivalry between the institution and the psychotherapist be canalized: length of therapy, merits (how did the pedagogical intervention help, recognition of a specific action or of work done in conjunction with the educative action)? If these facts are not recognized, the treatment will often be interrupted and the psychotherapist may be excluded from the institution. This will be avoided by ensuring further training of the therapist.

Competency profile of Fitness Instructor

OpenAIRE

Peterová, Marta

2011-01-01

Title: COMPETENCY PROFILE OF FITNESS INSTRUCTOR Objectives: The aim of this work is to find out competencies of fitness instructor and make a competency profile, containing competencies, which are important for excellent fitness instructor. Methods: I applied the method of interview and the method of research in my thesis. The interview was used to make a list of competencies of fitness instructor. The research was applied in the final part of making competency profile, for an attestation of ...

Foreign Students’ Professional Training in Kazakhstan Higher Educational Institutions: Ethno-cultural Aspect

Directory of Open Access Journals (Sweden)

Nurmambek Ramashov

2013-01-01

Full Text Available The authors analyze the problem of ethno-cultural education, regulatory documents of Kazakhstan Republic in the sphere of education and define the ethno-cultural aspect of foreign students’ professional training in Kazakhstan higher educational institutions. The analysis of foreign students’ training in Kazakhstan higher educational institutions trends allowed to determine the following requirements: expansion of educational institutions chain and the types, inclusion of ethno-cultural component of youth ideological training in their programs and curricula; review and expansion of curricula and programs, providing the basis for a basic plan, state standards, enhancement and increase of humanitarian and cultural components in accordance with the training profile; introduction of ethnos history and its culture as the regional educational component and addition to the core subjects and courses. The idea of ethnic and cultural enrichment of the entire system of professional education in the country will make it humanized.

Maggot Instructor: Semi-Automated Analysis of Learning and Memory in Drosophila Larvae

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Urte Tomasiunaite

2018-06-01

Full Text Available For several decades, Drosophila has been widely used as a suitable model organism to study the fundamental processes of associative olfactory learning and memory. More recently, this condition also became true for the Drosophila larva, which has become a focus for learning and memory studies based on a number of technical advances in the field of anatomical, molecular, and neuronal analyses. The ongoing efforts should be mentioned to reconstruct the complete connectome of the larval brain featuring a total of about 10,000 neurons and the development of neurogenic tools that allow individual manipulation of each neuron. By contrast, standardized behavioral assays that are commonly used to analyze learning and memory in Drosophila larvae exhibit no such technical development. Most commonly, a simple assay with Petri dishes and odor containers is used; in this method, the animals must be manually transferred in several steps. The behavioral approach is therefore labor-intensive and limits the capacity to conduct large-scale genetic screenings in small laboratories. To circumvent these limitations, we introduce a training device called the Maggot Instructor. This device allows automatic training up to 10 groups of larvae in parallel. To achieve such goal, we used fully automated, computer-controlled optogenetic activation of single olfactory neurons in combination with the application of electric shocks. We showed that Drosophila larvae trained with the Maggot Instructor establish an odor-specific memory, which is independent of handling and non-associative effects. The Maggot Instructor will allow to investigate the large collections of genetically modified larvae in a short period and with minimal human resources. Therefore, the Maggot Instructor should be able to help extensive behavioral experiments in Drosophila larvae to keep up with the current technical advancements. In the longer term, this condition will lead to a better understanding of

Simulation Training at a Medical Institute: An integral Part of the Educational Process

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P. V. Ligatyuk

2015-01-01

Full Text Available Objective: to master and practically execute cardiopulmonary resuscitation (CPR procedural techniques, to acquire skills to use state-of-art equipment, and to teach work in the team. Subjects and methods. Forty-six interns and residents took a simulation course of training in basic CPR and automatic external defibrillation. Three-four days before the course, its participants received the certified translation of the European Resuscitation Council (ERC information material and studied it. The course education program encompasses lectures, lessons on a medical care algorithm in sudden cardiac arrest, and practical works using models, including chest compression, ventilation, and automatic external defibrillator (AED training. The duration of the course is 6—7 hours. Results. All the interns and residents were motivated to learn: to acquire first aid skills to manage sudden cardiac arrest. The ERC algorithm and a 4-stepped model to have practical skills were used. The taken course met expectations in 100% of the participants; all the interns and residents adequately acquired practical CPR skills and successfully completed their training. A questionnaire survey at the end of the course showed the high efficiency of the course. The training enhanced motivation in 29 interns and residents; they obtained an ERC provider degree; 10 interns and residents continue to take a course of training as an ERC instructor. 

The preparation of the deaf instructor and the work market: a necessary relation

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Ana Cláudia T. Dornelles

2013-06-01

Full Text Available The work market is a field of extreme importance and concern towards the society, such being the case, the training of the worker must be constantly present in the labor life of this worker. Before this, we question ourselves about the existing relation between the training of the instructor and the work market for the deaf and how this occurs. By means of the investigation of the speech about the identity, the deafness and the work we seek to understand the constitution of the deaf workers performing a semi - structured interview with a deaf adult. This study allowed us a better clearing about the professional preparation of the deaf people, making such as inquiries about the relationship existing between the training of the deaf instructor and the market of work to be best exemplified. Through the interview we could elucidate our personal and academic questionings and realize the importance of this insertion and of its pairs in the work market, just as the methods that could and/ or should be used for this to occur.

The roles of the instructors in an ESP-task based language teaching course

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Vargas Vásquez, José Miguel

2016-01-01

Full Text Available The graduate program in Teaching English at the University of Costa Rica offers yearly English courses to satisfy the language learning needs at different departments, research centers, or similar institutions. The objective of this article was to analyze the extent to which a group of student teachers fulfilled the roles of the instructors in the Task Based Language Teaching method used in the graduate program. The study used a mixed-methods approach and the subjects were three instructors during their teaching practicum. The roles of the instructors were assessed by the practicum supervisors, fellow students in the practicum, the students in the course, and the instructors themselves through rubrics, observation sheets, surveys, and teaching journals. The results from the different instruments using different scales pointed to the instructors fulfilling the roles of sequencing tasks and motivating the learners a majority of the times. The roles of preparing the learners for tasks and raising consciousness were fulfilled to a lesser extent, which indicated that the instructors needed to work further on these areas. The study concluded with recommendations for improving the roles that revealed weaknesses, notably aimed to provide a manageable numbers of vocabulary items and grammar structures in the pretask, as well as to provide prompt feedback, and to elicit students’ knowledge for the development of lessons.

The European Nuclear Safety Training and Tutoring Institute

International Nuclear Information System (INIS)

2012-01-01

The European Nuclear Safety Training and Tutoring Institute, ENSTTI, is an initiative of European Technical Safety Organizations (TSO) in order to provide vocational training and tutoring in the methods and practices required to perform assessment in nuclear safety, nuclear security and radiation protection. ENSTTI calls on TSOs' expertise to maximize the transmission of safety and security knowledge, practical experience and culture. Training, tutoring and courses for specialists are achieved through practical lectures, working group and technical visits and lead to a certificate after knowledge testing. ENSTTI contributes to the harmonization of nuclear safety and security practices and to the networking of today and future nuclear safety experts in Europe and beyond. (A.C.)

Romanian Radiation Protection Training Experience in Medical Field

International Nuclear Information System (INIS)

Steliana Popescu, F.; Milu, C.; Naghi, E.; Calugareanu, L.; Stroe, F. M.

2003-01-01

Studies conducted by the Institute of Public Health Bucharest during the last years emphasised the need of appropriate radioprotection training in the medical field. With the assistance of the International Atomic Energy Agency in Vienna, the Pilot Centre on Clinical Radio pathology in the Institute of Public Health-Bucharest, provided, from 2000 a 7 modular courses (40 hours each), covering the basic topics of ionizing radiation, biological and physical dosimetry, effects of exposure to ionising radiation, radioprotection concepts, planning and medical response in case of a nuclear accident or radiological emergency. The courses are opened for all health specialists, especially for occupational health physicians, focusing on health surveillance of radiation workers and medical management of overexposed workers. Each module is followed up by an examination and credits. The multidisciplinary team of instructors was trained within several train-the-trainers courses, organised by IAEA. The paper discusses the evaluation of these 3 years experience in training and its feedback impact, the aim of the program being to develop a knowledge in the spirit of the new patterns of radiological protection, both for safety and communication with the public. (Author)

Transportation security personnel training manual

International Nuclear Information System (INIS)

1978-11-01

This volume is the instructor's manual for the training of SNM guards. Covered are: self-defense, arrest authority, civil liability, report writing, stress, tactics, and situational training scenarios

Voice Range Profiles of Singing Students: The Effects of Training Duration and Institution.

Science.gov (United States)

Lycke, Hugo; Siupsinskiene, Nora

2016-01-01

The aim of the study was to assess differences in voice parameters measured by the physiological voice range profile (VRP) in groups of vocally healthy subjects differentiated by the duration of vocal training and the training institution. Six basic frequency- and intensity-related VRP parameters and the frequency dip of the register transition zone were determined from VRP recordings of 162 females studying in individual singing lessons (1st-5th level) in Dutch, Belgian, English, and French public or private training facilities. Sixty-seven nonsinging female students served as controls. Singing students in more advanced singing classes demonstrated a significantly greater frequency range, particularly at high frequencies, than did first-year students. Students with private training showed a significantly increased mean intensity range in comparison to those in group classes, while students with musical theater training exhibited significantly increased frequency- and intensity-related VRP parameters in comparison to the students with classical training. When compared to nonsingers, all singing student subgroups showed significant increases in all basic VRP parameters. However, the register transition parameter was not influenced by training duration or institution. Our study suggests that the extension of physiological vocal limits might depend on training duration and institution. © 2016 S. Karger AG, Basel.

Paediatric cardiopulmonary resuscitation training program in Latin-America: the RIBEPCI experience.

Science.gov (United States)

López-Herce, Jesús; Matamoros, Martha M; Moya, Luis; Almonte, Enma; Coronel, Diana; Urbano, Javier; Carrillo, Ángel; Del Castillo, Jimena; Mencía, Santiago; Moral, Ramón; Ordoñez, Flora; Sánchez, Carlos; Lagos, Lina; Johnson, María; Mendoza, Ovidio; Rodriguez, Sandra

2017-09-12

To describe the design and to present the results of a paediatric and neonatal cardiopulmonary resuscitation (CPR) training program adapted to Latin-America. A paediatric CPR coordinated training project was set up in several Latin-American countries with the instructional and scientific support of the Spanish Group for Paediatric and Neonatal CPR. The program was divided into four phases: CPR training and preparation of instructors; training for instructors; supervised teaching; and independent teaching. Instructors from each country participated in the development of the next group in the following country. Paediatric Basic Life Support (BLS), Paediatric Intermediate (ILS) and Paediatric Advanced (ALS) courses were organized in each country adapted to local characteristics. Five Paediatric Resuscitation groups were created sequentially in Honduras (2), Guatemala, Dominican Republican and Mexico. During 5 years, 6 instructors courses (94 students), 64 Paediatric BLS Courses (1409 students), 29 Paediatrics ILS courses (626 students) and 89 Paediatric ALS courses (1804 students) were given. At the end of the program all five groups are autonomous and organize their own instructor courses. Training of autonomous Paediatric CPR groups with the collaboration and scientific assessment of an expert group is a good model program to develop Paediatric CPR training in low- and middle income countries. Participation of groups of different countries in the educational activities is an important method to establish a cooperation network.

Staffing, qualification and organization for centralized and decentralized training

International Nuclear Information System (INIS)

Holyoak, R.H.

1985-01-01

This paper covers an extensive area. First a brief history of the training at Commonwealth Edison is presented so that the reader can get some idea of why some of the problems mentioned exist. Next is a discussion of the centralized and decentralized Commonwealth Edison production training organization. A brief review of the development of the Instructor Qualification Program and the training of instructors follows. Finally, a review of the problems and some solutions related to managing a centralized/decentralized training system is included

Impact evaluation of the nuclear training program of the Philippine Nuclear Research Institute

International Nuclear Information System (INIS)

Relunia, Estrella D.

2000-01-01

This study attempted to determine the factors that influenced the impact of the institute's training program in nuclear science and technology to the institution where the trainee works and to the trainee himself and this study involved engineers, scientists, teachers, medical doctor, technologist and professionals who have successfully completed the PNRI nuclear science and technology training courses

Integrated training support system for PWR operator training simulator

International Nuclear Information System (INIS)

Sakaguchi, Junichi; Komatsu, Yasuki

1999-01-01

The importance of operator training using operator training simulator has been recognized intensively. Since 1986, we have been developing and providing many PWR simulators in Japan. We also have developed some training support systems connected with the simulator and the integrated training support system to improve training effect and to reduce instructor's workload. This paper describes the concept and the effect of the integrated training support system and of the following sub-systems. We have PES (Performance Enhancement System) that evaluates training performance automatically by analyzing many plant parameters and operation data. It can reduce the deviation of training performance evaluation between instructors. PEL (Parameter and Event data Logging system), that is the subset of PES, has some data-logging functions. And we also have TPES (Team Performance Enhancement System) that is used aiming to improve trainees' ability for communication between operators. Trainee can have conversation with virtual trainees that TPES plays automatically. After that, TPES automatically display some advice to be improved. RVD (Reactor coolant system Visual Display) displays the distributed hydraulic-thermal condition of the reactor coolant system in real-time graphically. It can make trainees understand the inside plant condition in more detail. These sub-systems have been used in a training center and have contributed the improvement of operator training and have gained in popularity. (author)

Instructors' use of technology in post-secondary undergraduate mathematics teaching: a local study

Science.gov (United States)

Jesso, A. T.; Kondratieva, M. F.

2016-02-01

In this study, instructors of undergraduate mathematics from post-secondary institutions in Newfoundland were surveyed (N = 13) and interviewed (N = 8) about their use of, experiences with, and views on, technologically assisted teaching. It was found that the majority of them regularly use technologies for organizational and communication purposes. However, the use of math-specific technology such as computer algebra systems, or dynamic geometry software for instructional, exploratory, and creative activities with students takes place mostly on an individual basis, only occasionally, and is very much topic specific. This was even the case for those instructors who use technology proficiently in their research. The data also suggested that familiarity with and discussions of examples of technology implementation in teaching at regular and field-oriented professional development seminars within mathematics departments could potentially increase the use of math-specific technology by instructors.

Carpentry, Culinary Arts Instructor Guide and Curriculums. Bilingual Vocational Education Program.

Science.gov (United States)

Densmore, Roxanne T.

This guide is intended to assist vocational English as a second language (VESL) instructors in teaching courses in carpentry and the culinary arts to residents of Navajo reservations. The first section outlines the rationale and content of the two training programs as well as the basic VESL objectives that they seek to address. The next section, a…

Paediatric cardiopulmonary resuscitation training program in Latin-America: the RIBEPCI experience

OpenAIRE

L?pez-Herce, Jes?s; Matamoros, Martha M.; Moya, Luis; Almonte, Enma; Coronel, Diana; Urbano, Javier; Carrillo, ?ngel; del Castillo, Jimena; Menc?a, Santiago; Moral, Ram?n; Ordo?ez, Flora; S?nchez, Carlos; Lagos, Lina; Johnson, Mar?a; Mendoza, Ovidio

2017-01-01

Background To describe the design and to present the results of a paediatric and neonatal cardiopulmonary resuscitation (CPR) training program adapted to Latin-America. Methods A paediatric CPR coordinated training project was set up in several Latin-American countries with the instructional and scientific support of the Spanish Group for Paediatric and Neonatal CPR. The program was divided into four phases: CPR training and preparation of instructors; training for instructors; supervised tea...

Bridging content and EFL: a one-day ESP workshop for flight instructors

Directory of Open Access Journals (Sweden)

Turner, Dorothy

2011-01-01

Full Text Available This workshop allows an ESP provider with limited specialized knowledge in the field of aviation to train English-speaking flight instructors in basic EFL communication strategies. While the present workshop is based on a Canadian model of flight instruction, it can be easily adapted to other jurisdictions

The professional valeological portrait of instructor of physical culture

Directory of Open Access Journals (Sweden)

T.M. Semanyshyn

2014-10-01

Full Text Available Purpose: identify components of the readiness of the future physical education specialist to valeological activity in preschool education. Material : a review and theoretical analysis of the scientific literature. Results : defines the general and special competence, the individual components. The degree of their relationship in the process of preparing an instructor of physical education in preschool education. Theoretically proved that the readiness of the future specialist organization based on skill valeological activities (including major tasks specific functions and values valeological culture. Such an organization implies unity of general and special components health-preserving technologies. Conclusions : the process of forming a professional portrait valeological instructor in physical education in pre-school educational institution should provide its willingness to valeological activities. This is based on the awareness of its organization and unity of general and special health- technology components.

Special training of shift personnel

International Nuclear Information System (INIS)

Martin, H.D.

1981-01-01

The first step of on-the-job training is practical observation phase in an operating Nuclear Plant, where the participants are assigned to shift work. The simulator training for operating personnel, for key personnel and, to some extent, also for maintenance personnel and specialists give the practical feeling for Nuclear Power Plant behaviour during normal and abnormal conditions. During the commissioning phase of the own Nuclear Power Plant, which is the most important practical training, the participants are integrated into the commissioning staff and assisted during their process of practical learning by special instructors. The preparation for the licensing exams is vitally important for shift personnel and special courses are provided after the first non-nuclear trial operation of the plant. Personnel training also includes performance of programmes and material for retraining, training of instructors and assistance in building up special training programmes and material as well as training centers. (orig./RW)

Blended Training for Combat Medics

Science.gov (United States)

Fowlkes, Jennifer; Dickinson, Sandra; Lazarus, Todd

2010-01-01

Bleeding from extremity wounds is the number one cause of preventable death on the battlefield and current research stresses the importance of training in preparing every Soldier to use tourniquets. HapMed is designed to provide tourniquet application training to combat medics and Soldiers using a blended training solution encompassing information, demonstration, practice, and feedback. The system combines an instrumented manikin arm, PDA, and computer. The manikin arm provides several training options including stand-alone, hands-on skills training in which soldiers can experience the actual torque required to staunch bleeding from an extremity wound and be timed on tourniquet application. This is more realistic than using a block of wood to act as a limb, which is often how training is conducted today. Combining the manikin arm with the PDA allows instructors to provide scenario based training. In a classroom or field setting, an instructor can specify wound variables such as location, casualty size, and whether the wound is a tough bleed. The PDA also allows more detailed feedback to be provided. Finally, combining the manikin arm with game-based technologies, the third component, provides opportunities to build knowledge and to practice battlefield decision making. Not only do soldiers learn how to apply a tourniquet, but when to apply a tourniquet in combat. The purpose of the paper is to describe the learning science underlying the design of HapMed, illustrate the training system and ways it is being expanded to encompass other critical life-saving tasks, and report on feedback received from instructors and trainees at military training and simulation centers.

Assisting in Radiology/Imaging. Instructor's Guide, Student's Manual, and Student Learning Activities.

Science.gov (United States)

Fair, Helena J.

The instructor's guide, the first of three documents in this package, is designed for a course to help students who are investigating the activities within a radiology department or considering any of the imaging technologies as a career. The material is designed to relate training experience to information studied in the classroom. This…

Facilitating the Research Paper Process: A Guide for the Social Science Instructor.

Science.gov (United States)

Medina, Suzanne L.

This paper describes the approach used successfully at California State University, Dominguez Hills, to instruct college students in the research paper writing process. To achieve the results, the instructor followed a specific set of steps during a class meeting set aside for this specialized training. This paper details each step in the…

Development of the Exams Data Analysis Spreadsheet as a Tool to Help Instructors Conduct Customizable Analyses of Student ACS Exam Data

Science.gov (United States)

Brandriet, Alexandra; Holme, Thomas

2015-01-01

The American Chemical Society Examinations Institute (ACS-EI) has recently developed the Exams Data Analysis Spread (EDAS) as a tool to help instructors conduct customizable analyses of their student data from ACS exams. The EDAS calculations allow instructors to analyze their students' performances both at the total score and individual item…

Relevance of Technical Training Institutions Taught Skills to Current ...

African Journals Online (AJOL)

Technical education in Kenya is a necessary condition that enables members of society to productively function in technologically rapidly changing society. Technical training institutions have the responsibility to develop skilled Artisans, Craftsmen and Technician for employment in business organizations and industries.

Advanced CRM training for instructors and evaluators

Science.gov (United States)

Taggart, William R.

1991-01-01

It is seen that if the maximum operational benefit of crew resource management (CRM) is to be achieved, the evaluator group is the principal key and specialized training that is ongoing is necessary for this group. The training must be customized to fit the needs of a particular organization, and the training must address key topical issues that influence organizational dynamics. Attention is given to the use of video and full length scripted NASA research LOFTS, behavioral markers and debriefing skills, the importance of policy and written CRM standards, and line oriented simulations debriefing performance indicators.

Computer-aided training exam creation and personnel records management

International Nuclear Information System (INIS)

Lawton, R.K.; Louche, K.A.

1985-01-01

A problem has existed in nuclear power plant training departments about how to choose questions for examinations without instructor bias, how to permanently store this exam so that it can be reconstructed, how to statistically analyze class, instructor, and student performance, and how to keep accurate, easily accessible records of all training. The design of the software package discussed in the paper is such that a complete record of classes, quizzes, exams, instructors, and analysis is available for each trainee. The need for classes is automatically available from the computer with randomly created exams available on request

Perceived Instructor Affective Support in Relation to Academic Emotions and Motivation in College

Science.gov (United States)

Sakiz, Gonul

2012-01-01

The purpose of the present study was to examine the associations among perceived instructor affective support, academic enjoyment, academic hopelessness, behavioural engagement and academic help seeking in college classrooms. A self-report survey was administered to 277 college students enrolled in a teacher training department of a major…

World of Work--Choosing a Career. Kit No. WW-704. Instructor's Manual. Revised.

Science.gov (United States)

Miles, Mamie Rose; Killingsworth, Linda

This instructor's manual contains activities for teaching students about occupational categories, job requirements versus personal characteristics, the steps to take in making an occupational choice, and the vocational training programs offered by area vocational centers. It is designed for use in six to eight periods in classes in prevocational…

The First Aid Training Picture.

Science.gov (United States)

Moore, Ian

2000-01-01

Discusses the history of first aid training provisions in the United Kingdom with respect to the outdoor industry, what to look for in a first aid training provider, an experiential model of first aid training, and the current National Governing Body requirements for first aid training for various types of coaches and instructors. (TD)

Changing Instructor's Roles in Virtual Worlds

Science.gov (United States)

Berge, Zane L.

2008-01-01

Berge's Instructor's Roles Model categorized the instructor's roles as pedagogical, social, managerial, and technical. Developed more than a decade ago, this model described changing roles for instructors as they transitioned from in-person classrooms to teaching online. Today, as virtual worlds emerge and are being used as educational platforms,…

Evolution of the Pediatric Advanced Life Support course: enhanced learning with a new debriefing tool and Web-based module for Pediatric Advanced Life Support instructors.

Science.gov (United States)

Cheng, Adam; Rodgers, David L; van der Jagt, Élise; Eppich, Walter; O'Donnell, John

2012-09-01

To describe the history of the Pediatric Advanced Life Support course and outline the new developments in instructor training that will impact the way debriefing is conducted during Pediatric Advanced Life Support courses. The Pediatric Advanced Life Support course, first released by the American Heart Association in 1988, has seen substantial growth and change over the past few decades. Over that time, Pediatric Advanced Life Support has become the standard for resuscitation training for pediatric healthcare providers in North America. The incorporation of high-fidelity simulation-based learning into the most recent version of Pediatric Advanced Life Support has helped to enhance the realism of scenarios and cases, but has also placed more emphasis on the importance of post scenario debriefing. We developed two new resources: an online debriefing module designed to introduce a new model of debriefing and a debriefing tool for real-time use during Pediatric Advanced Life Support courses, to enhance and standardize the quality of debriefing by Pediatric Advanced Life Support instructors. In this article, we review the history of Pediatric Advanced Life Support and Pediatric Advanced Life Support instructor training and discuss the development and implementation of the new debriefing module and debriefing tool for Pediatric Advanced Life Support instructors. The incorporation of the debriefing module and debriefing tool into the 2011 Pediatric Advanced Life Support instructor materials will help both new and existing Pediatric Advanced Life Support instructors develop and enhance their debriefing skills with the intention of improving the acquisition of knowledge and skills for Pediatric Advanced Life Support students.

Post-market drug evaluation research training capacity in Canada: an environmental scan of Canadian educational institutions.

Science.gov (United States)

Wiens, Matthew O; Soon, Judith A; MacLeod, Stuart M; Sharma, Sunaina; Patel, Anik

2014-01-01

Ongoing efforts by Health Canada intended to modernize the legislation and regulation of pharmaceuticals will help improve the safety and effectiveness of drug products. It will be imperative to ensure that comprehensive and specialized training sites are available to train researchers to support the regulation of therapeutic products. The objective of this educational institution inventory was to conduct an environmental scan of educational institutions in Canada able to train students in areas of post-market drug evaluation research. A systematic web-based environmental scan of Canadian institutions was conducted. The website of each university was examined for potential academic programs. Six core programmatic areas were determined a priori as necessary to train competent post-market drug evaluation researchers. These included biostatistics, epidemiology, pharmacoepidemiology, health economics or pharmacoeconomics, pharmacogenetics or pharmacogenomics and patient safety/pharmacovigilance. Twenty-three academic institutions were identified that had the potential to train students in post-market drug evaluation research. Overall, 23 institutions taught courses in epidemiology, 22 in biostatistics, 17 in health economics/pharmacoeconomics, 5 in pharmacoepidemiology, 5 in pharmacogenetics/pharmacogenomics, and 3 in patient safety/pharmacovigilance. Of the 23 institutions, only the University of Ottawa offered six core courses. Two institutions offered five, seven offered four and the remaining 14 offered three or fewer. It is clear that some institutions may offer programs not entirely reflected in the nomenclature used for this review. As Heath Canada moves towards a more progressive licensing framework, augmented training to increase research capacity and expertise in drug safety and effectiveness is timely and necessary.

Desempeño Laboral de Instructores de Gimnasios Ubicados en Guayaquil, Samborondón, Milagro y Naranjito

Directory of Open Access Journals (Sweden)

Rondan Elizalde, Manuel De Jesús

2013-12-01

Full Text Available This research, conducted in the cities of Guayaquil, Samborondón, Milagro and Naranjito, all in the province of Guayas, Ecuador, shows the empiricism which instructors apply in guiding weight training and also a lack of scientific knowledge in planning routines, lack of knowledge of exercises and the proper amount for rehabilitation, in each pathology and sport. It also considers the wide study area as a sport or as a complementary activity as well as the benefits of weight training.The results of surveys and observation forms reveal that, of the 30 respondents only 3 gyms have designed a training program or routine not based on the maximum force test and 3 gyms have a training program which isn´t based on such a test.The purpose of this work was to mark the starting point for instructors and users who go to the gym to learn about the evolution of the weights and the number of methods used to develop muscle hypertrophy, definition and all types of strength.

A survey on training in pediatric cardiopulmonary resuscitation in Latin America, Spain, and Portugal.

Science.gov (United States)

López-Herce, Jesús; Carrillo, Angel

2011-09-01

To determine how training in pediatric cardiopulmonary resuscitation is provided in the Iberoamerican countries. Survey. Latin America, Spain, and Portugal. Experts in pediatric cardiopulmonary resuscitation education. A questionnaire was sent to experts in pediatric cardiopulmonary resuscitation training in 21 countries in Latin America, Spain, and Portugal; we received 15 replies. Pediatric cardiopulmonary resuscitation training is not included in medical undergraduate or nursing training in any of these countries and pediatric residents receive systematic cardiopulmonary resuscitation training in only four countries. Basic pediatric life support courses, pediatric advanced life support courses, and pediatric cardiopulmonary resuscitation instructors courses are given in 13 of 15, 14 of 15, and 11 of 15 respondent countries, respectively. Course duration and the number of hours of practical training were variable: basic life support, 5 hrs (range, 4-8 hrs); practical training, 4 hrs (range, 2-5 hrs); advanced life support, 18 hrs (range, 10-30 hrs); and practical training, 14 hrs (range, 5-18 hrs). Only nine countries (60%) had a national group that organized pediatric cardiopulmonary resuscitation training. Thirteen countries (86.6%) had fewer than five centers offering pediatric cardiopulmonary resuscitation training. Respondents considered the main obstacles to the expansion of training in pediatric cardiopulmonary resuscitation to be the shortage of instructors (28.5%), students' lack of financial resources (21.4%), and deficiencies in educational organization (21.4%). Pediatric cardiopulmonary resuscitation training is not uniform across the majority of Iberoamerican countries, with poor organization and little institutional involvement. National groups should be created in each country to plan and coordinate pediatric cardiopulmonary resuscitation training and to coordinate with other Iberoamerican countries.

Development and utilization of simulator training replay system

International Nuclear Information System (INIS)

Suzuki, Koichi; Noji, Kunio

1998-01-01

The BWR Operator Training Center Corporation (BTC) has introduced an advanced training system called the Simulator Training Replay System. The intention of introducing this system is to enhance the effectiveness of simulator training synthetically by means of; (i) sufficient analytical pre- and post-studies in the classroom, thus, enabling instructors to use the classroom as a means of explanation and discussion with an optimized system which is closely correlated with the full-scope simulator and (ii) sufficient practical operation training using a full-scope simulator without excessive suppression of time. With this system, operational data and video images during simulator training can be reproduced in the classroom. Instructors use this system with their trainees before and after simulator training for pre- and post-studies in the classroom. (author)

A mental health first aid training program for Australian Aboriginal and Torres Strait Islander peoples: description and initial evaluation

Science.gov (United States)

Kanowski, Len G; Jorm, Anthony F; Hart, Laura M

2009-01-01

Background Mental Health First Aid (MHFA) training was developed in Australia to teach members of the public how to give initial help to someone developing a mental health problem or in a mental health crisis situation. However, this type of training requires adaptation for specific cultural groups in the community. This paper describes the adaptation of the program to create an Australian Aboriginal and Torres Strait Islander Mental Health First Aid (AMHFA) course and presents an initial evaluation of its uptake and acceptability. Methods To evaluate the program, two types of data were collected: (1) quantitative data on uptake of the course (number of Instructors trained and courses subsequently run by these Instructors); (2) qualitative data on strengths, weaknesses and recommendations for the future derived from interviews with program staff and focus groups with Instructors and community participants. Results 199 Aboriginal people were trained as Instructors in a five day Instructor Training Course. With sufficient time following training, the majority of these Instructors subsequently ran 14-hour AMHFA courses for Aboriginal people in their community. Instructors were more likely to run courses if they had prior teaching experience and if there was post-course contact with one of the Trainers of Instructors. Analysis of qualitative data indicated that the Instructor Training Course and the AMHFA course are culturally appropriate, empowering for Aboriginal people, and provided information that was seen as highly relevant and important in assisting Aboriginal people with a mental illness. There were a number of recommendations for improvements. Conclusion The AMHFA program is culturally appropriate and acceptable to Aboriginal people. Further work is needed to refine the course and to evaluate its impact on help provided to Aboriginal people with mental health problems. PMID:19490648

Comparison of deep and superficial abdominal muscle activity between experienced Pilates and resistance exercise instructors and controls during stabilization exercise.

Science.gov (United States)

Moon, Ji-Hyun; Hong, Sang-Min; Kim, Chang-Won; Shin, Yun-A

2015-06-01

Pilates and resistance exercises are used for lumbar stabilization training. However, it is unclear which exercise is more effective for lumbar stabilization. In our study, we aimed to compare surface muscle activity and deep muscle thickness during relaxation and spinal stabilization exercise in experienced Pilates and resistance exercise instructors. This study is a retrospective case control study set in the Exercise Prescription Laboratory and Sports Medicine Center. The participants included Pilates instructors (mean years of experience, 3.20±1.76; n=10), resistance exercise instructors (mean years of experience, 2.53±0.63; n=10), and controls (n=10). The participants performed 4 different stabilization exercises: abdominal drawing-in maneuver, bridging, roll-up, and one-leg raise. During the stabilization exercises, surface muscle activity was measured with electromyography, whereas deep muscle thickness was measured by ultrasound imaging. During the 4 stabilization exercises, the thickness of the transverse abdominis (TrA) was significantly greater in the Pilates-trained group than the other 2 other groups. The internal oblique (IO) thickness was significantly greater in the Pilates- and resistance-trained group than the control group, during the 4 exercises. However, the surface muscle activities were similar between the groups. Both Pilates and resistance exercise instructors had greater activation of deep muscles, such as the TrA and IO, than the control subjects. Pilates and resistance exercise are both effective for increasing abdominal deep muscle thickness.

Research Data Management Training for Geographers: First Impressions

Directory of Open Access Journals (Sweden)

Kerstin Helbig

2016-03-01

Full Text Available Sharing and secondary analysis of data have become increasingly important for research. Especially in geography, the collection of digital data has grown due to technological changes. Responsible handling and proper documentation of research data have therefore become essential for funders, publishers and higher education institutions. To achieve this goal, universities offer support and training in research data management. This article presents the experiences of a pilot workshop in research data management, especially for geographers. A discipline-specific approach to research data management training is recommended. The focus of this approach increases researchers’ interest and allows for more specific guidance. The instructors identified problems and challenges of research data management for geographers. In regards to training, the communication of benefits and reaching the target groups seem to be the biggest challenges. Consequently, better incentive structures as well as communication channels have to be established.

Poor Demonstration and Knowledge of AED Electrode Placement by Certified and Experienced BLS/AED Instructors

DEFF Research Database (Denmark)

Stærk, Mathilde; Vammen, Lauge; Hansen, Camilla

2017-01-01

to demonstrate correct use of an AED remains to be investigated.Aim: To determine BLS instructors’ competence in using an AED.Methods: Certified BLS instructors were asked to operate a training AED (Lifepak ® CR-T Plus, PhysioControl, default audiotape duration of 67 sec from start to time of shock......Introduction: Use of an automated external defibrillator (AED) improves survival. Incorrect AED electrode placement may affect defibrillation success and survival. During courses in basic life support (BLS), instructors teach laypeople how to use an AED. However, BLS instructors’ ability......) on a resuscitation manikin with arms (AMBU ® Man, AMBU) as they would do in a teaching situation but without any explanations. The demonstration by the instructor was video recorded. After shock delivery the AED electrode position was assessed i.e. the distance from the center of the electrode to the recommended...

An exploration of implications for the development of Pilates instructor system through identification of instructors? difficulties

OpenAIRE

Roh, Su Yeon

2016-01-01

This study is aimed at exploring ideas for the development of Pilates instructor qualification system by identifying a range of difficulties Pilates instructors are experiencing. Open-ended questionnaires and semi-structured interviews were conducted to collect data before they were analyzed with inductive content analysis method. In consideration of the difficulties Pilates instructors experience during three qualification stages (before-during-after qualification education), three key categ...

Examining the Perceptions of English Instructors Regarding the Incorporation of Global Citizenship Education into ELT

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Fatma BAŞARIR

2017-12-01

Full Text Available The aim of this study is to explore the perceptions of ELT instructors working at a higher education institution in Turkey regarding integrating global citizenship education into ELT courses. The study was carried out by using phenomenological design, which is one of the qualitative studies. The data were collected using interview method and a semi-structured interview form was developed by the researcher as the data collection tool. The participants, selected on the basis of easily accessible sampling method, which is one of the purposeful sampling methods. The participants comprises of 13 English instructors who work at a higher education institution in the Central Anatolia Region in the academic year 2015-2016. Instructors’ opinions were taken regarding how they described global citizenship, what were their roles and responsibilities in educating students as global citizens, how they practiced global citizenship education in their classes, and the challenges they were facing in practicing global citizenship education in ELT courses. Data were analysed with content analysis technique. Findings revealed that participants mostly focused on the “value” dimension of global citizenship such as respect, sensitivity, sense of belonging, responsibility, openness, etc. The instructors deemed their roles and responsibilities in preparing students as global citizens as an informer and role model. While most of the participants stated that they did not involve any specific teaching practices in their classes to educate students as global citizens, as they thought ELT lessons and global citizenship education were irrelevant, addressing global issues in the courses and role modelling were conducted by few instructors to promote global citizenship. Predominantly grammar-based teaching and student unwillingness were found as challenges of integrating global citizenship into ELT. As a result, it was concluded that ELT instructors have insufficient levels

Enfermeiro instrutor no processo de treinamento admissional do enfermeiro em unidade de terapia intensiva Enfermero instructor en el proceso de entrenamiento de admisión del enfermero en una unidad de Cuidados Intensivos Nurse instructor in the process of admission training of nurses in the intensive care unit

Directory of Open Access Journals (Sweden)

Sarah Marília Bucchi

2011-01-01

autonomía de acción, siendo el papel del instructor transmitir esos valores a los ingresantes.OBJECTIVE: To define and analyze the profile of the nurse-instructor training for nurses on admission to the ICU. METHODS: The study was developed from the perspective of action research, adopting the technique of focus group dialogue and the use of electronic data collection. The sample included 29 nurses: 11 in the focus group sessions and 18 in the electronic interchange. RESULTS: Among the responsibilities of the instructor, defined by the group, the updated scientific and technical knowledge were highlighted, along with ethics and the ability to teach; the instructor was identified as having a key role in the process of admission training. CONCLUSIONS: The research has promoted reflection by the group and the researchers on the issues involved in education and about the identity of the group characterized by the charitable role and autonomy of action, and the role of the instructor to transmit these values to new nurses.

A Case Study Documenting the Process by Which Biology Instructors Transition from Teacher-Centered to Learner-Centered Teaching

Science.gov (United States)

Marbach-Ad, Gili; Hunt Rietschel, Carly

2016-01-01

In this study, we used a case study approach to obtain an in-depth understanding of the change process of two university instructors who were involved with redesigning a biology course. Given the hesitancy of many biology instructors to adopt evidence-based, learner-centered teaching methods, there is a critical need to understand how biology instructors transition from teacher-centered (i.e., lecture-based) instruction to teaching that focuses on the students. Using the innovation-decision model for change, we explored the motivation, decision-making, and reflective processes of the two instructors through two consecutive, large-enrollment biology course offerings. Our data reveal that the change process is somewhat unpredictable, requiring patience and persistence during inevitable challenges that arise for instructors and students. For example, the change process requires instructors to adopt a teacher-facilitator role as opposed to an expert role, to cover fewer course topics in greater depth, and to give students a degree of control over their own learning. Students must adjust to taking responsibility for their own learning, working collaboratively, and relinquishing the anonymity afforded by lecture-based teaching. We suggest implications for instructors wishing to change their teaching and administrators wishing to encourage adoption of learner-centered teaching at their institutions. PMID:27856550

Training in radiological protection at the Institute of Naval Medicine

International Nuclear Information System (INIS)

Powell, P.E.; Robb, D.J.

1991-01-01

The Training Division at the Institute of Naval Medicine, Alverstoke, UK, provides courses in radiological protection for government and military personnel who are radiation protection supervisors, radiation safety officers, members of naval emergency monitoring teams and senior medical officers. The course programmes provide formal lectures, practical exercises and tabletop exercises. The compliance of the Ministry of Defence with the Ionising Radiations Regulations 1985 and the implementation of Ministry of Defence instructions for radiological protection rely to a large extent on its radiation protection supervisors understanding of the training he receives. Quality assurance techniques are therefore applied to the training. (author)

Developing an understanding of research-based nursing pedagogy among clinical instructors: a qualitative study.

Science.gov (United States)

Zakari, Nazik M A; Hamadi, Hanadi Y; Salem, Olfat

2014-11-01

Effective instruction is imperative to the learning process of clinical nursing instructors. Faculty members are required to provide high-quality teaching and training by using new ways of teaching pedagogical methods to clinical instructors, which have transformed pedagogies from an exclusive clinical model to a holistic model. The purpose of this study was to explore clinical instructors' use of planning, implementation, feedback loops, and reflection frameworks to apply research-based teaching and to examine the pedagogy used during field experience. Data for the qualitative study were obtained from twenty purposefully sampled clinical teachers (n=20) via lists of questioned instructional practices and discussions, semi-structured interviews, observational notes, field notes, and written reflections. Data were analyzed by using a triangulation method to ensure trustworthiness, credibility, and reliability. Three main themes emerged regarding the use of research-based teaching strategies: the need for learning about research-based pedagogy, support mechanisms to implement innovative teaching strategies, and transitioning from nursing student to nursing clinical instructors. It has been well documented that the nursing profession faces a serious shortage of nursing faculty, impacting the quality of clinical teaching. Developing clinical instructor programs to give students opportunities to select instructor pathways, focusing on knowledge promoting critical thinking and life-long professional development, is essential. Nursing colleges must collaborate by using a partnership model to achieve competency in planning, implementation, feedback loops, and reflection. Applying research-based clinical teaching requires the development of programs that integrate low-fidelity simulation and assisted instruction through the use of computers in Nursing Colleges. Copyright © 2014 Elsevier Ltd. All rights reserved.

World of Work--Education and Jobs. Kit No. WW-705. Instructor's Manual. Revised.

Science.gov (United States)

Miles, Mamie Rose; Killingsworth, Linda

This instructor's manual contains activities for teaching students about the benefits derived from completing high school, sources of training for occupations, and information on finding job openings and on working part-time and full-time. It is designed for use in five periods in classes in prevocational education in South Carolina. The guide…

Liability exposure for surgical robotics instructors.

Science.gov (United States)

Lee, Yu L; Kilic, Gokhan; Phelps, John Y

2012-01-01

Surgical robotics instructors provide an essential service in improving the competency of novice gynecologic surgeons learning robotic surgery and advancing surgical skills on behalf of patients. However, despite best intentions, robotics instructors and the gynecologists who use their services expose themselves to liability. The fear of litigation in the event of a surgical complication may reduce the availability and utility of robotics instructors. A better understanding of the principles of duty of care and the physician-patient relationship, and their potential applicability in a court of law likely will help to dismantle some concerns and uncertainties about liability. This commentary is not meant to discourage current and future surgical instructors but to raise awareness of liability issues among robotics instructors and their students and to recommend certain preventive measures to curb potential liability risks. Published by Elsevier Inc.

Knowledge of Pharmacogenetics among Healthcare Professionals and Faculty Members of Health Training Institutions in Ghana.

Science.gov (United States)

Kudzi, W; Addy, B S; Dzudzor, B

2015-03-01

Pharmacogenetics has a potential for optimizing drug response and identifying risk of toxicity for patients. Pharmacogenetics knowledge of healthcare professionals and the unmet need for pharmacogenetics education in health training institutions are some of the challenges of integrating pharmacogenetics into routine medical practice. To assess pharmacogenetics knowledge among healthcare professionals and faculty members of health training institutions in Ghana. Semi-structured questionnaires were used to interview healthcare professionals from selected public and private hospitals. Faculty members from health training institutions were also interviewed. The respondents were Medical doctors 42 (46.7%), Pharmacists 29 (32.2%) and Nurses 19 (21.1%). Healthcare professionals rated their knowledge of Pharmacogenetics as Excellent 5 (5.6%), Very Good 10 (11.2%), Good 53 (60%) and Poor 19 (21.4%). Thirty-two faculty members from health training institutions were also interviewed. Faculty members rated their knowledge of pharmacogenetics as Excellent 2 (6.3%), Very Good 3 (9.4%), Good 9 (28.1%), Fair 12 (37.5%) and Poor 6 (18.8%). Thirty seven percent (12) of these faculty members said pharmacogenetics was not part of their institutions' curriculum, 7 (22%) did not know if pharmacogenetics was part of their curriculum and only 13 (40.6%) said it was part of their curriculum. Few healthcare professionals and faculty members of training institutions are aware of the discipline of pharmacogenetics. There is the need for continuous professional education on pharmacogenetics and development of competency standards for all healthcare professionals in Ghana.

Training hospital providers in basic CPR skills in Botswana: Acquisition, retention and impact of novel training techniques☆

Science.gov (United States)

Meaney, Peter A.; Sutton, Robert M.; Tsima, Billy; Steenhoff, Andrew P.; Shilkofski, Nicole; Boulet, John R.; Davis, Amanda; Kestler, Andrew M.; Church, Kasey K.; Niles, Dana E.; Irving, Sharon Y.; Mazhani, Loeto; Nadkarni, Vinay M.

2013-01-01

Objective Globally, one third of deaths each year are from cardiovascular diseases, yet no strong evidence supports any specific method of CPR instruction in a resource-limited setting. We hypothesized that both existing and novel CPR training programs significantly impact skills of hospital-based healthcare providers (HCP) in Botswana. Methods HCP were prospectively randomized to 3 training groups: instructor led, limited instructor with manikin feedback, or self-directed learning. Data was collected prior to training, immediately after and at 3 and 6 months. Excellent CPR was prospectively defined as having at least 4 of 5 characteristics: depth, rate, release, no flow fraction, and no excessive ventilation. GEE was performed to account for within subject correlation. Results Of 214 HCP trained, 40% resuscitate ≥1/month, 28% had previous formal CPR training, and 65% required additional skills remediation to pass using AHA criteria. Excellent CPR skill acquisition was significant (infant: 32% vs. 71%, p CPR skill retention was significant at 3 (39% vs. 70%, p CPR skills were retained to 3 months (34% vs. 51%, p = 0.02). On multivariable analysis, low cognitive score and need for skill remediation, but not instruction method, impacted CPR skill performance. Conclusions HCP in resource-limited settings resuscitate frequently, with little CPR training. Using existing training, HCP acquire and retain skills, yet often require remediation. Novel techniques with increased student: instructor ratio and feedback manikins were not different compared to traditional instruction. PMID:22561463

A CERN fireman is an instructor for French-speaking Switzerland

CERN Document Server

Alizée Dauvergne

2010-01-01

Davide Pagnani, a team leader in the CERN Fire Brigade, is a Swiss Federal expert and instructor in the field of interventions involving radioactivity. Firemen from throughout the French-speaking part of Switzerland come to CERN for training exercises supervised by Davide.   Training on the radiation protection techniques.   Before joining the CERN Fire Brigade, Davide Pagnani studied in Rome to be a radiation protection technician working in control rooms. Since joining, he has specialised in interventions in incidents involving radioactive materials. "The CERN firemen are trained in this type of work. If there is a radioactive leak, special measures are needed to protect the firemen, bystanders and the environment", says Davide. The training of qualified firemen in radiation protection is organised in collaboration with the Radiation Protection Group of CERN's Occupational Health and Safety and Environmental Protection Unit (HSE). "I have been collaboratin...

Exploring the Dynamics of Directed Studies Courses: Student, Instructor, and Administrator Perspectives

Directory of Open Access Journals (Sweden)

Glen Hvenegaard

2013-12-01

Full Text Available North American universities are encouraged to increase opportunities for undergraduate research experiences (UREs. To this end, many universities offer directed studies courses (DSCs which are 1-2 semester long courses involving one-on-one instruction, with a focus on student-led independent research. Building on the understanding of dynamics generally related to UREs, this paper seeks to compare the motivations, benefits, and barriers specifically related to DSCs from student, instructor, and administrator perspectives. Based on a set of qualitative focus group discussions at a small undergraduate liberal arts institution, we present the similarities and differences in these perspectives and recommend a set of best practices for DSCs. All three groups reported motivations for engaging in a DSC that addressed working with a particular student or instructor, assistance with graduate school preparation, and meeting program requirements. In terms of perceived benefits of DSCs, both students and instructors indicated the mentoring relationship and practical outcomes arising from DSCs. Students recognized the benefits of developing research skills, but stressed the motivation and benefit of independent learning more than was found in other studies. Instructors focused on benefits of research engagement and relationship building. The major challenges to participating in DSCs were workload and time (all groups, unprepared students and lack of guidelines (instructors and administrators, and the oral presentation requirement and lack of information about DSCs (students. Based on these results, we suggest increased clarity in DSC expectations, consistent standards of quality, and promoting research processes common to the DSC’s home discipline.

Experience report: a training center for health response

International Nuclear Information System (INIS)

Maurmo, Alexandre M.; Leite, Teresa C.S.B.

2009-01-01

The Professor Nelson Valverde Training Center was created within FEAM (The ELETRONUCLEAR Medical Assistance Foundation) with the objective of capacitating Radio Nuclear Accident Responders for the Health Area in the Almirante Alvaro Alberto Nuclear Central (Angra dos Reis - RJ - Brazil). The first step was structuring the contents for this training using IAEA's Manuals as base (EPR Medical - 2005, EPR First Responders - 2006 and TMT - Handbook - 2009) and data from REAC/TS. The second step was to capacitate instructors. The third step was the integration with the Company's Radiological Protection Division, giving radiological assessment. Finally, the development of training applications, ending with Drills, Tests and Assessment, gathering data and suggestions, objectifying the constant improvement. Training Programs with pre and post evaluations have been started. Since 2004 training internal courses were ministered for 125 professionals with annual re-training and were ministered to 130 professionals from several external institutions. During the same period training courses were ministered to 140 trainees from the Radiological Protection Division of The Nuclear Power Plant of Angra dos Reis, as First Lay Responders, objectifying the improvement of the quality of the emergency response. (author)

Technical Training: Places available

CERN Multimedia

2004-01-01

If you wish to participate in one of the following courses, please discuss with your supervisor and apply electronically directly from the course description pages that can be found on the Web at: http://www.cern.ch/Training/ or fill in an "application for training" form available from your Divisional Secretariat or from your DTO (Divisional Training Officer). Applications will be accepted in the order of their receipt. TECHNICAL TRAINING Monique Duval tel. 74924 technical.training@cern.ch The number of places available may vary. Please check our Web site to find out the current availability. Places are available in the following courses: Instructor-led WBTechT study or follow-up for Microsoft applications : 19.2.2004 (morning) LabVIEW TestStand I (E) : 23 & 24.2.2004 (2 days) LabVIEW base 1 : 25 - 27.2.2004 (3 jours) Instructor-led WBTechT study or follow-up for Microsoft applications : 26.2.2004 (morning) CLEAN-2002 : Working in a Cleanroom : 10.3.2004 (afternoon - free of charge) C++ for Pa...

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

Science.gov (United States)

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

2015-12-01

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

Expectations, Motivations, and Barriers to Professional Development: Perspectives from Adjunct Instructors Teaching Online

Science.gov (United States)

Dailey-Hebert, Amber; Mandernach, B. Jean; Donnelli-Sallee, Emily; Norris, Virgil Rusty

2014-01-01

Adjunct instructors are the fastest growing population of faculty in the academy; and, given the current economic condition and its impact on institutions of higher learning, the proportion of adjunct faculty is likely to increase (Gappa, Austin & Trice, 2007; NCES, 2011). Yet the adjunct population continues to remain disconnected from the…

Job Instruction Training.

Science.gov (United States)

Pfau, Richard H.

Job Instruction Training (JIT) is a step-by-step, relatively simple technique used to train employees on the job. It is especially suitable for teaching manual skills or procedures; the trainer is usually an employee's supervisor but can be a co-worker. The JIT technique consists of a series of steps that a supervisor or other instructor follows…

Feedback in Clinical Education, Part II: Approved Clinical Instructor and Student Perceptions of and Influences on Feedback

Science.gov (United States)

Nottingham, Sara; Henning, Jolene

2014-01-01

Context: Approved Clinical Instructors (ACIs; now known as preceptors) are expected to provide feedback to athletic training students (ATSs) during clinical education experiences. Researchers in other fields have found that clinical instructors and students often have different perceptions of actual and ideal feedback and that several factors may influence the feedback exchanges between instructors and students. However, understanding of these issues in athletic training education is minimal. Objective: To investigate the current characteristics and perceptions of and the influences on feedback exchanges between ATSs and ACIs. Design: Qualitative study. Setting: One entry-level master's degree program accredited by the Commission on Accreditation of Athletic Training Education. Patients or Other Participants: Four ACIs and 4 second-year ATSs. Data Collection and Analysis: Individual, semistructured interviews were conducted with participants and integrated with field notes and observations for analysis. We used the constant comparative approach to inductively analyze data and develop codes and categories. Member checking, triangulation, and peer debriefing were used to promote trustworthiness of the study. Results: Participants described that feedback plays an important role in clinical education and has several purposes related to improving performance. The ACIs and ATSs also discussed several preferred characteristics of feedback. Participants identified 4 main influences on their feedback exchanges, including the ACI, the ATS, personalities, and the learning environment. Conclusions: The ACIs and ATSs had similar perceptions of ideal feedback in addition to the actual feedback that was provided during their clinical education experiences. Most of the preferences for feedback were aligned with recommendations in the literature, suggesting that existing research findings are applicable to athletic training clinical education. Several factors influenced the

Examining Adjunct Instructor Characteristics, Perceived Fit, and Teaching Modality to Determine if They Predict Organizational Commitment and Job Satisfaction at a Midwestern Career College

Science.gov (United States)

Hill, Randy James

2014-01-01

The purpose of this quantitative, multiple regression study was to examine the relationship between 10 adjunct instructor characteristics and organizational commitment and job satisfaction. Part-time instructors who taught for the institution during the 2012-2013 academic year completed an electronic survey with questions from three valid and…

VARIASI STIMULUS DALAM PELATIHAN KEWIRAUSAHAAN STIMULUS VARIATION IN ENTREPRENEURSHIP TRAINING

Directory of Open Access Journals (Sweden)

Sarippudin Sarippudin

2017-11-01

Full Text Available Entrepreneurship training aims to prepare participants for entrepreneurship. This training is important because entrepreneurship is not an easy case. Training becomes a way to inculcate the entrepreneurial mentality to be determined to start a business, to face some risks and to be tenacious. In order to create this training succeed, instructors as training spearheads must have skills in conveying materials, even inspiring the participants. The stimulus variation is a form of instructors’ skill. Stimulus variation makes the learning process works well the training becomes fun, so that participants can be comfortable and voluntarily follow the learning process. Training is not a monotonous activity. The instructor can be an inspiration in the classroom, no longer just as a transmitter of learning materials.

Document management training for managers and technicians of municipal institutions files

Directory of Open Access Journals (Sweden)

Ana María Barrial Martínez

2017-07-01

Full Text Available The objective analysis of the permanent formation of human resources requires not departing from the present conditions in which the world develops, where the progress of neoliberal policies, globalization and the vertiginous advance of the scientific-technical and technological revolution demands that the training of Professionals, is subject to continuous transformation. This article responds to the need to increase the preparation of file managers and technicians of the municipal institutions of Pinar del Rio, from the perfection of the training process in documentary management, which allows them to develop archival skills in their professional performance. It explains theoretical and conceptual considerations that allow to understand the significance of the training of these subjects as a strategic factor in the labor entities, as well as to refer to the existing trends in the national scope, based on the study and assessment of literature related to the theme, which can contribute to the design and implementation of training alternatives, according to the characteristics and particularities of the context in which they are used. The training of professionals is a process that is an essential way to increase the preparation in document management of the managers and architects of the institutions for their professional performance. The Cuban experience in the preparation and training of archival managers and technicians has shown, from a trend analysis that it is possible the development of archival skills in their professional performance, as long as the

Coal engineer training project for fiscal 1999. Report on general course training; 1999 nendo sekitan gijutsusha yosei jigyo. Ippan course kenshu hokokusho

Energy Technology Data Exchange (ETDEWEB)

NONE

1999-11-19

This report was made on the general course training in the coal engineer training project implemented in fiscal 1999. The training was conducted from June 7 through November 19 with total 7 participating trainees from an electric power company, mining company, etc.. In the training, the lectures were given by speakers from domestic coal related companies, universities, laboratories and the like at the University of International Resources, a foundation, for about three weeks. An English training was carried out by three instructors at the same University for about eleven weeks with the purpose of acquiring the linguistic ability required for overseas coal development. The joint seminar was conducted in Tokyo by inviting lecturers, two from Australia and one each from Canada and Indonesia. The training by visiting the domestic coal related companies was such that the overseas lecturers and trainees visited Matsushima Mining Co., the Electric Power Development Company, NKK Corp and others. The overseas study and training were performed on a 35 day schedule by visiting energy-related institutions, mining companies, railway companies, coal loading/unloading harbors, and thermal power stations in Canada, the U.S., and Australia. (NEDO)

An Exploratory, Descriptive Study of the Attitudes of Instructors and Students toward the Use of Asynchronous Online Discussion at a Female University in Saudi Arabia

Science.gov (United States)

Alshahrani, Hamed A.; Walker, David A.

2016-01-01

This exploratory, descriptive study examined instructor and female student attitudes toward asynchronous online discussion (AOD) in Saudi Arabia. Preliminary results, derived from an attitudinal-based survey, indicated that, in aggregate, instructors and students had positive attitudes toward using AOD at a female institution of higher education…

I and C maintenance training simulators meeting the goals of nuclear plant training

International Nuclear Information System (INIS)

Shilmover, S. Jr.

1987-01-01

An instructor's overall goal in I and C training is to impart as much skill and knowledge as possible about the operation, tune up and troubleshooting of a piece of equipment. Through the use of a training simulator, the instructor has the actual equipment to demonstrate the principles he is trying to make. A student's goal in training is to improve his skills by learning as much as possible about the equipment he will be responsible for. When a simulator is used, a student gets hands-on time with the equipment where normal and abnormal conditions can be demonstrated. The students may be asked to perform job-related tasks and be evaluated on their performance. An employer's goal is to get personnel who can quickly fit into their work force. When training is performed using simulators, the employee receives the knowledge and hands-on skills necessary to quickly fit into the work force. The employee also gains confidence in working with the equipment. Another advantage for the employer is that training can be performed without shutting down the plant equipment. The employer thus can use the trained employees sooner and mainstream them into the work force

14 CFR 61.419 - How do I obtain privileges to provide training in an additional category or class of light-sport...

Science.gov (United States)

2010-01-01

... training in an additional category or class of light-sport aircraft? 61.419 Section 61.419 Aeronautics and...: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating § 61.419 How do I obtain privileges to provide training in an additional category or class of light-sport...

Calculating cost-training billback at WHC

International Nuclear Information System (INIS)

Gardner, P.R.

1993-11-01

Westinghouse Hanford Company, in an attempt to understand training costs and to find a make-or-buy tool for training, has constructed a Training Cost Estimator. Among the outputs of this Lotus program are projected numbers of instructor, managers, and secretarial staff, and cost per student (open-quotes tuitionclose quotes)

78 FR 35935 - National Institute for Occupational Health (NIOSH)-Certified B Readers; Training and Testing

Science.gov (United States)

2013-06-14

... training and certification program by developing digital- format training materials and examinations. Core...; Training and Testing AGENCY: National Institute for Occupational Safety and Health (NIOSH) of the Centers...: Request for information and comment on priority knowledge and competency items to address in training and...

Statistics Anxiety and Instructor Immediacy

Science.gov (United States)

Williams, Amanda S.

2010-01-01

The purpose of this study was to investigate the relationship between instructor immediacy and statistics anxiety. It was predicted that students receiving immediacy would report lower levels of statistics anxiety. Using a pretest-posttest-control group design, immediacy was measured using the Instructor Immediacy scale. Statistics anxiety was…

NRC's object-oriented simulator instructor station

International Nuclear Information System (INIS)

Griffin, J.I.; Griffin, J.P.

1995-06-01

As part of a comprehensive simulator upgrade program, the simulator computer systems associated with the Nuclear Regulatory Commission's (NRC) nuclear power plant simulators were replaced. Because the original instructor stations for two of the simulators were dependent on the original computer equipment, it was necessary to develop and implement new instructor stations. This report describes the Macintosh-based Instructor Stations developed by NRC engineers for the General Electric (GE) and Babcock and Wilcox (B and W) simulators

Instructor-Student Rapport in Taiwan ESL Classrooms

Directory of Open Access Journals (Sweden)

Nathan G. Webb

2014-09-01

Full Text Available Positive relationships between instructors and students are critical to effective learning in the classroom. Rooted in the Scholarship of Teaching and Learning (SoTL, and centered at the crossroads of interpersonal communication and instructional communication (Affective Learning Model, this study examines how instructors in a Taiwan ESL school build relationships with Taiwanese students. Instructors were interviewed regarding the behaviors they use to build rapport with their students. Results show that instructors build rapport with their students using several specific techniques: uncommonly attentive behaviors, common grounding behaviors, courteous behaviors, connecting behavior, information sharing behavior, a balancing of connection and authority, adaptation of rapport to student level, and provision of a respite to norms. The findings provide specific examples of how instructors can build rapport in intercultural classrooms.

The role of inter-institutional cooperation in surgical training and ...

African Journals Online (AJOL)

Methods: Contact was first initiated between the heads of department at the two institutions and communications was almost entirely through e-mail. A Memorandum of Understanding ... taking part in the exchange programs. Keywords: Surgical training, North-South divide, academic exchange programs, Tanzania, Germany ...

Instructor and student knowledge of study strategies.

Science.gov (United States)

Morehead, Kayla; Rhodes, Matthew G; DeLozier, Sarah

2016-01-01

Students' self-reported study skills and beliefs are often inconsistent with empirically supported (ES) study strategies. However, little is known regarding instructors' beliefs about study skills and if such beliefs differ from those of students. In the current study, we surveyed college students' and instructors' knowledge of study strategies and had both groups evaluate the efficacy of learning strategies described in six learning scenarios. Results from the survey indicated that students frequently reported engaging in methods of studying that were not optimal for learning. Instructors' responses to the survey indicated that they endorsed a number of effective study skills but also held several beliefs inconsistent with research in learning and memory (e.g., learning styles). Further, results from the learning scenarios measure indicated that instructors were moderately more likely than students to endorse ES learning strategies. Collectively, these data suggest that instructors exhibited better knowledge of effective study skills than students, although the difference was small. We discuss several notable findings and argue for the improvement of both students' and instructors' study skill knowledge.

Financial Management and Job Social Skills Training Components in a Summer Business Institute

Science.gov (United States)

Donohue, Brad; Conway, Debbie; Beisecker, Monica; Murphy, Heather; Farley, Alisha; Waite, Melissa; Gugino, Kristin; Knatz, Danielle; Lopez-Frank, Carolina; Burns, Jack; Madison, Suzanne; Shorty, Carrie

2005-01-01

Ninety-two adolescents, predominantly ethnic minority high school students, participated in a structured Summer Business Institute (SBI). Participating youth were randomly assigned to receive either job social skills or financial management skills training components. Students who additionally received the job social skills training component were…

Part-Time Community College Instructors Teaching in Learning Communities: An Exploratory Multiple Case Study

Science.gov (United States)

Paterson, John W.

2017-01-01

Community colleges have a greater portion of students at-risk for college completion than four-year schools and faculty at these institutions are overwhelmingly and increasingly part-time. Learning communities have been identified as a high-impact practice with numerous benefits documented for community college instructors and students: a primary…

Machine Accounting. An Instructor's Guide.

Science.gov (United States)

Gould, E. Noah, Ed.

Designed to prepare students to operate the types of accounting machines used in many medium-sized businesses, this instructor's guide presents a full-year high school course in machine accounting covering 120 hours of instruction. An introduction for the instructor suggests how to adapt the guide to present a 60-hour module which would be…

Effects of sex composition by class and instructor's sex on physical self-efficacy of college men.

Science.gov (United States)

Gibbons, E S; Rust, D M; Blassingame, C L; Reed, J L

2000-02-01

The relationship of sex composition of class and instructor's sex to Physical Self-efficacy has yielded conflicting results in several studies. This study examined the relationship of sex composition of class and instructor's sex to scores on Physical Self-efficacy, Perceived Physical Ability, and Physical Self-presentation Confidence of 80 male students enrolled in one of four sections of a strength training class. Analysis indicated no significant difference on Physical Self-efficacy between male students who were enrolled in all male classes or in coeducational classes; improvements in scores on Physical Self-efficacy were not specific to the sex composition of the class or sex of the instructor and no significant difference on Perceived Physical Ability and Physical Self-presentation Confidence between male students who joined an all male class or a coeducational class. Perceived Physical Ability improved from the pretest to the posttest in all classes; and no improvement in scores for Physical Self-presentation Confidence was found in all classes. In conclusion, the analysis showed sex composition of the class and sex of the instructor were not significantly related to scores for self-efficacy.

Pilot training: What can surgeons learn from it?

Science.gov (United States)

Sommer, Kai-Jörg

2014-03-01

To provide healthcare professionals with an insight into training in aviation and its possible transfer into surgery. From research online and into company archives, relevant publications and information were identified. Current airline pilot training consists of two categories, basic training and type-rating. Training methods comprise classroom instruction, computer-based training and practical training, in either the aircraft or a flight-training device, which ranges from a fixed-base flight-training device to a full flight simulator. Pilot training not only includes technical and procedural instruction, but also training in non-technical skills like crisis management, decision-making, leadership and communication. Training syllabuses, training devices and instructors are internationally standardized and these standards are legally binding. Re-qualification and recurrent training are mandatory at all stages of a pilot's and instructor's career. Surgeons and pilots have much in common, i.e., they work in a 'real-time' three-dimensional environment under high physiological and psychological stress, operating expensive equipment, and the ultimate cost for error is measured in human lives. However, their training differs considerably. Transferring these well-tried aviation methods into healthcare will make surgical training more efficient, more effective and ultimately safer.

A "Fundamentals" Train-the-Trainer Approach to Building Pediatric Critical Care Expertise in the Developing World.

Science.gov (United States)

Crow, Sheri S; Ballinger, Beth A; Rivera, Mariela; Tsibadze, David; Gakhokidze, Nino; Zavrashvili, Nino; Ritter, Matthew J; Arteaga, Grace M

2018-01-01

Pediatric Fundamental Critical Care Support (PFCCS) is an educational tool for training non-intensivists, nurses, and critical care practitioners in diverse health-care settings to deal with the acute deterioration of pediatric patients. Our objective was to evaluate the PFCCS course as a tool for developing a uniform, reproducible, and sustainable model for educating local health-care workers in the optimal management of critically ill children in the Republic of Georgia. Over a period of 18 months and four visits to the country, we worked with Georgian pediatric critical care leadership to complete the following tasks: (1) survey health-care needs within the Republic of Georgia, (2) present representative PFCCS lectures and simulation scenarios to evaluate interest and obtain "buy-in" from key stakeholders throughout the Georgian educational infrastructure, and (3) identify PFCCS instructor candidates. Georgian PFCCS instructor training included the following steps: (1) US PFCCS consultant and content experts presented PFCCS course to Georgian instructor candidates. (2) Simulation learning principles were taught and basic equipment was acquired. (3) Instructor candidates presented PFCCS to Georgian learners, mentored by PFCCS course consultants. Objective evaluation and debriefing with instructor candidates concluded each visit. Between training visits Georgian instructors translated PFCCS slides to the Georgian language. Six candidates were identified and completed PFCCS instructor training. These Georgian instructors independently presented the PFCCS course to 15 Georgian medical students. Student test scores improved significantly from pretest results ( n  = 14) (pretest: 38.7 ± 7 vs. posttest 62.7 ± 6, p  fundamentals of pediatric critical care. Future collaborations will evaluate the clinical impact of PFCCS throughout the Georgian health-care system.

The U.S. Department of Labor's Tractor and Machinery Certification Program: management styles and perceptions held by community stakeholders and instructors.

Science.gov (United States)

Jepsen, S D

2012-07-01

A mixed-mode, descriptive study was conducted on the U.S. Department of Labor's (DOL) Tractor and Machinery Certification Program. Legislated by the Fair Labors Standards Act, the Hazardous Occupations Order in Agriculture (HOOA) was enacted in 1968 as a public policy measure to reduce the number of injuries to youth on farms. An educational exemption allows youth 14 and 15 years of age to work for hire after they successfully complete a training program. In the 40+ years since the legislation went into effect prescribing such training exemptions, deficiencies and variations have occurred in the quality of the educational program and the system by which agencies certify young people. To gain a better understanding of the DOL Tractor and Machinery Certification program, community stakeholders were asked to identify management practices, curriculum resources, and perceptions of the DOL program. The study design used qualitative data from 49 agricultural representatives participating in regional focus groups and quantitative data from 330 community instructors responding to an electronic-formatted questionnaire (representing a 70.7% response rate) in an effort to answer the question: "What is the current status of the DOL Tractor and Machinery Certification program in the United States?" The findings revealed that 55.2% of the instructors taught a qualifying DOL program. Of these, the certification was administered through an Extension or 4-H program (68.7%), an agricultural education program (24.7%), or as a combination of Extension and agricultural education (6.0%). Course instructors believed the training was beneficial to students and had opportunity to attract more students than currently enrolled These instructors placed a higher value on standardized teaching materials than on standardized testing procedures; they also supported the need for additional teaching aids, which included hands-on activities, videotapes, student workbooks, and DVDs. Study participants

Instructor Misbehavior and Forgiveness: An Examination of Student Communicative Outcomes in the Aftermath of Instructor Misbehavior

Science.gov (United States)

Vallade, Jessalyn I.; Malachowski, Colleen M.

2015-01-01

Using Attribution Theory as a theoretical framework, this study explored the role of forgiveness in impacting student nonverbal responsiveness, out-of-class communication (OCC), and perceptions of cognitive and affective learning following instructor misbehavior. Additionally, the role of instructor nonverbal immediacy was examined. Participants…

A Correlational Study: Code of Ethics in Testing and EFL Instructors' Professional Behavior

Science.gov (United States)

Ashraf, Hamid; Kafi, Zahra; Saeedan, Azaam

2018-01-01

The present study has aimed at delving the code of ethics in testing in English language institutions to see how far adhering to these ethical codes will result in EFL teachers' professional behavior. Therefore, 300 EFL instructors teaching at English language schools in Khorasan Razavi Province, Zabansara Language School, as well as Khorasan…

Effective Instructor Feedback: Perceptions of Online Graduate Students

Directory of Open Access Journals (Sweden)

Beverley Getzlaf

2009-07-01

Full Text Available This descriptive study explored online graduate students' perceptions of effective instructor feedback. The objectives of the study were to determine the students’ perceptions of the content of effective instructor feedback (“what should be included in effective feedback?” and the process of effective instructor feedback (“how should effective feedback be provided?”. The participants were students completing health-related graduate courses offered exclusively online. Data were collected via a survey that included open ended questions inviting participants to share their perspectives regarding effective online instructor feedback. Thematic analysis revealed five major themes: student involvement/individualization, gentle guidance, being positively constructive, timeliness and future orientation. We conclude that effective instructor feedback has positive outcomes for the students. Future studies are warranted to investigate strategies to make feedback a mutual process between instructor and student that supports an effective feedback cycle.

The Effect of Academics' Dress and Gender on Student Perceptions of Instructor Approachability and Likeability

Science.gov (United States)

Chatelain, Amber M.

2015-01-01

This study sought to discover student perceptions of academics' dress and gender and their impact on perceived instructor approachability and likeability. Three categories of dress were examined: casual, business casual and professional. The results of this study suggest students at career-arts institutions perceive female teachers as less…

Guidelines for the infrastructure of training institutes and teaching departments for radiotherapy in Europe.

NARCIS (Netherlands)

Rottinger, E.; Barrett, A.; Leer, J.W.H.

2004-01-01

AIM: To develop guidelines for the infrastructure of training institutes and teaching departments for medical specialist training in radiotherapy within Europe. MATERIAL AND METHODS: Guidelines for teaching departments were developed under consideration of the updated European Core Curriculum for

Nuclear-related training and education offered by academic institutions (less-than-baccalaureate degree)

International Nuclear Information System (INIS)

Howard, L.

1982-01-01

Current projections indicate that in addition to the 10,100 technician positions and 6100 existing operator positions in the nuclear power industry, another 9100 technicians and 9700 operators will be required over the next decade. With 56 nuclear plants currently in operation and an additional 35 plants under construction, it is essential that trained technical personnel be available for employment in the nuclear utilities. Because of the growing demand for technicians in the nuclear utility industry, this report has been prepared to identify the nuclear-related, less-than-baccalaureate, technical educational programs provided by academic institutions and to ascertain both the current number of students and the maximum number that could be trained, given present staff and facilities. The data serve as a gauge for the proportion of technician training required by the nuclear industry that can be provided by academic institutions

Trainer Instruction for the Aircrew Coordination Exportable Training Package

National Research Council Canada - National Science Library

Pawlik, Eugene

2001-01-01

...) to field the Aircrew Coordination Exportable Training Package. USARIARDA and Dynamics Research Corporation prepared and conducted a 12-day, modified Aircrew Coordination Instructor Course and provided post-training consultation to the cadre...

Comparison of Student and Instructor Perceptions of Social Presence

Directory of Open Access Journals (Sweden)

Kathleen Mathieson

2014-05-01

Full Text Available As enrollment in online courses continues to grow and online education is increasingly recognized as an established instructional mode, the unique challenges posed by this learning environment should be addressed. A primary challenge for virtual educators is developing social presence such that participants feel a sense of human connection with each other. Accomplishing this within learning management systems (LMS that are often restrictive can be difficult. Prior research has established a relationship between student perceptions of social presence and satisfaction, but little research has included perceptions of instructors. This study compares student and instructor perceptions of social presence and the importance placed on social connections. While students and instructors reported high levels of social presence, students reported significantly lower levels than instructors. In particular, students found the LMS more impersonal than instructors and were less comfortable participating in LMS activities than instructors. Students had less desire for social connections with other students and instructors, and reported having less time available for such connections. Strategies to facilitate social presence, including offering social networking opportunities outside the LMS, are discussed in light of these differences in perceptions between students and instructors.

The Relationship between Students' Motives to Communicate with Their Instructors and Perceived Instructor Credibility, Attractiveness, and Homophily

Science.gov (United States)

Myers, Scott A.; Huebner, Alex D.

2011-01-01

This study investigated the relationship between students' motives to communicate (i.e., relational, functional, participatory, excuse making, and sycophantic) with their instructors and perceived instructor credibility, attractiveness, and homophily. 150 undergraduate students (85 men, 64 women, one did not indicate sex) enrolled at a large…

The role of higher education institutions in shaping the intellectual capital in light of marketing innovation

Directory of Open Access Journals (Sweden)

Lidia Białoń

2013-09-01

Full Text Available The systemic approach implied by marketing innovation requires professional shaping of the intellectual capital. Innovation marketing shall fulfill its role on the basis of 5 i’s principle. Fulfillment of those tasks requires specialists, thoroughly trained in marketing, management and in the theoretical foundations for innovative activity. The higher education institutions are responsible for preparing such specialists. The fundamental problems lie both in constructing adequate curricula and in training the instructors for using them in class. On the one hand, such program should derive from the logic of the processes of innovation; on the other it should draw from the rules of marketing and management. The necessary level and structure of the intellectual capital demands precise adaptation of such programs to consolidated actions within marketing innovation.

75 FR 56857 - Pilot, Flight Instructor, and Pilot School Certification

Science.gov (United States)

2010-09-17

...-2006-26661; Amendment No., 141-14] RIN 2120-AI86 Pilot, Flight Instructor, and Pilot School..., certification, and operating requirements for pilots, flight instructors, ground instructors, and pilot schools...: Background On August 21, 2009, the FAA published the ``Pilot, Flight Instructor, and Pilot School...

Meeting Training Needs for Maquila Opportunities.

Science.gov (United States)

Rath, Jim

1988-01-01

Discusses the maquila project and some of the problems encountered by community colleges in providing training, such as finding qualified bilingual instructors and dealing with transportation complexities. (JOW)

14 CFR 61.193 - Flight instructor privileges.

Science.gov (United States)

2010-01-01

... than Flight Instructors With a Sport Pilot Rating § 61.193 Flight instructor privileges. A person who...; (e) An aircraft rating; (f) An instrument rating; (g) A flight review, operating privilege, or...

Experiences and Practices of Evolution Instructors at Christian Universities That Can Inform Culturally Competent Evolution Education

Science.gov (United States)

Barnes, M. Elizabeth; Brownell, Sara E.

2018-01-01

Students' religious beliefs and religious cultures have been shown to be the main factors predicting whether they will accept evolution, yet college biology instructors teaching evolution at public institutions often have religious beliefs and cultures that are different from their religious students. This difference in religious beliefs and…

Multimodal integration of anatomy and physiology classes: How instructors utilize multimodal teaching in their classrooms

Science.gov (United States)

McGraw, Gerald M., Jr.

Multimodality is the theory of communication as it applies to social and educational semiotics (making meaning through the use of multiple signs and symbols). The term multimodality describes a communication methodology that includes multiple textual, aural, and visual applications (modes) that are woven together to create what is referred to as an artifact. Multimodal teaching methodology attempts to create a deeper meaning to course content by activating the higher cognitive areas of the student's brain, creating a more sustained retention of the information (Murray, 2009). The introduction of multimodality educational methodologies as a means to more optimally engage students has been documented within educational literature. However, studies analyzing the distribution and penetration into basic sciences, more specifically anatomy and physiology, have not been forthcoming. This study used a quantitative survey design to determine the degree to which instructors integrated multimodality teaching practices into their course curricula. The instrument used for the study was designed by the researcher based on evidence found in the literature and sent to members of three associations/societies for anatomy and physiology instructors: the Human Anatomy and Physiology Society; the iTeach Anatomy & Physiology Collaborate; and the American Physiology Society. Respondents totaled 182 instructor members of two- and four-year, private and public higher learning colleges collected from the three organizations collectively with over 13,500 members in over 925 higher learning institutions nationwide. The study concluded that the expansion of multimodal methodologies into anatomy and physiology classrooms is at the beginning of the process and that there is ample opportunity for expansion. Instructors continue to use lecture as their primary means of interaction with students. Email is still the major form of out-of-class communication for full-time instructors. Instructors with

Training and qualification of nuclear power plant operators (4)

International Nuclear Information System (INIS)

Ohsuga, Y.

2009-01-01

Training center using the simulators, instructor training, training upgrade, deployment of digital control panel and review of training were described with overseas practice. Recently, nuclear power plant on-site simulators were also used for respective operator training. Operator teamwork training, training team performance upgrade, reflection of operating experiences in nuclear power plant accidents, development of training support equipments and management of training records were needed to review and upgrade training and qualification programs. (T. Tanaka)

Bioethics training programmes for Africa: evaluating professional and bioethics-related achievements of African trainees after a decade of Fogarty NIH investment.

Science.gov (United States)

Kass, Nancy E; Ali, Joseph; Hallez, Kristina; Hyder, Adnan A

2016-09-15

Our primary aim was to evaluate the impact of US National Institutes of Health (NIH)-funded bioethics training programmes (Fogarty bioethics training programmes, FBTPs) that trained individuals from Africa over the programme's first 10 years to examine changes between pretraining and post-training in individual achievement and to document any associations between individual, training programme and post-training accomplishments. We surveyed trainees from the 10 bioethics programmes funded by NIH Fogarty International Center from 2000 to 2011 that included African trainees. McNemar's and Wilcoxon signed rank-sum tests were used to analyse pre-post levels of general and bioethics-related professional achievement. Likelihood of specific post-training achievement outcomes was measured using logistic regression including demographic, pretraining and intratraining variables. 10 different FBTPs that trained individuals from Africa from 2000 to 2011. Of 253 eligible respondents, 171 completed the survey (response rate 67.6%). Pre-post comparisons of professional achievement indicators (eg, serving in leadership roles, teaching, publishing manuscripts); likelihood of specific post-training achievement outcomes. Post-training, respondents were significantly more likely to report serving in a leadership role, being an investigator on a research grant, serving on international committees, serving as a mentor, and publishing manuscripts than at pretraining. Post-training, significantly greater numbers of respondents reported bioethics-related achievements including being a bioethics instructor, serving on an Institutional Review Board (IRB), being an investigator on a bioethics grant and publishing bioethics-related manuscripts than pretraining. Controlling for other factors, there were no significant differences by gender in the post-training success of these participants in terms of leadership roles, being instructors, investigators on grants and holding IRB roles. African

Fieldcrest Cannon, Inc. Advanced Technical Preparation. Statistical Process Control (SPC). Safety Section: Modules 1-3. Instructor Book.

Science.gov (United States)

Averitt, Sallie D.

These three modules, which were developed for use by instructors in a manufacturing firm's advanced technical preparation program, contain the materials required to present the safety section of the plant's adult-oriented, job-specific competency-based training program. The 3 modules contain 12 lessons on the following topics: lockout/tagout…

Perceptions of Tutoring Roles and Psychological Distance among Instructors, Tutors and Students at a Korean University

Science.gov (United States)

Lee, Hye-Jung; Hong, Youngil; Choi, Hyoseon

2017-01-01

This study explores issues related to the tutor's role when initiating tutoring as an institutional strategy at a conventional university. Based on a pilot tutoring program implemented in four college courses, we investigated the perceptions of instructors, tutors and students regarding the role of tutoring and whether it affected the…

Teaching Macroeconomics after the Crisis: A Survey among Undergraduate Instructors in Europe and the United States

Science.gov (United States)

Gärtner, Manfred; Griesbach, Björn; Jung, Florian

2013-01-01

The Great Recession raised questions of what and how macroeconomists teach at academic institutions around the globe, and what changes in the macroeconomics curriculum should be made. The authors conducted a survey of undergraduate macroeconomics instructors affiliated with colleges and universities in Europe and the United States at the end of…

Performance-based training: from job and task analysis to training materials

International Nuclear Information System (INIS)

Davis, L.T.; Spinney, R.W.

1983-01-01

Historically, the smoke filled room approach has been used to revise training programs: instructors would sit down and design a program based on existing training materials and any federal requirements that applied. This failure to reflect a systematic definition of required job functions, responsibilities and performance standards in training programs has resulted in generic program deficiencies: they do not provide complete training of required skills and knowledge. Recognition of this need for change, coupled with a decrease in experienced industry personnel inputs and long training pipelines, has heightened the need for efficient performance-based training programs which are derived from and referenced to job performance criteria. This paper presents the process for developing performance-based training materials based on job and task analysis products

A Case Study Documenting the Process by Which Biology Instructors Transition from Teacher-Centered to Learner-Centered Teaching.

Science.gov (United States)

Marbach-Ad, Gili; Hunt Rietschel, Carly

2016-01-01

In this study, we used a case study approach to obtain an in-depth understanding of the change process of two university instructors who were involved with redesigning a biology course. Given the hesitancy of many biology instructors to adopt evidence-based, learner-centered teaching methods, there is a critical need to understand how biology instructors transition from teacher-centered (i.e., lecture-based) instruction to teaching that focuses on the students. Using the innovation-decision model for change, we explored the motivation, decision-making, and reflective processes of the two instructors through two consecutive, large-enrollment biology course offerings. Our data reveal that the change process is somewhat unpredictable, requiring patience and persistence during inevitable challenges that arise for instructors and students. For example, the change process requires instructors to adopt a teacher-facilitator role as opposed to an expert role, to cover fewer course topics in greater depth, and to give students a degree of control over their own learning. Students must adjust to taking responsibility for their own learning, working collaboratively, and relinquishing the anonymity afforded by lecture-based teaching. We suggest implications for instructors wishing to change their teaching and administrators wishing to encourage adoption of learner-centered teaching at their institutions. © 2016 G. Marbach-Ad and C. H. Rietschel. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

The status of Nuclear Power Plant personnel training and qualification in Hungary, 2002

International Nuclear Information System (INIS)

Kiss, I.

2003-01-01

In recent years, Hungary has experienced a stable and smooth economic development. The country is prepared and looking forward to the accession to the EU, political stability characterizes public life and decreasing inflation unemployment rate are typical to the domestic market. In this context, the energy demand increases in a slow but steady rate. From the beginning of 2003, large customers will have been given the freedom to procure electric energy from the liberal world market. The life extension of NPPs lays significant emphasis on the thoughtful management of the human resources. Currently, the mean age of the plant personnel is 46 years and the age distribution reflects that the core of the plant staff is yet composed of professionals having worked for the plant since the very beginning. In 2000, the plant's Human Resources Division, for excellence in HRM, commenced the establishment of an integrated human resource management system for a new organizational structure. The management of the previously mentioned, already realized technical and human changes, as well as of the challenges of the future put the in-site training organization on the test. For this, a good basis is ensured by the training developments in the training infrastructure, methodology and staff, accomplished in the period between 1994-1998 - primarily in frame of the Hungarian Model Project. Today the Training Department, subordinated to the Human Resources Division, works with 70 persons out of which 25 instructors perform skills and technological training activities. The instructor staff partly imported from maintenance and operations areas and partly developed from young university graduates successfully managed with the training tasks associated with the grand plant reconstruction programs. The professional and age composition of the instructors allow for a smooth transition and transfer of knowledge and experience accumulated at the plant as well as for the apprehension of new

TRAINING OF FUTURE PROFESSIONALS TO IMPLEMENTATION OF INFORMAL ART EDUCATION IN EDUCATIONAL AND SOCIAL INSTITUTIONS

Directory of Open Access Journals (Sweden)

Наталія Сулаєва

2015-09-01

Full Text Available This article presents one of the best ways of training of organizers of informal art education at pre-school, secondary and extracurricular educational institutions, clubs by the place of residence, secondary schools for children deprived of parental care, schools and higher educational institutions of I–II levels of accreditation of social rehabilitation, social service centers for families, children and youth etc. The attention is focused on the appropriateness of formal and informal education combination in the system of professional training of students of higher educational institutions. The definition of “informal art education” is given; its goals, objectives, content are defined. The basic approaches to organization of artistic and educational activity of students in the artistic and creative groups and formation on this basis of skills and management skills of informal art education at educational and social institutions are formulated.

An exploration of implications for the development of Pilates instructor system through identification of instructors' difficulties.

Science.gov (United States)

Roh, Su Yeon

2016-08-01

This study is aimed at exploring ideas for the development of Pilates instructor qualification system by identifying a range of difficulties Pilates instructors are experiencing. Open-ended questionnaires and semi-structured interviews were conducted to collect data before they were analyzed with inductive content analysis method. In consideration of the difficulties Pilates instructors experience during three qualification stages (before-during-after qualification education), three key categories were incorporated in the collected data: (1) lack of information on Pilates qualification system, (2) difficulties in understanding the human anatomy related with the diverse movements taught in Pilates classes and its application to Pilates practice, (3) need for professional development through retraining. Based on these findings, a need for rethinking the monitoring and evaluation process for Pilates qualification system and Pilates education in Korea was identified. In addition, we need to summarize and offer information on a range of Pilates qualifications. And the quality of Pilates instructor education program should be improved as well by proving them a range of teaching methods including microteaching, discussion-based lessons as well as reading and writing sessions and other necessary teaching media.

original article partnership between teacher education institutes

African Journals Online (AJOL)

weak and TEIs, secondary schools, student teachers, TEI instructors and secondary school teachers' ... school teachers in mentoring and assessing students teachers in better ways. However .... science and understanding. In view of ...... trainings. On the other hand 30% of .... Middle Schools; All Approach to. Strengthen ...

Desempeño Laboral de Instructores de Gimnasios Ubicados en Guayaquil, Samborondón, Milagro y Naranjito

OpenAIRE

Rondan Elizalde, Manuel De Jesús; Olivo Solís, Johnny Edison

2013-01-01

This research, conducted in the cities of Guayaquil, Samborondón, Milagro and Naranjito, all in the province of Guayas, Ecuador, shows the empiricism which instructors apply in guiding weight training and also a lack of scientific knowledge in planning routines, lack of knowledge of exercises and the proper amount for rehabilitation, in each pathology and sport. It also considers the wide study area as a sport or as a complementary activity as well as the benefits of weight training.The...

Engaging Institutional Review Boards in Developing a Brief, Community-Responsive Human Subjects Training for Community Partners

Science.gov (United States)

Calzo, Jerel P.; Bogart, Laura M.; Francis, Evelyn; Kornetsky, Susan Z.; Winkler, Sabune J.; Kaberry, Julie M.

2017-01-01

BACKGROUND Engaging community partners as co-investigators in community-based participatory research (CBPR) requires certification in the rules, ethics, and principles governing research. Despite developments in making human research protection trainings more convenient and standardized (e.g., self-paced Internet modules), time constraints and the structure of the content (which may favor academic audiences) may hinder the training of community partners. OBJECTIVES This paper is motivated by a case example in which academic and community partners, and stakeholders of a community-based organization actively engaged the leadership of a pediatric hospital-based Institutional Review Board (IRB) in implementing a brief, community-responsive human subjects training session. METHODS A two hour, discussion-based human subjects training was developed via collaborations between the IRB and the community and academic partners. Interviews with trainees and facilitators after the training were used to evaluate its acceptability and possible future applications. CONCLUSIONS Local Institutional Review Boards have the potential to assist community partners in building sufficient knowledge of human subjects research protections to engage in specific projects, thereby expediting the progress of vital research to address community needs. We propose the need for developing truncated human subjects education materials to train and certify community partners, and creating formally organized entities within academic and medical institutions that specialize in community-based research to guide the development and implementation of alternative human subjects training certification opportunities for community partners. PMID:28230554

Phronesis: practical wisdom the role of professional practice knowledge in the clinical reasoning of Bobath instructors.

Science.gov (United States)

Vaughan-Graham, Julie; Cott, Cheryl

2017-10-01

Clinical reasoning is an essential aspect of clinical practice, however is largely ignored in the current rehabilitation sciences evidence base. Literature related to clinical reasoning and clinical expertise has evolved concurrently although rehabilitation reasoning frameworks remain relatively generic. The purpose of this study was to explicate the clinical reasoning process of Bobath instructors of a widely used neuro-rehabilitation approach, the Bobath concept. A qualitative interpretive description approach consisting of stimulated recall using video-recorded treatment sessions and in-depth interviews. Purposive sampling was used to recruit members of the International Bobath Instructors Training Association (IBITA). Interview transcripts were transcribed verbatim providing the raw data. Data analysis was progressive, iterative, and inductive. Twenty-two IBITA instructors from 7 different countries participated. Ranging in clinical experience from 12 to 40 years, and instructor experience from 1 to 35 years. Three themes were developed, (a) a Bobath clinical framework, (b) person-centered, and (c) a Bobath reasoning approach, highlighting the role of practical wisdom, phronesis in the clinical reasoning process. In particular the role of visuospatial-kinesthetic perception, an element of technical expertise, was illuminated as an integral aspect of clinical reasoning in this expert group. This study provides an interpretive understanding of the clinical reasoning process used by IBITA instructors illustrating an inactive embodied view of clinical reasoning, specifically the role of phronesis, requiring further investigation in nonexpert Bobath therapists, as well as in novice and experienced therapists in other specialty areas. © 2016 John Wiley & Sons, Ltd.

Andragogical Content Knowledge as a Key Component in the Training of the Instructors of Nonformal Education

Science.gov (United States)

Nurhayati, Sri

2015-01-01

Currently, professionals and academics of non-formal education in Indonesia have began to question the competences of the non-formal education instructors. Non-formal education is a profession that requires knowledge (subject-content area), skill (ability to deliver content in regard to the needs of society) and programme content (the content…

Improving practical training ability at Nuclear Research Institute oriented to nuclear human resource development within First Phase

International Nuclear Information System (INIS)

Nguyen Xuan Hai; Nguyen Nhi Dien; Pham Dinh Khang; Pham Ngoc Tuan; Tuong Thi Thu Huong

2016-01-01

This report presents results of a research project “Improving practical training ability at Nuclear Research Institute oriented to nuclear human resource development within first phase”. In the frameworks of the project, a guiding document on 27 Ortec’s experiments was translated into Vietnamese. Several equipment are used in the experiments such as neutron howitzer, gamma counter, multi-channel analyzer and alpha-gamma coincidence spectroscopy were designed and fabricated. These products contributed to improving the ability of research and training of Training and Education Center, Nuclear Research Institute (NRI). (author)

Conceptual approaches to vocational and tourism training of teachers in higher education institutions

Directory of Open Access Journals (Sweden)

L.J. Dudorova

2013-08-01

Full Text Available Considered the direction of teacher’s training based on the model of a competent graduate. It is formed the criteria of the faculty of the institute of physical education and sports and the possibility of their selection. It is noted that a teacher must possess modern technologies of general and vocational education, a set of effective methods and techniques sufficient professional knowledge to provide education of future professionals (teaching, planning and management of the didactic and educational systems. It is recommended the formation of the teaching staff to consider the following: to conduct a competitive selection of teachers with experience teaching physical education and sports, coaching and tourism. Teachers also need training from the best graduates of the institute of physical education and sport.

Operation of Wastewater Treatment Plants: A Field Study Training Program. Volume II, Instructor's Guide. Second Edition.

Science.gov (United States)

California State Univ., Sacramento. Dept. of Civil Engineering.

The objective of this instructor's guide is to help provide students with knowledge and skills for employment in the field of wastewater treatment. Included in each chapter outline are: (1) objectives, (2) instructional approach, (3) answers to the objective test in the student's text, and (4) an explanation of these answers. The material…

Operation of Wastewater Treatment Plants: A Field Study Training Program. Volume I, Instructor's Guide. Second Edition.

Science.gov (United States)

California State Univ., Sacramento. Dept. of Civil Engineering.

The objective of this instructor's guide is to help provide students with knowledge and skills for employment in the field of wastewater treatment. Included in each chapter outline are: (1) objectives, (2) instructional approach, (3) answers to the objective test in the student's text, and (4) an explanation of these answers. The material…

A Fine Balance: Instructor Self-Disclosure in the Classroom

Science.gov (United States)

Rasmussen, Brian M.; Mishna, Faye

2008-01-01

This paper explores the issue of the instructor's self-disclosure within a classroom. Theoretically, the paper offers a broad relational framework from which we discuss dynamics regarding the instructor's inevitable use of self-disclosure and its impact on the student-instructor relationship and the learning process. Further, we survey the…

A Study of Work Engagement among Community College Instructors

Science.gov (United States)

Allen, Gemmy S.

2017-01-01

This study examined how community college instructors perceive their level of work engagement. Businesses have studied work engagement, but the empirical literature on work engagement of community college instructors has been limited. The purpose of this study was to determine the extent the type of faculty member (full-time instructor versus…

Initial training for trainers the spiral process or ''getting trained while training''

International Nuclear Information System (INIS)

Croes, R.

1996-01-01

The initial training program for trainers is part of an overall gradual development towards full professionalism. Based on the two key words, responsibility and autonomy, the global aim is to provide assistance to new instructors so that they become full actors in their own training process and to prepare them to deal with all the different situations they may meet. The SPIRAL process lasts one full year and could be characterized in four words: alternation, support, individualization and project. From the first weeks in the process, the new trainers already deliver training instructions. The SPIRAL year terminates with the presentation to the project before an evaluation board. The evaluation takes into account the project and the on going assessment of acquisition of knowledge and skills

Improving Teach Astronomy: A Survey of Instructors

Science.gov (United States)

Wenger, Matthew; Riabokin, Malanka; Impey, Chris David

2018-01-01

Teach Astronomy is a website that provides educational resources for introductory astronomy. The motivation behind constructing this site was to provide quality online educational tools for use as a primary or supplementary instructional resource for teachers and students. The website provides an online textbook, glossary, podcasts and video summaries of concepts. As the popularity of online courses steadily increases, so does the demand for robust online educational resources. In order to cater to our users, our team conducted a survey of the instructors that use Teach Astronomy site for feedback for use in updating and streamlining the website content. The survey collected feedback regarding functionality of each of the website tools, in which courses the site was being used, and the motivation of the instructors use of our site. The overwhelming majority of responses indicate that instructors use the website as a class textbook in introductory astronomy courses for non-science majors, and instructors also generally tended to agree that the site content was comprehensive and lucid. One interesting result of the survey is to cluster topics in a way that is consistent with different levels of instruction (i.e. grouping middle-school level content and university level content distinctly). Our team will use this feedback to improve the Teach Astronomy website and maintain it as a high-quality, free online resource. We will also continue to gather feedback from instructors to ensure that the Teach Astronomy website stays current and remains a valuable online resource for instructors around the country.

Training methods, tools and aids

International Nuclear Information System (INIS)

Martin, H.D.

1980-01-01

The training programme, training methods, tools and aids necessary for staffing nuclear power plants depend very much on the overall contractual provisions. The basis for training programmes and methods is the definition of the plant organization and the prequalification of the personnel. Preselection tests are tailored to the different educational levels and precede the training programme, where emphasis is put on practical on-the-job training. Technical basic and introductory courses follow language training and give a broad but basic spectrum of power plant technology. Plant-related theoretical training consists of reactor technology training combined with practical work in laboratories, on a test reactor and of the nuclear power plant course on design philosophy and operation. Classroom instruction together with video tapes and other audiovisual material which are used during this phase are described; as well as the various special courses for the different specialists. The first step of on-the-job training is a practical observation phase in an operating nuclear power plant, where the participants are assigned to shift work or to the different special departments, depending on their future assignment. Training in manufacturers' workshops, in laboratories or in engineering departments necessitate other training methods. The simulator training for operating personnel, for key personnel and, to some extent, also for maintenance personnel and specialists gives the practical feeling for nuclear power plant behaviour during normal and abnormal conditions. During the commissioning phase of the own nuclear power plant, which is the most important practical training, the participants are integrated into the commissioning staff and are assisted during their process of practical learning on-the-job by special instructors. Personnel training also includes performance of training of instructors and assistance in building up special training programmes and material as well

Presence and Positioning as Components of Online Instructor Persona

Science.gov (United States)

Dennen, Vanessa Paz

2007-01-01

Instructor persona in online discussion may set the tone for a variety of course outcomes. Instructors establish persona via both presence (amount of instructor posts) and position (interaction relative to those in the student role). In this paper, three online classes were studied using positioning theory as a grounding framework to elicit ways…

Challenges posed by diversity in Academic institutions as they implement Information Literacy: the experiences of Makerere University Library in Uganda

Directory of Open Access Journals (Sweden)

Faith Beatrice Akiteng

2010-09-01

Full Text Available Over the years, academic libraries have been conducting information literacy (IL programmes for their users. This paper shares Makerere University Library's experience in implementing IL programmes at Makerere University and other academic institutions of learning in Uganda. The findings of this paper are based on the IL sessions' evaluation forms, together with the authors' experiences as instructors. A sample of one thousand (1000 participants' evaluation feedback forms was used in assessing the IL sessions conducted by Makerere University Library in two years (2008-2009. The evaluation focused on the duration and relevancy of training, nature of content, its organization; the instructors, new skills participants gained and how they hoped to pass them to others. Initial findings indicate that IL sessions are highly regarded with repeated recommendations for increased duration and frequency of information literacy sessions in different universities. The various challenges posed by diversity are explained as follows: Difference in age groups arise because admissions to the various universities cater for direct entrants from high school and mature age entrants'. Students also come from different social backgrounds that dictate the standard of schools they attend i.e.; urban schools where education standards are high and skills such as using computers are imparted visa-a-vis the rural schools where such skills are not imparted. To the IL instructor, this implies conducting the training with patience and extending the time allocated for each session in order to impart the basic ICT skills prior to imparting the IL skills. Internationalization on the other hand is not a very big challenge because the proportion of foreign students is small and their ICT skills are moderate. Gender aspects and the diverse disciplines of research in the Ugandan universities also pose challenges when conducting IL sessions in that the groups handled at a time are

The Payoff of Corporate Portal Usage in an Academic Institution

Science.gov (United States)

Al-Busaidi, Kamla Ali

2012-01-01

Purpose: The purpose of this paper is to empirically assess the payoffs of a corporate portal in an academic institution in Oman and its impacts on business processes and employees. Design/methodology/approach: The study included 100 employees, mostly instructors, in an academic institution. The questionnaire included indicators related to the…

Open Science Training Handbook

OpenAIRE

Sonja Bezjak; April Clyburne-Sherin; Philipp Conzett; Pedro Fernandes; Edit Görögh; Kerstin Helbig; Bianca Kramer; Ignasi Labastida; Kyle Niemeyer; Fotis Psomopoulos; Tony Ross-Hellauer; René Schneider; Jon Tennant; Ellen Verbakel; Helene Brinken

2018-01-01

For a readable version of the book, please visit https://book.fosteropenscience.eu A group of fourteen authors came together in February 2018 at the TIB (German National Library of Science and Technology) in Hannover to create an open, living handbook on Open Science training. High-quality trainings are fundamental when aiming at a cultural change towards the implementation of Open Science principles. Teaching resources provide great support for Open Science instructors and trainers. The ...

Full-scope training simulators

International Nuclear Information System (INIS)

Ugedo, E.

1986-01-01

The following topics to be covered in this report are: Reasons justifying the use of full-scope simulators for operator qualification. Full-scope simulator description: the control room, the physical models, the computer complex, the instructor's console. Main features of full-scope simulators. Merits of simulator training. The role of full-scope simulators in the training programs. The process of ordering and acquiring a full-scope simulator. Maintaining and updating simulator capabilities. (orig./GL)

Intelligent Simulation-Based Tutor for Flight Training

National Research Council Canada - National Science Library

Remolina, Emilio; Ramachandran, Sowmya; Fu, Daniel; Stottler, Richard; Howse, William R

2004-01-01

.... However, flight training is still limited by the availability of instructor pilots. The adage "practice makes perfect" is nowhere truer than in the learning of psychomotor skills such as flying...

Repurposing traditional instructor-led lectures for continuing education: rewarding instructors as authors and maximizing return on investment.

Science.gov (United States)

Rushinek, Avi; Rushinek, Sara; Lippincott, Christine; Ambrosia, Todd

2014-04-01

The aim of this article is to describe the repurposing of classroom video surveillance and on-screen archives (RCVSOSA) model, which is an innovative, technology-enabled approach to continuing education in nursing. The RCVSOSA model leverages network Internet-protocol, high-definition surveillance cameras to record videos of classroom lectures that can be automatically uploaded to the Internet or converted to DVD, either in their entirety or as content-specific modules, with the production work embedded in the technology. The proposed model supports health care continuing education through the use of online assessments for focused education modules, access to archived online recordings and DVD training courses, voice-to-text transcripts, and possibly continuing education modules that may be translated into multiple languages. Potential benefits of this model include increased access to educational modules for students, instant authorship, and financial compensation for instructors and their respective organizations.

Promotion of critical thinking in e-learning: a qualitative study on the experiences of instructors and students

Science.gov (United States)

Gharib, Mitra; Zolfaghari, Mitra; Mojtahedzadeh, Rita; Mohammadi, Aeen; Gharib, Atoosa

2016-01-01

Background With the increasing popularity of e-learning programs, educational stakeholders are attempting to promote critical thinking in the virtual education system. This study aimed to explore the experiences of both the instructors and the students about critical thinking promotion within the virtual education system. Methods This qualitative study recruited the instructors and students from four academic disciplines provided by the Virtual School of Tehran University of Medical Sciences (Tehran, Iran). All programs were master’s degree programs and utilized a blended (combination of e-learning and face to face) training. Semistructured interviews with the participants were used to collect data. Results The participants had a variety of experiences about how to promote critical thinking. These experiences were conceptualized in four main themes, namely, instructional design, educational leadership and management, local evidence, and belief systems. Conclusion The present study clarified the factors affecting critical thinking promotion in e-learning. Not only the instructors but also the educational designers and leaders can benefit from our findings to improve the quality of virtual education programs and promote critical thinking. PMID:27217807

Promotion of critical thinking in e-learning: a qualitative study on the experiences of instructors and students.

Science.gov (United States)

Gharib, Mitra; Zolfaghari, Mitra; Mojtahedzadeh, Rita; Mohammadi, Aeen; Gharib, Atoosa

2016-01-01

With the increasing popularity of e-learning programs, educational stakeholders are attempting to promote critical thinking in the virtual education system. This study aimed to explore the experiences of both the instructors and the students about critical thinking promotion within the virtual education system. This qualitative study recruited the instructors and students from four academic disciplines provided by the Virtual School of Tehran University of Medical Sciences (Tehran, Iran). All programs were master's degree programs and utilized a blended (combination of e-learning and face to face) training. Semistructured interviews with the participants were used to collect data. The participants had a variety of experiences about how to promote critical thinking. These experiences were conceptualized in four main themes, namely, instructional design, educational leadership and management, local evidence, and belief systems. The present study clarified the factors affecting critical thinking promotion in e-learning. Not only the instructors but also the educational designers and leaders can benefit from our findings to improve the quality of virtual education programs and promote critical thinking.

Device 2F112 (F-14A WST (Weapon System Trainers)) Instructor Console Review.

Science.gov (United States)

1983-12-01

irdividuals adequately trained in the use of a particular trainer. ’S G. L. RICARD Scientific Officer 9., - 5 * NAVTRAEQUIPCEN 81-M-1121-1 TABLE OF...through verbal comunication with the instructors at the console. Several problems exist in the use of the flyout mismatch page. a. The automatic display...Washington, DC 20350 Washington, DC 20301 Chief of Naval Operations Commanding Officer OP-596C Air Force Office of Scientific Washington, DC 20350

The relationship of certified flight instructors' emotional intelligence levels on flight student advancement

Science.gov (United States)

Hokeness, Mark Merrill

Aviation researchers estimate airline companies will require nearly 500,000 pilots in the next 20 years. The role of a Certified Flight Instructor (CFI) is to move student pilots to professional pilots with training typically conducted in one-on-one student and instructor sessions. The knowledge of aviation, professionalism as a teacher, and the CFI’s interpersonal skills can directly affect the successes and advancement of a student pilot. A new and emerging assessment of people skills is known as emotional intelligence (EI). The EI of the CFI can and will affect a flight students’ learning experiences. With knowledge of emotional intelligence and its effect on flight training, student pilot dropouts from aviation may be reduced, thus helping to ensure an adequate supply of pilots. Without pilots, the growth of the commercial aviation industry will be restricted. This mixed method research study established the correlation between a CFI’s measured EI levels and the advancement of flight students. The elements contributing to a CFI’s EI level were not found to be teaching or flight-related experiences, suggesting other life factors are drawn upon by the CFI and are reflected in their emotional intelligence levels presented to flight students. Students respond positively to CFIs with higher levels of emotional intelligence. Awareness of EI skills by both the CFI and flight student contribute to flight student successes and advancement.

Increasing the efficiency of laparoscopic surgical training : assessing the effectiveness of training interventions

NARCIS (Netherlands)

Spruit, E.N.

2018-01-01

In the current project, our main focus was to test the effectiveness of different training interventions and their impact on skill acquisition and long-term retention of laparoscopic motor skills. Based on the research in this dissertation and the existing literature, I recommend instructors to

An evaluation of the American Indian Air Quality Training Program

Science.gov (United States)

Quartaroli, Marylynn

During centuries of geographic, economic, and cultural domination, the federal government held the responsibility for the management of environmental issues on tribal lands. Today, tribes are reasserting their sovereignty in many ways, including the development of their own environmental programs. Tribal agencies desperately search for tribal members who are qualified to make decisions for the benefit of the tribes from both Western scientific and traditional cultural viewpoints. To meet this need, the American Indian Air Quality Training Program (AIAQTP) offers technical and regulatory training courses that are both scientifically up-to-date and culturally responsive to this community. This study is an evaluation of these courses. To supplement data from existing program documents and databases, I also observed five courses, sent follow-up questionnaires, and interviewed lead instructors and course participants to develop an understanding of their perceptions of the training received. Computer analysis of this quantitative and qualitative data revealed patterns and themes; an external reviewer also independently analyzed the data set. The training courses offered by AIAQTP were judged to have merit and value by the course instructors, the participants, the external evaluator, and me. Designed to be both culturally responsive and technically rigorous, these courses provided relevant and useful information and skills to the tribal environmental professionals in attendance, meeting the demands of their jobs. Although not all training needs or expectations were met, the study participants indicated their intentions to continue their education and training in air quality and other environmental media. A significant benefit of attendance at AIAQTP training courses was the development of a network of tribal professionals across the nation that acts as a support system for the implementation and continuation of changes in the professional practice for the trainees and

Students and Instructors Opinions about Piano Instruction

Science.gov (United States)

Kilic, Deniz Beste Çevik

2016-01-01

This study examined the opinions of the students and piano instructors in the Turkish Education Faculties' Fine Arts Instruction Departments' music instruction programs about piano instruction. The study data were collected using a questionnaire administered to the piano instructors and the students who took lessons from them. The study results…

Team Training and Institutional Protocols to Prevent Shoulder Dystocia Complications.

Science.gov (United States)

Smith, Samuel

2016-12-01

Shoulder dystocia is an obstetrical emergency that may result in significant neonatal complications. It requires rapid recognition and a coordinated response. Standardization of care, teamwork and communication, and clinical simulation are the key components of patient safety programs in obstetrics. Simulation-based team training and institutional protocols for the management of shoulder dystocia are emerging as integral components of many labor and delivery safety initiatives because of their impact on technical skills and team performance.

Training to handle unexpected events

International Nuclear Information System (INIS)

Hamlin, K.W.

1987-01-01

The importance of conducting hands-on training to deal with complex situations is well recognized. Since most utilities now own or have ordered their own control room simulators, access to simulator training facilities has improved greatly. Most utilities now have a control room shift rotation that includes a dedicated training shift. The opportunities for practicing operational control over unexpected and off-normal events are just beginning to be recognized. Areas that are being enhanced include teamwork training, diagnostics training, expanded simulator training programs, improvements in simulator instructor training, emergency procedures training, and training on the use of probabilistic risk assessment studies. All these efforts are aimed at the goal of improving the plant staff's ability to cope with unexpected and off-normal events

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

Science.gov (United States)

2013-08-05

... DEPARTMENT OF LABOR Occupational Safety and Health Administration [Docket No. OSHA-2009-0022] Requirements for the OSHA Training Institute Education Centers Program and the OSHA Outreach Training Program...) Requirements AGENCY: Occupational Safety and Health Administration (OSHA), U.S. Department of Labor. ACTION...

THE INNOVATIVE ACTIVITIES OF MORDOVIAN STATE TEACHER TRAINING INSTITUTE

Directory of Open Access Journals (Sweden)

Guseyn Gardash oglu Zeynalov

2013-10-01

Full Text Available The article looks at innovation management at an innovative university. Innovative processes in a modern Russian university including Mordovian State Teacher Training Institute are aimed at accomplishing the following tasks: increasing the readiness of the university staff to innovative activities, their professional mobility and involvement in innovative activities of the university and the region. The article claims it is necessary to continuously create, perfect and manage human resources involved in innovative activities.DOI: http://dx.doi.org/10.12731/2218-7405-2013-8-33

Training for the Future? A Case Study of Emerging Education, Training and Development Practitioners in the South African Clothing Manufacturing Industry

Science.gov (United States)

Jones, Barbara; Cooper, Linda; McMillan, Janice

2006-01-01

This article investigates how training instructors in the South African clothing industry were prepared for their roles as Education, Training and Development Practitioners (ETDPs) by a university adult education programme. The key focus is on how these emerging ETDPs experienced their changing roles, identities and approaches to teaching and the…

Instructor Reputation: An Expectancy Relationship Involving Student Ratings and Achievement.

Science.gov (United States)

Perry, Raymond P.

1979-01-01

Instructor expressiveness and lecture content were combined with instructor reputation in a 2 X 2 X 2 factorial design to assess interaction effects. Results indicated that reputation interacted with expressiveness but not content, in which students rated positive, high-expressive instructors more favorably than negative, high-expressive…

Improving Preceptor Behavior through Formative Feedback in Preceptor Training

Science.gov (United States)

Groh, Nancy; Gill, Diane; Henning, Jolene; Stevens, Susan W.; Dondanville, Abbey

2013-01-01

Context: Clinical instructor educators (CIEs) prepare athletic trainers (ATs) to serve as preceptors. Structured performance observation and supervisory conferencing is a well-established method to improve teaching practice that may prove effective for training preceptors. Objective: To explore the impact of a systematic preceptor training program…

Aquatic Instructors' Beliefs Toward Inclusion: The Theory of Planned Behavior.

Science.gov (United States)

Conatser, Phillip; Block, Martin; Gansneder, Bruce

2002-04-01

The purpose was to (a) examine aquatic instructors' beliefs (female, n = 82; male, n = 29) about teaching swimming to individuals with disabilities in inclusive settings and (b) test the theory of planned behavior model (Ajzen, 1985, 1988, 2001). Aquatic instructors from 25 states representing 122 cities across the U.S. participated in this study. The instrument, named Aquatic Instructors' Beliefs Toward Inclusion (AIBTI), was an extended version of the Physical Educators' Attitudes Toward Teaching Individuals with Disabilities- Swim (Conatser, Block, & Lepore, 2000). A correlated t test showed aquatic instructors' beliefs (attitudes toward the behavior, normative beliefs, perceived behavioral control, intention, behavior) were significantly more favorable toward teaching aquatics to individuals with mild disabilities than individuals with severe disabilities. Stepwise multiple regression showed perceived behavioral control and attitude significantly predicted intention, and intention predicted instructors' inclusive behavior for both disability groups. Further, results indicated the theory of planned behavior predicts aquatic instructors' behavior better than the theory of reasoned action.

Hanford general employee training: A million dollar cost-beneficial program

International Nuclear Information System (INIS)

Gardner, P.R.

1991-01-01

In January, 1990, Westinghouse Hanford Company (WHC) implemented an interactive videodisc training program entitled Hanford General Employee Training (HGET). Following an introduction by the course instructor, students begin the interactive video segment of the course by taking a tour of an office building. In fact, this tour is simply a setting in which to give the student a checkout on safety, security, and quality issues. For example, at one point the guide leaves the room and the phone suddenly begins a steady ring. This is a particular alarm at WHC, and the student is challenged to respond correctly. Missed questions flag corresponding tutorials to be delivered either immediately or on completion of the tour. Instructors receive notification of weakoesses left unremedied. Development costs for a sophisticated program such as HGET were high compared to similar costs for developing equivalent traditional training. Hardware and labor totaled $900K. Annual maintenance costs, equipment plus labor, appear to be running about $200K. On the benefit side, by consolidating some seventeen previous WHC courses and more effectively managing the instructional process, HGET reduced the average student training time from over eleven hours to just under four hours. In the development and implementation of HGET a number of issues were resolved, some more successfully than others: (1) what about job security for former instructors? (2) how should the course be run on a daily basis? (we envisioned a combination of instructor and videodisc); (3) how high will the maintenance costs be? (higher than projected); etc. Many obstacles arise, most in connection with the large number of groups and personnel whose efforts had to be coordinated

Basic student nurse perceptions about clinical instructor caring

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Gerda-Marie Meyer

2016-10-01

Full Text Available Background: Caring is the core of nursing and should be cultivated in student nurses. However, there are serious concerns about the caring concern in the clinical environment and in nursing education. Clinical instructors are ideally positioned to care for student nurses so that they in turn, can learn to care for their patients. Methods: A descriptive, comparative, cross-sectional and correlational quantitative research design with convenience sampling was conducted to describe the perceptions of junior student nurses (n = 148 and senior student nurses (n = 168 regarding clinicalin structor caring. A structured self administered questionnaire using the Nursing Student Perceptions of Instructor Caring (NSPIC (Wade & Kasper, 2006 was used. Descriptive statistics and hypotheses testing using parametric and non parametric methods were conducted. The reliability of the NSPIC was determined. Results: Respondents had a positive perception of their clinical instructors' caring. No relationship could be found between the course the respondents were registered for, the frequency of contact with a clinical instructor, the ages of the respondents and their perceptions of clinical instructor caring. The NSPIC was found to be reliable if one item each from two of the subscales were omitted. Conclusions: Student nurses perceived most strongly that a caring clinical instructor made them feel confident, specifically when he/she showed genuine interest in the patients and their care, and when he/she made them feel that they could be successful.

Training trainers in health and human rights: implementing curriculum change in South African health sciences institutions.

Science.gov (United States)

Ewert, Elena G; Baldwin-Ragaven, Laurel; London, Leslie

2011-07-25

The complicity of the South African health sector in apartheid and the international relevance of human rights as a professional obligation prompted moves to include human rights competencies in the curricula of health professionals in South Africa. A Train-the-Trainers course in Health and Human Rights was established in 1998 to equip faculty members from health sciences institutions nationwide with the necessary skills, attitudes and knowledge to teach human rights to their students. This study followed up participants to determine the extent of curriculum implementation, support needed as well as barriers encountered in integrating human rights into health sciences teaching and learning. A survey including both quantitative and qualitative components was distributed in 2007 to past course participants from 1998-2006 via telephone, fax and electronic communication. Out of 162 past participants, 46 (28%) completed the survey, the majority of whom were still employed in academic settings (67%). Twenty-two respondents (48%) implemented a total of 33 formal human rights courses into the curricula at their institutions. Respondents were nine times more likely (relative risk 9.26; 95% CI 5.14-16.66) to implement human rights education after completing the training. Seventy-two extracurricular activities were offered by 21 respondents, many of whom had successfully implemented formal curricula. Enabling factors for implementation included: prior teaching experience in human rights, general institutional support and the presence of allies - most commonly coworkers as well as deans. Frequently cited barriers to implementation included: budget restrictions, time constraints and perceived apathy of colleagues or students. Overall, respondents noted personal enrichment and optimism in teaching human rights. This Train-the-Trainer course provides the historical context, educational tools, and collective motivation to incorporate human rights educational initiatives at health

Training Trainers in health and human rights: Implementing curriculum change in South African health sciences institutions

Directory of Open Access Journals (Sweden)

Baldwin-Ragaven Laurel

2011-07-01

Full Text Available Abstract Background The complicity of the South African health sector in apartheid and the international relevance of human rights as a professional obligation prompted moves to include human rights competencies in the curricula of health professionals in South Africa. A Train-the-Trainers course in Health and Human Rights was established in 1998 to equip faculty members from health sciences institutions nationwide with the necessary skills, attitudes and knowledge to teach human rights to their students. This study followed up participants to determine the extent of curriculum implementation, support needed as well as barriers encountered in integrating human rights into health sciences teaching and learning. Methods A survey including both quantitative and qualitative components was distributed in 2007 to past course participants from 1998-2006 via telephone, fax and electronic communication. Results Out of 162 past participants, 46 (28% completed the survey, the majority of whom were still employed in academic settings (67%. Twenty-two respondents (48% implemented a total of 33 formal human rights courses into the curricula at their institutions. Respondents were nine times more likely (relative risk 9.26; 95% CI 5.14-16.66 to implement human rights education after completing the training. Seventy-two extracurricular activities were offered by 21 respondents, many of whom had successfully implemented formal curricula. Enabling factors for implementation included: prior teaching experience in human rights, general institutional support and the presence of allies - most commonly coworkers as well as deans. Frequently cited barriers to implementation included: budget restrictions, time constraints and perceived apathy of colleagues or students. Overall, respondents noted personal enrichment and optimism in teaching human rights. Conclusion This Train-the-Trainer course provides the historical context, educational tools, and collective motivation

76 FR 19267 - Pilot, Flight Instructor, and Pilot School Certification; Technical Amendment

Science.gov (United States)

2011-04-07

.... No. 61-127] RIN 2120-AI86 Pilot, Flight Instructor, and Pilot School Certification; Technical... for pilots, flight instructors, ground instructors, and pilot schools. This document reinstates two... entitled, ``Pilot, Flight Instructor, and Pilot School Certification; Final Rule'' (74 FR 42500). That...

Assessment of current NRC/IE professional training program and recommendations for improvement

International Nuclear Information System (INIS)

Bartley, H.J.; Hagerup, J.E.; Harrison, O.J.; Heyer, F.H.K.; Kaas, I.W.; Schwartz, E.G.

1978-05-01

This document is the General Research Corporation (GRC) report on Task III: to assess the current NRC/IE professional training program and to provide recommendations for improvement. The major objectives of this task were to determine the overall effectiveness of the NRC/IE training program and to provide recommendations for improvements where appropriate. The research involved a review of course manuals and of student critiques, observation in the classroom and person to person interviews; it also included an evaluation of the assignment of instructors to the Career Management Branch. Findings addressed refresher training, retread training and initial training--with emphasis on the last of these. Conclusions are that: (1) The curriculum provides, in general, types and levels of training needed; (2) the mix of training methods used is correct; and (3) the training management is effective. However, the training facilities do not reflect a commitment to quality instruction nor is assignment as instructor to the Career Management Branch attractive to inspectors. Recommendations presented in the report are based upon the findings; all lie within the implementing authority of Headquarters NRC/IE

Assessing prevalence of urinary incontinence in Scottish fitness instructors and experience of teaching pelvic floor muscle exercises: an online survey.

Science.gov (United States)

Stephen, Kate; van Woerden, Hugo; MacRury, Sandra

2018-06-18

The aim of this study was to assess the prevalence of urinary incontinence in fitness instructors, experience of teaching pelvic floor muscle exercises (PFME), and attitudes to incorporating such exercises into classes. An online survey was undertaken of fitness instructors working in Scotland based on the Urinary Incontinence Short Form (ICIQ-UI). The survey was at least partially completed by 106, of whom 73.6% (53/72) were female and 52.8% (38/72) were in the 35-54 years age group. Prevalence of UI was 28.2% (24/85), and severity based on ICIQ-UI scores was 'slight' 65.2% (15/23), or 'moderate' in 26.1% (6/23). Leakage of urine was associated with physical activity in 36% (9/25), of whom 31.8% (7/22) had not taken actions to reduce the impact, and 86.4% (19/22) had not sought professional advice or treatment. There was widespread willingness to incorporate PFME into classes if given appropriate training 86.1% (62/72), and 67.1% (49/73) would be happy to recommend a PFME app. A significant proportion of fitness instructors are in need of PFME and those who perform PFME do so at a level below that which is recommended. However, many have had some training on PFME or are willing to provide this.

Training Software for the Bulk Handling Facility

International Nuclear Information System (INIS)

Lee, N.Y.; Koh, B.M.; Pickett, S.

2015-01-01

In 2013, the International Atomic Energy Agency, Department of Safeguards, applied safeguards in 180 States with safeguards agreements in force, with implementation of safeguards at over 600 facilities. To support the Department of Safeguards in fulfiling its mission, the training section holds over 100 training courses yearly to help inspectors and analysts develop the necessary knowledge, skills and abilities. An effective training programme must be able to adapt and respond to changing organizational training needs. Virtual training technologies have the potential to broaden the spectrum of possible training activities, enhance the effectiveness of existing courses, optimize off-site training and activities, and possibly increase trainee motivation and accelerate learning. Ultimately, training is about preparation - being ready to perform in different environments, under a range of conditions or unknown situations. Virtual environments provide this opportunity for the trainee to encounter and train under different scenarios not possible in real facilities. This paper describes the training software developed for fuel fabrication facilities to be used by both national inspectors and IAEA inspectors. The model includes interactive modules to explain each of the six main fuel fabrication processes. It also includes verification instruments at specific locations with animations that illustrate how to operate the instrument, verify the material and report. Additionally, the software integrates an evaluation mode to allow the trainee and the instructor to track progress and evaluate learning. Overall, the model can be used for individual training, or integrated into a training course where the instructor can draw on the virtual model to enhance the overall effectiveness of the training. (author)

Energy Assurance Technical Training and Awareness Program/Energy Infrastructure Training and Analysis Center

Energy Technology Data Exchange (ETDEWEB)

Barbara McCabe

2005-11-15

This report covers the work completed during Year One (Year One has a 16 month project period) of a five- year Cooperative Agreement (DE-FC26-03NT41895) between the International Union of Operating Engineers (IUOE) National Hazmat Program (OENHP) and the U. S. Department of Energy (DOE) National Energy Technology Laboratory (NETL). This final technical report is being submitted, as required by the Cooperative Agreement, within 90 (calendar) days after the project period ends (December 31, 2004). The resources allocated to Year One of the Cooperative Agreement were adequate for the completion of the required deliverables. All deliverables have been completed and sent to AAD Document Control as directed in the cooperative agreement. The allocation for Year One required 20-25 trainers to be trained in each of five Train-the-Trainer courses and a total of 6,000 workers trained throughout the country. Through cost savings employed for the scheduling and conduct of Train-the-Trainer, instructor refreshers, and direct training classes, 3171 workers have been trained to date. This total incorporates 159 trainers and members from management, local, county, state and federal organizations identified in the Strategic Plan. The largest percentage of personnel trained is heavy equipment operators, and building engineers, which is the largest targeted population identified under this cooperative agreement. The OENHP, using existing curriculum as appropriate, has modified and developed new training modules that have been used to establish four different levels of training courses. The four courses are: (1) EA 500 Energy Assurance Train-the-Trainer, (2) EA 400 Energy Assurance Instructor Refresher, (3) EA 300 Energy Assurance, and (4) EA 100 Energy Assurance Awareness. Training modules cover topics, such as, but not limited to, facility vulnerability and vulnerability assessment, physical security- heating, ventilation, air conditioning, terrorism awareness, weapons of mass

Guide to good practices for on-the-job training

Energy Technology Data Exchange (ETDEWEB)

1987-09-01

This manual is intended to provide DOE reactor and nonreactor nuclear facilities with guidelines for the development and implementation of facility specific, performance-based, On-the-Job Training (OJT) programs. An OJT Instructor Training Course is included to train the first-line supervisor and other designated personnel as OJT instructors. The subject matter content and level of detail were determined based upon a review of material obtained from DOE documents, INPO Guidelines, and input from selected DOE contractors. The final draft version of the manual was reviewed for accuracy, clarity, and comprehensiveness by trainers from the following DOE Contractors/Laboratories: Argonne National Laboratory - West - Idaho National Engineering Laboratory, E.I. DuPont - Savannah River Plant, EG and G Idaho, Inc. - Idaho National Engineering Laboratory, Los Alamos National Laboratory, Martin Marietta - Oak Ridge National Laboratory, Rockwell International - Rocky Flats Plant, and Westinghouse Hanford Co.

Transportation security personnel training manual

International Nuclear Information System (INIS)

1978-11-01

This volume is the instructor's guide, covering physical exercise, terrorism, field search and restraint, criminals procedures, introduction to criminal law, offenses against property, rules of conduct, use of force, firearms qualification, self defense, arrest authority, civil liability, report writing, stress, tactics, and situational training scenarios

Advanced CNC and CAM Series. Educational Resources for the Machine Tool Industry. Course Syllabi, Instructor's Handbook [and] Student Laboratory Manual.

Science.gov (United States)

Texas State Technical Coll. System, Waco.

This package consists of course syllabi, an instructor's handbook, and student laboratory manual for a 1-year vocational training program to prepare students for entry-level positions as advanced computer numerical control (CNC) and computer-assisted manufacturing (CAM) technicians.. The program was developed through a modification of the DACUM…

Teaching and Learning Against all Odds: A Video-Based Study of Learner-to-Instructor Interaction in International Distance Education

Directory of Open Access Journals (Sweden)

Jean-Marie Muhirwa

2009-09-01

Full Text Available Distance education and information and communication technologies (ICTs have been marketed as cost-effective ways to rescue struggling educational institutions in developing countries, particularly in sub-Saharan Africa (SSA. This study uses classroom video analysis and follow-up interviews with teachers, students, and local tutors to analyse the interaction at a distance between learners in Mali and Burkina Faso and their French and Canadian instructors. Findings reveal multiple obstacles to quality interaction: frequent Internet disconnections, limited student access to computers, lack of instructor presence, ill-prepared local tutors, student unfamiliarity with typing and computer technology, ineffective technical support, poor social dynamics, learner-learner conflict, learner-instructor conflict, and student withdrawal and resignation. In light of the near death of the costly World Bank-initiated African Virtual University (AVU, this paper concludes by re-visiting the educational potential of traditional technologies, such as radio and video, to foster development in poor countries.

Italian version of Nursing Students’ Perception of Instructor Caring (I-NSPIC: assessment of reliability and validity

Directory of Open Access Journals (Sweden)

C. Arrigoni

2017-11-01

Full Text Available Abstract Background Clinical experience is an essential component of nursing education since it provides students with the opportunity to construct and develop clinical competencies. Instructor caring is a pivotal facilitator at the forefront of clinical education, playing a key and complex educating role in clinical sectors. For these reasons the aims of this study was to assess the validity and reliability of the Italian version of NSPIC (I-NSPIC. Methods A validation multicentre study was conducted in three different Italian universities. A total of 333 nursing students were enrolled in the 2014/2015 academic year. Exploratory factor analysis (EFA with oblique rotation was performed to test the construct validity of I-NSPIC. The Cronbach’s alpha coefficient and test retest via Intraclass Correlation Coefficient (ICC analyses were done to assess the internal consistency and stability of the scale. A Spearman’s correlation with another scale (CLES-T was used to examine the concurrent validities. Results Four factors (control versus flexibility, supportive learning climate, confidence through caring, appreciation of life meaning and respectful sharing were identified in EFA. The Cronbach’s alpha value showed that I-NSPIC was a reliable instrument (α = 0.94 and the ICC coefficient was satisfactory. Conclusion The I-NSPIC is a valid instrument for assessing the perception of instructor caring in Italian nursing students. It may also prove helpful in promoting the caring ability of nursing students and in increasing the caring interactions in the relationship between instructor and nursing students. The knowledge emerged from this study provide important insight in developing effective training strategies in the clinical training of undergraduate nursing students.

The construction of the indicators of professional competence for exercise instructors of the elderly.

Science.gov (United States)

Lan, Hsiao-Ching; Li, Chih-Ping; Zheng, Hao-Wei

2015-01-01

The purpose of this study was to construct the quality indicators of professional competence for exercise instructors of the elderly, and then to rank the importance among those indicators. This study used the Delphi technique to integrate the opinions of 11 experts to construct the indicators, and then adopts the analytic hierarchy process (AHP) to calculate the relative rank among each individual indicator. Results revealed that the experts identified 3 first-degree indicators (professional attitude, professional skills, and professional knowledge), 10 second-degree indicators (teaching attitude, exercise knowledge, professional growth, exercise safety, personal characteristics, exercise instructor, gerontology knowledge, communicative competence, curriculum design, and motor skill), and 72 third-degree indicators. In the indicator weighting system, professional attitude was the most important among all other first-degree indicators, and the teaching attitude was the most important among all other second-degree indicators. The results provided will help in planning the curriculums of training, professional growth and evaluation. The results also provide a reference for future research.

Vibrotactile Stimulation as an Instructor for Mimicry-Based Physical Exercise

Directory of Open Access Journals (Sweden)

Jani Lylykangas

2015-01-01

Full Text Available The present aim was to investigate functionality of vibrotactile stimulation in mimicry-based behavioral regulation during physical exercise. Vibrotactile stimuli communicated instructions from an instructor to an exerciser to perform lower extremity movements. A wireless prototype was tested first in controlled laboratory conditions (Study 1 and was followed by a user study (Study 2 that was conducted in a group exercise situation for elderly participants with a new version of the system with improved construction and extended functionality. The results of Study 1 showed that vibrotactile instructions were successful in both supplementing and substituting visual knee lift instructions. Vibrotactile stimuli were accurately recognized, and exercise with the device received affirmative ratings. Interestingly, tactile stimulation appeared to stabilize acceleration magnitude of the knee lifts in comparison to visual instructions. In Study 2 it was found that user experience of the system was mainly positive by both the exercisers and their instructors. For example, exercise with vibrotactile instructions was experienced as more motivating than conventional exercise session. Together the results indicate that tactile instructions could increase possibilities for people having difficulties in following visual and auditory instructions to take part in mimicry-based group training. Both studies also revealed development areas that were primarily related to a slight delay in triggering the vibrotactile stimulation.

Peer training of safety-related skills to institutional staff: benefits for trainers and trainees.

OpenAIRE

van Den Pol, R A; Reid, D H; Fuqua, R W

1983-01-01

A peer training program, in which experienced staff trained new staff, was evaluated as a method for teaching and maintaining safety-related caregiver skills in an institutional setting for the developmentally disabled. Three sets of safety-type skills were assessed in simulated emergency situations: responding to facility fires, managing aggressive attacks by residents, and assisting residents during convulsive seizures. Using a multiple-baseline research design, results indicated that the p...

Balancing Training Techniques for Flight Controller Certification

Science.gov (United States)

Gosling, Christina

2011-01-01

Training of ground control teams has been a difficult task in space operations. There are several intangible skills that must be learned to become the steely eyed men and women of mission control who respond to spacecraft failures that can lead to loss of vehicle or crew if handled improperly. And as difficult as training is, it can also be costly. Every day, month or year an operator is in training, is a day that not only they are being trained without direct benefit to the organization, but potentially an instructor or mentor is also being paid for hours spent assisting them. Therefore, optimization of the training flow is highly desired. Recently the Expedition Division (DI) at Johnson Space Flight Center has recreated their training flows for the purpose of both moving to an operator/specialist/instructor hierarchy and to address past inefficiencies in the training flow. This paper will discuss the types of training DI is utilizing in their new flows, and the balance that has been struck between the ideal learning environments and realistic constraints. Specifically, the past training flow for the ISS Attitude Determination and Control Officer will be presented, including drawbacks that were encountered. Then the new training flow will be discussed and how a new approach utilizes more training methods and teaching techniques. We will look at how DI has integrated classes, workshops, checkouts, module reviews, scenarios, OJT, paper sims, Mini Sims, and finally Integrated Sims to balance the cost and timing of training a new flight controller.

An Automatic Course Scheduling Approach Using Instructors' Preferences

Directory of Open Access Journals (Sweden)

Hossam Faris

2012-03-01

Full Text Available University Courses Timetabling problem has been extensively researched in the last decade. Therefore, numerous approaches were proposed to solve UCT problem. This paper proposes a new approach to process a sequence of meetings between instructors, rooms, and students in predefined periods of time with satisfying a set of constraints divided in variety of types. In addition, this paper proposes new representation for courses timetabling and conflict-free for each time slot by mining instructor preferences from previous schedules to avoid undesirable times for instructors. Experiments on different real data showed the approach achieved increased satisfaction degree for each instructor and gives feasible schedule with satisfying all hard constraints in construction operation. The generated schedules have high satisfaction degrees comparing with schedules created manually. The research conducts experiments on collected data gathered from the computer science department and other related departments in Jordan University of Science and Technology- Jordan.

A “Fundamentals” Train-the-Trainer Approach to Building Pediatric Critical Care Expertise in the Developing World

Directory of Open Access Journals (Sweden)

Sheri S. Crow

2018-04-01

Full Text Available Pediatric Fundamental Critical Care Support (PFCCS is an educational tool for training non-intensivists, nurses, and critical care practitioners in diverse health-care settings to deal with the acute deterioration of pediatric patients. Our objective was to evaluate the PFCCS course as a tool for developing a uniform, reproducible, and sustainable model for educating local health-care workers in the optimal management of critically ill children in the Republic of Georgia. Over a period of 18 months and four visits to the country, we worked with Georgian pediatric critical care leadership to complete the following tasks: (1 survey health-care needs within the Republic of Georgia, (2 present representative PFCCS lectures and simulation scenarios to evaluate interest and obtain “buy-in” from key stakeholders throughout the Georgian educational infrastructure, and (3 identify PFCCS instructor candidates. Georgian PFCCS instructor training included the following steps: (1 US PFCCS consultant and content experts presented PFCCS course to Georgian instructor candidates. (2 Simulation learning principles were taught and basic equipment was acquired. (3 Instructor candidates presented PFCCS to Georgian learners, mentored by PFCCS course consultants. Objective evaluation and debriefing with instructor candidates concluded each visit. Between training visits Georgian instructors translated PFCCS slides to the Georgian language. Six candidates were identified and completed PFCCS instructor training. These Georgian instructors independently presented the PFCCS course to 15 Georgian medical students. Student test scores improved significantly from pretest results (n = 14 (pretest: 38.7 ± 7 vs. posttest 62.7 ± 6, p < 0.05. A Likert-type scale of 1 to 5 (1 = not useful or effective, 5 = extremely useful or effective was used to evaluate each student’s perception regarding (1 relevance of course content to clinical work students

From the chronicle of training of Dukovany NPP staff

International Nuclear Information System (INIS)

2005-01-01

The long way the Dukovany NPP had to go before the plant staff was fully qualified and skilled is described. First the training concept was prepared, then the necessary training facilities were set up, lecturers and instructors were hired and trained, training programmes and training materials were developed, and ultimately the first training course was launched in 1979. A training NPP was constructed and a full-scope simulator of the Dukovany NPP was set up. The current status of organization of NPP staff training by the CEZ utility is highlighted. (author)

Field training

International Nuclear Information System (INIS)

Mumford, G.E.; Hadaway, E.H.

1991-01-01

Individualized, personal training can be used to increase an employee's awareness of the HSE program. Such training can stimulate personal commitment and provide personal skills that can be utilized for the benefit of the overall HSE effort. But, providing such training within our industry can be a difficult task due to the scheduling, travel arrangements, and cost associated with bringing employees from isolated, remote locations to centrally located training facilities. One method of overcoming these obstacles involves the use of field instructors to provide the training at the many, and varied number of individuals can be reached with minimal disruption to their work scheduling or to their time off. In fact, this type of on-site training is already used by some oil companies and drilling contractors with encouraging results. This paper describes one drilling contractor's experiences with such a training program. The results after eight years how that this program not only can provide and efficient, economical means of employee training, but also can have a direct application to employee motivation regarding a company's HSE effort

Cardiopulmonary resuscitation training in Washington state public high schools.

Science.gov (United States)

Reder, Sheri; Quan, Linda

2003-03-01

To determine the best approaches for increasing cardiopulmonary resuscitation (CPR) training opportunities for public high school students, we conducted a statewide survey of all 310 public high schools in Washington State. The findings describe CPR student training currently provided by high schools, barriers to providing, and strategies to increase CPR training of high school students. The response rate was 89% (276 schools) from a combination of mail and telephone surveys; 35% (n=97) reported that they did not provide any CPR student training. Of the 132 schools that provided CPR student training, 23% trained less than 10% of their students, and 39% trained more than 90% of their students. The majority of public high schools, 70%, did not have any teacher trained to teach CPR or had only one teacher with such training. Yet 80% of schools felt that CPR training is best provided in school settings. Schools perceived the greatest benefit of CPR training as providing students with the skill to save a life (43%). The most frequently identified barriers were logistical: limited time to teach the curriculum (24%), lack of funds (16%), and instructor scheduling difficulties (17%). Less than 5% of respondents voiced any opposition to CPR training, and that opposition was for logistical reasons. To increase CPR training, the single best strategies suggested were: increase funding, provide time in the curriculum, have more certified instructors, and make CPR student training a requirement.

The National Teacher Training Institute for Math, Science and Technology: Exemplary Practice in a Climate of Higher Standards.

Science.gov (United States)

Donlevy, James G., Ed.; Donlevy, Tia Rice, Ed.

1999-01-01

Reviews the NTTI (National Teacher Training Institute) for Math, Science and Technology model that trains teachers to use video and Internet resources to enhance math and science instruction. Discusses multimedia methodology; standards-based training; program impact in schools; and lesson plans available on the NTTI Web site. (Author/LRW)

Training of Prospective Managers by Educational Institutions for Strategic Planning at the Stage of Studying for a Master’s Degree

Directory of Open Access Journals (Sweden)

Tamara R. Gumennikova

2015-08-01

Full Text Available In the given article the attention is focused on training of master’s degree students – prospective managers of an enterprise, institution, organization (in the field of education and industrial training for strategic planning by an educational institution.Ways of methodological accompaniment of educational manager’s training for strategic planning are presented. Fragments of systemic work of master’s degree teachers in the plane of the problem under investigation are demonstrated on actual examples.

Engaging Institutional Review Boards in Developing a Brief, Community-Responsive Human Subjects Training for Community Partners.

Science.gov (United States)

Calzo, Jerel P; Bogart, Laura M; Francis, Evelyn; Kornetsky, Susan Z; Winkler, Sabune J; Kaberry, Julie

2016-01-01

Engaging community partners as co-investigators in community-based participatory research (CBPR) requires certification in the rules, ethics, and principles governing research. Despite developments in making human research protection trainings more convenient and standardized (eg, self-paced Internet modules), time constraints and the structure of the content (which may favor academic audiences) may hinder the training of community partners. This paper is motivated by a case example in which academic and community partners, and stakeholders of a community-based organization actively engaged the leadership of a pediatric hospital-based institutional review board (IRB) in implementing a brief, community-responsive human subjects training session. A 2-hour, discussion-based human subjects training was developed via collaborations between the IRB and the community and academic partners. Interviews with trainees and facilitators after the training were used to evaluate its acceptability and possible future applications. Local IRBs have the potential to assist community partners in building sufficient knowledge of human subjects research protections to engage in specific projects, thereby expediting the progress of vital research to address community needs. We propose the need for developing truncated human subjects education materials to train and certify community partners, and creating formally organized entities within academic and medical institutions that specialize in community-based research to guide the development and implementation of alternative human subjects training certification opportunities for community partners.

College Students' Perceptions of Professor/Instructor Bullying: Questionnaire Development and Psychometric Properties.

Science.gov (United States)

Marraccini, Marisa E; Weyandt, Lisa L; Rossi, Joseph S

2015-01-01

This study developed and examined the psychometric properties of a newly formed measure designed to assess professor/instructor bullying, as well as teacher bullying occurring prior to college. Additionally, prevalence of instructor bullying and characteristics related to victims of instructor bullying were examined. Participants were 337 college students recruited in 2012 from a northeastern university. An online questionnaire was administered to college students. A split-half, cross-validation approach was employed for measurement development. The measure demonstrated strong criterion validity and internal consistency. Approximately half of students reported witnessing professor/instructor bullying and 18% reported being bullied by a professor/instructor. Report of teacher bullying occurring prior to college was related to professor/instructor bullying in college, and sex was a moderating variable. College students perceive instructor bullying as occurring but may not know how to properly address it. Prevention efforts should be made by university administrators, faculty, and staff.

The Armstrong Institute: An Academic Institute for Patient Safety and Quality Improvement, Research, Training, and Practice.

Science.gov (United States)

Pronovost, Peter J; Holzmueller, Christine G; Molello, Nancy E; Paine, Lori; Winner, Laura; Marsteller, Jill A; Berenholtz, Sean M; Aboumatar, Hanan J; Demski, Renee; Armstrong, C Michael

2015-10-01

Academic medical centers (AMCs) could advance the science of health care delivery, improve patient safety and quality improvement, and enhance value, but many centers have fragmented efforts with little accountability. Johns Hopkins Medicine, the AMC under which the Johns Hopkins University School of Medicine and the Johns Hopkins Health System are organized, experienced similar challenges, with operational patient safety and quality leadership separate from safety and quality-related research efforts. To unite efforts and establish accountability, the Armstrong Institute for Patient Safety and Quality was created in 2011.The authors describe the development, purpose, governance, function, and challenges of the institute to help other AMCs replicate it and accelerate safety and quality improvement. The purpose is to partner with patients, their loved ones, and all interested parties to end preventable harm, continuously improve patient outcomes and experience, and eliminate waste in health care. A governance structure was created, with care mapped into seven categories, to oversee the quality and safety of all patients treated at a Johns Hopkins Medicine entity. The governance has a Patient Safety and Quality Board Committee that sets strategic goals, and the institute communicates these goals throughout the health system and supports personnel in meeting these goals. The institute is organized into 13 functional councils reflecting their behaviors and purpose. The institute works daily to build the capacity of clinicians trained in safety and quality through established programs, advance improvement science, and implement and evaluate interventions to improve the quality of care and safety of patients.

Research Training, Institutional Support, and Self-Efficacy: Their Impact on Research Activity of Social Workers

Directory of Open Access Journals (Sweden)

Mark Thomas Lynch

2009-11-01

Full Text Available While the expectations for social work practitioners to do research have increased, their involvement is still limited. We know little about what factors influence involvement in research. The present study proposes a theoretical model that hypothesizes research training and institutional support for research as the exogenous variables, research self-efficacy as an intervening variable, and research activity as the endogenous variable. The study tests the model using data collected from a random sample of social workers. To a large degree the data support the model. Research self-efficacy has a significant effect on research activity. It is also an important mediating variable for the effect of institutional support on research activity. Although institutional support for research has no direct effect, it has an indirect effect via self-efficacy on research activity. However, research training has no effect on research activity and self-efficacy in research. The implications of these findings are discussed.

Effectiveness of Mobile Learning on Athletic Training Psychomotor Skill Acquisition

Science.gov (United States)

Davie, Emily; Martin, Malissa; Cuppett, Micki; Lebsack, Denise

2015-01-01

Context: Instruction of psychomotor skills is an important component of athletic training education. Accommodating the varied learning abilities and preferences of athletic training students can be challenging for an instructor initiating skill acquisition in a traditional face-to-face (F2F) environment. Video instruction available on mobile…

Native-English Speaking Instructors Teaching Writing in China

Science.gov (United States)

Liu, Qing; Zhou, Xiaodi; Fu, Danling

2015-01-01

This article presents two separate but related studies on native-English speaking (NES) instructors' teaching writing practice in Chinese universities. One study is a case study that explores the teaching practice of three NES instructors' writing instruction in a southern Chinese university as well as students' responses to their practice.…

Training at Electricite de France

International Nuclear Information System (INIS)

Rippon, S.

1985-01-01

With 41 nuclear power units operating and another 21 units under construction, France is serious about improving personnel training for the 3000 new employees each year. Electricite de France (EdF) takes a paternalistic approach to personnel training and to recruitment and advancement from within the organization. Courses in the training program range from one day to one year in length, and may take place either on or off the site. The author describes the training centers and schedule, but emphasizes the training is an ongoing process. Most instructors come from operating power stations. The courses use simulators to train operators in the use of fault analysis during an emergency. Computer-aided teaching systems are also widely used. 1 figure

Accommodating Oversize and Overweight Loads : Instructor and Student Guide

Science.gov (United States)

2012-08-01

This instructor and student guide is designed to guide the instructor in conveying information at the district level concerning Research Project 0-6404 Accommodating Oversize and Overweight Loads. The specific information focuses on the Bryan D...

College Students’ Perceptions of Professor/Instructor Bullying: Questionnaire Development and Psychometric Properties

Science.gov (United States)

Marraccini, Marisa E.; Weyandt, Lisa L.; Rossi, Joseph S.

2016-01-01

Objective This study developed and examined the psychometric properties of a newly formed measure designed to assess professor/instructor bullying, as well as teacher bullying occurring prior to college. Additionally, prevalence of instructor bullying and characteristics related to victims of instructor bullying were examined. Participants Participants were 337 college students recruited in 2012 from a northeastern university. Methods An online questionnaire was administered to college students. A split-half, cross-validation approach was employed for measurement development. Results The measure demonstrated strong criterion validity and internal consistency. Approximately half of students reported witnessing professor/instructor bullying and 18% reported being bullied by a professor/instructor. Report of teacher bullying occurring prior to college was related to professor/instructor bullying in college, and sex was a moderating variable. Conclusion College students perceive instructor bullying as occurring but may not know how to properly address it. Prevention efforts should be made by university administrators, faculty and staff. PMID:26151235

Designing an Instrument to Identify Instructor Characteristics and Student Reactions in U.S. Marine Corps Vocational Training

Science.gov (United States)

2010-01-01

vocations including: micro-miniature electronics repair, airfield operations, family resource center office manager , U.S. Marine Corps recruiter, CT...39 Saberliner jet-aircraft plane captain, technical formal school instructor, and curriculum course manager . He retired as a Master Sergeant of...as an adjunct professor, septic tank builder and drain field installer, short order cook and waiter , graphic artist, yacht engine repair and dock

Cyber visual training as a new method for the mastery of endoscopic surgery.

Science.gov (United States)

Takiguchi, S; Sekimoto, M; Yasui, M; Miyata, H; Fujiwara, Y; Yasuda, T; Yano, M; Monden, M

2005-09-01

We devised a new method incorporating cyber visual training whereby novices in endoscopic surgery are instructed via repetition of a video-recorded procedure. We then conducted a study designed to investigate the impact of this cyber visual training on the mastery of intracorporeal knot-tying as an endoscopic technique. For the cyber visual training a 10-min video of the same procedure was replayed at normal, slow, and rapid speeds or presented in a series of still images. The training was undertaken by 36 medical students and 1st year trainee doctors who had had no experience of endoscopic surgery. They were divided into three groups, each of all received the same introductory lecture. Group A was only given training with the instructor for 15 min. Group B trained with the instructor for 15 min and was allowed self-training for 10 min. Group C viewed the cyber video beforehand and then underwent training with the instructor for 15 min. For all participants, the time required to complete a knot-tying task was measured and the level of endoscopic skill before and after the training was assessed using a virtual reality system the minimally Invasive Surgical Trainer-Virtual Reality (MIST-VR), in terms of the following three parameters: time, errors, and efficiency of hand movements. The Steel-Dwass test was used to evaluate the differences among the three groups in task performance. Group C completed the knot-tying task faster than group A (p = 0.0375), but there were significant differences between groups A and B and groups B and C. There were no significant differences in the parameters assessed using the MIST-VR. Our new concept of cyber visual training is effective for mastering the knot-tying technique. This type of training should be widely applicable to other procedures, such as dissection, clipping, and hemostasis.

Instructor satisfaction with a technology-based resource for diabetes education.

Science.gov (United States)

Hall, Deanne L; Corman, Shelby L; Drab, Scott R; Meyer, Susan M; Smith, Randall B

2009-05-27

To evaluate instructor use patterns and satisfaction with DM Educate, a comprehensive, Web-based diabetes course. Instructors completed a post-course survey instrument to assess their use of course materials and components, as well as satisfaction with the course content, design, and technology utilized, and to solicit their suggestions for additional content areas. Thirty-eight percent of respondents utilized DM Educate as a standalone elective and 62% had integrated materials into existing courses. The pharmacotherapy module was the most utilized at 91% and slide sets were the most utilized course components at 63%. All instructors stated that they would use the course again the following year. Suggestions for improvement included incorporation of more active-learning activities and patient cases. Instructors' were highly satisfied with the course materials and technology used by DM Educate, a Web-based diabetes education course, and indicated they were able to customize the course materials both to establish new courses and supplement existing courses. All instructors planned to use the course again.

Marketing and Distribution: What About Training Plans in the DE Project Laboratory?

Science.gov (United States)

Snyder, Ruth

1977-01-01

Managing a distributive education (DE) laboratory is a challenge. The laboratory is the simulated training station, with the instructor taking on the role of employer, managing student activities and learning. One tool to be utilized in managing a DE laboratory is a training plan. This article discusses the need for student training plans and the…

Overview of graduate training program of John Adams Institute for Accelerator Science

Science.gov (United States)

Seryi, Andrei

The John Adams Institute for Accelerator Science is a center of excellence in the UK for advanced and novel accelerator technology, providing expertise, research, development and training in accelerator techniques, and promoting advanced accelerator applications in science and society. We work in JAI on design of novel light sources upgrades of 3-rd generation and novel FELs, on plasma acceleration and its application to industrial and medical fields, on novel energy recovery compact linacs and advanced beam diagnostics, and many other projects. The JAI is based on three universities - University of Oxford, Imperial College London and Royal Holloway University of London. Every year 6 to 10 accelerators science experts, trained via research on cutting edge projects, defend their PhD thesis in JAI partner universities. In this presentation we will overview the research and in particular the highly successful graduate training program in JAI.

Rooting Out Aberrant Behavior in Training.

Science.gov (United States)

Kokalis, Jerry, Jr.; Paquin, Dave

1989-01-01

Discusses aberrant, or disruptive, behavior in an industrial/business, classroom-based, instructor-led training setting. Three examples of aberrant behavior are described, typical case studies are provided for each, and preventive (long-term) and corrective (on-the-spot) strategies for dealing with the problems are discussed. (LRW)

A Survey of Principles Instructors: Why Lecture Prevails

Science.gov (United States)

Goffe, William L.; Kauper, David

2014-01-01

For many years, surveys have shown that lecture is the dominant method for teaching principles of economics (Watts and Schaur 2011; Watts and Becker 2008; Becker and Watts 1996, 2001a, b). The authors confirm this and augment it by asking why principles instructors teach the way they do. The respondents, 340 principles instructors at the 2012…

Development of a virtual reality training system. An application to emergency response in radioactive materials transport

International Nuclear Information System (INIS)

Watabe, Naohito

2003-01-01

A virtual reality (VR) training system was developed for the purpose of confirming the applicability of virtual reality on training systems for emergency response of radioactive materials transport. This system has following features; 1) Accident scenarios were derived from an event tree analysis. 2) Instructors can edit the training scenario. 3) Three VR scenes were prepared: vehicle and equipment checks, vehicle travel on an expressway, and emergency response in a tunnel fire accident. 4) every action by users is recorded automatically. 5) Instructors and users hold briefing session after the training, and they can review and confirm the results with VR animation. 6) A support database is provided for the convenience of users. The applicability of the system was validated through some trial applications and demonstrations. (author)

Nuclear-related training and education offered by academic institutions (less than baccalaureate degree) (preliminary)

International Nuclear Information System (INIS)

Howard, L.

1981-11-01

This study presents the results of a survey of academic institutions offering nuclear-related training and education at the less than baccalaureate degree level. The scope of the survey includes only those programs which have a nuclear power industry application, and excludes all programs which are affiliated with nuclear medicine. The survey instrument was distributed by the Institute of Nuclear Power Operations to 262 academic institutions. The survey universe was compiled from a number of publications that listed nuclear-related academic programs. Since the initial mailing in May 1981, ten of the institutions have been determined to no longer exist and eight other listings have been identified as duplications, thus reducing the universe to 244 institutions. Fifty-five percent of the survey population (134 institutions) responded to the questionnaire, of which 45 percent (109) were out of the survey scope and 10 percent (25) indicated they offered less than baccalaureate degree, nuclear-related programs

The effect of peer-group size on the delivery of feedback in basic life support refresher training: a cluster randomized controlled trial.

Science.gov (United States)

Cho, Youngsuk; Je, Sangmo; Yoon, Yoo Sang; Roh, Hye Rin; Chang, Chulho; Kang, Hyunggoo; Lim, Taeho

2016-07-04

Students are largely providing feedback to one another when instructor facilitates peer feedback rather than teaching in group training. The number of students in a group affect the learning of students in the group training. We aimed to investigate whether a larger group size increases students' test scores on a post-training test with peer feedback facilitated by instructor after video-guided basic life support (BLS) refresher training. Students' one-rescuer adult BLS skills were assessed by a 2-min checklist-based test 1 year after the initial training. A cluster randomized controlled trial was conducted to evaluate the effect of student number in a group on BLS refresher training. Participants included 115 final-year medical students undergoing their emergency medicine clerkship. The median number of students was 8 in the large groups and 4 in the standard group. The primary outcome was to examine group differences in post-training test scores after video-guided BLS training. Secondary outcomes included the feedback time, number of feedback topics, and results of end-of-training evaluation questionnaires. Scores on the post-training test increased over three consecutive tests with instructor-led peer feedback, but not differ between large and standard groups. The feedback time was longer and number of feedback topics generated by students were higher in standard groups compared to large groups on the first and second tests. The end-of-training questionnaire revealed that the students in large groups preferred the smaller group size compared to their actual group size. In this BLS refresher training, the instructor-led group feedback increased the test score after tutorial video-guided BLS learning, irrespective of the group size. A smaller group size allowed more participations in peer feedback.

Computer training aids for nuclear operator training

International Nuclear Information System (INIS)

Phillips, J.G.P.; Binns, J.B.H.

1983-01-01

The Royal Navy's Nuclear Propulsion School at HMS SULTAN which is responsible for training all ratings and officers who operate Submarine Pressurised Water Reactor plants, has available a varied selection of classroom simulator training aids as well as purpose built Submarine Manoeuvring Room simulators. The use of these classroom training aids in the twelve months prior to Autumn 1981 is discussed. The advantages and disadvantages of using relatively expensive computer based aids to support classroom instruction for students who do not investigate mathematically the dynamics of the Reactor Plant are identified. The conclusions drawn indicate that for students of limited academic ability the classroom simulators are disproportionately expensive in cost, maintenance load, and instructional time. Secondly, the experience gained in the use of the Manoeuvring Room Simulators to train future operators who have just finished the academic phase of their training is outlined. The possible pitfalls for the instructor are discussed and the lessons learnt, concluding that these simulators provide a valuable substitute for the live plant enabling trainees to be brought up to a common standard and reducing their on job training time to an acceptable level. (author)

Institutos Superiores de Formacion Docente: Profesorado de Nivel Elemental (Higher Institutes for Teacher Training: Elementary School Teachers).

Science.gov (United States)

Ministerio de Cultura y Educacion, Buenos Aires (Argentina). Centro National de Documentacion e Informacion Educativa.

This booklet describes and explains the Argentine educational reform, instituted in March 1971, concerning the training of elementary school teachers in institutions of higher learning. The legislation cited here establishes areas of study and qualifications. The document also contains a discussion of previous teacher education and the bases and…

Instructor Perceptions of Plagiarism: Are We Finding Common Ground?

Science.gov (United States)

Bennett, Kymberley K.; Behrendt, Linda S.; Boothby, Jennifer L.

2011-01-01

This study examined instructor views of what constitutes plagiarism. The authors collected questionnaire data from 158 participants recruited through three teaching-related electronic listservs. Results showed that most participants agreed that behaviors that claim credit for someone else's work constituted plagiarism. Instructors differed in…

A facility for training Space Station astronauts

Science.gov (United States)

Hajare, Ankur R.; Schmidt, James R.

1992-01-01

The Space Station Training Facility (SSTF) will be the primary facility for training the Space Station Freedom astronauts and the Space Station Control Center ground support personnel. Conceptually, the SSTF will consist of two parts: a Student Environment and an Author Environment. The Student Environment will contain trainers, instructor stations, computers and other equipment necessary for training. The Author Environment will contain the systems that will be used to manage, develop, integrate, test and verify, operate and maintain the equipment and software in the Student Environment.

Using clinical caring journaling: nursing student and instructor experiences.

Science.gov (United States)

Kuo, Chien-Lin; Turton, Michael; Cheng, Su-Fen; Lee-Hsieh, Jane

2011-06-01

Journaling has been incorporated into many nursing courses as an active reflective teaching strategy that can facilitate the learning process, personal growth, and professional development of students. There is limited research support of journaling as an appropriate tool to promote reflection for the purpose of learning caring in nursing education. The aim of this study was to explore the experiences and perceptions of student nurses and instructors who use clinical caring journaling (CCJ) in their clinical practicum. Researchers used a descriptive qualitative research design. The study population was 880 senior student nurses and 90 clinical instructors from a nursing program at a university in Taiwan who used CCJ. After completion of 1 year of clinical practicum, 16 students and 7 instructors participated voluntarily in focus group interviews. Researchers used content analysis to sort interview data into themes. Six themes were categorized that encapsulated student and instructor experiences and perceptions regarding using CCJ in their clinical practicum. These themes were guiding caring behavior toward patients, enabling students' reflective caring abilities, building up students' self-confidence, increasing interaction between students and instructors, enhancing students' self-development, and overcoming writing difficulty. Research findings may serve as a reference for nursing educators to use CCJ strategy in student nurses' clinical practicum.

Airline Crew Training

Science.gov (United States)

1989-01-01

The discovery that human error has caused many more airline crashes than mechanical malfunctions led to an increased emphasis on teamwork and coordination in airline flight training programs. Human factors research at Ames Research Center has produced two crew training programs directed toward more effective operations. Cockpit Resource Management (CRM) defines areas like decision making, workload distribution, communication skills, etc. as essential in addressing human error problems. In 1979, a workshop led to the implementation of the CRM program by United Airlines, and later other airlines. In Line Oriented Flight Training (LOFT), crews fly missions in realistic simulators while instructors induce emergency situations requiring crew coordination. This is followed by a self critique. Ames Research Center continues its involvement with these programs.

Dynamic environment for training for maintenance

International Nuclear Information System (INIS)

Sanchez, F.; Gonzalez, F.; Marti, F.

2001-01-01

The governing board of TECNATOM approved a project for creating a maintenance training center in 1995. The objective was to cover training necessities identified in the maintenance area, mainly in issues related with continuous training, recycling and professional development. A team of instructors in the 3 specialties: mechanical, electrical and instrumentation, was selected. Written training material has been developed. New facilities and adequate mock-ups for training has been acquired, more than 100 didactical units have been developed. The mock-ups are real components from nuclear power plants, they have been adapted to fulfill the didactical function. New courses and mock-ups are being developed as new customer necessities are being identified. (A.C.)

Dynamic environment for training for maintenance

Energy Technology Data Exchange (ETDEWEB)

Sanchez, F.; Gonzalez, F.; Marti, F. [Tecnatom, s.a., Madrid (Spain)

2001-07-01

The governing board of TECNATOM approved a project for creating a maintenance training center in 1995. The objective was to cover training necessities identified in the maintenance area, mainly in issues related with continuous training, recycling and professional development. A team of instructors in the 3 specialties: mechanical, electrical and instrumentation, was selected. Written training material has been developed. New facilities and adequate mock-ups for training has been acquired, more than 100 didactical units have been developed. The mock-ups are real components from nuclear power plants, they have been adapted to fulfill the didactical function. New courses and mock-ups are being developed as new customer necessities are being identified. (A.C.)

The Effect of Some Constraints on Mathematics Instructors' Problem ...

African Journals Online (AJOL)

This study was designed to examine the effect of perceived constraints on four universities mathematics department instructors' classroom practices of problem solving in teaching mathematics. To this end, the target population of the study includes mathematics instructors in the Amhara Regional state universities. From a ...

Professional Ethical Competence in nursing: the role of nursing instructors.

Science.gov (United States)

Borhani, Fariba; Alhani, Fatemeh; Mohammadi, Easa; Abbaszadeh, Abbas

2010-01-01

Teaching ethics to nurses leads to their involvement in providing high quality care, enable them to duly encounter ethical issues. One of the key elements of educational systems is nursing instructors. Even though lots of studies show the role of instructors in students' learning, their role in promotion of professional ethics has been attended to less. The objective of this study is surveying the experience of nursing students with respect to the role of instructors in promotion of professional ethics. This qualitative study enrolled 15 undergraduate nursing students from three nursing schools in Teheran whom depth interview was performed. The interview was semi-structured with open ended questions. The analysis was accomplished by use of qualitative content-analysis method. Data analysis demonstrated 2 main themes and 7 subcategories in regard to the role of instructors in promotion of professional ethics in nursing students including: 1) the effective professional role model 2) facilitating creative learning. The effective professional role model encompasses individual characteristics and beliefs, clinical skills and professional commitment of role model. Creative learning facilitates by encouraging critical thinking and decision-making, Providing supportive learning conditions, providing proper space for sharing knowledge followed by evaluation and creative feedback. The findings of this study provides a background for strengthening the role of instructors in promotion of professional ethics with more emphasis on research which increase capability of instructors at nursing education centers.

Personality differences in high risk sports amateurs and instructors.

Science.gov (United States)

Watson, Alison E; Pulford, Briony D

2004-08-01

This study investigated the personality differences of 21 amateurs and 20 instructors who participated in the high risk sports of skydiving, hang-gliding, paragliding, scuba diving, microlighting, and rock climbing, versus those who did not. 38 men and 28 women (M age=32.6 yr., SD= 10.0) were assessed using the Eysenck Personality Questionnaire-Revised, the General Health Questionnaire, the Generalised Self-efficacy Scale, and a Type A/B personality measure. Instructors and Amateurs scored significantly higher on Extroversion and lower on Neuroticism than Nonparticipants; however, they differed from each other on the General Health Questionnaire and Type A/B personality scores. Amateurs scored significantly higher on Psychoticism and Self-efficacy than Instructors and Nonparticipants. In conclusion, these test scores suggest that people who are attracted to high risk sports tend to be at the extroverted and emotionally stable end of the scale, with a tendency to exhibit Type A characteristics; however, Instructors' scores on Psychoticism and Self-efficacy are more akin to those of Nonparticipants.

Characteristics of Effective EFL Instructors: Language Teachers’ Perceptions Versus Learners’ Perceptions

Directory of Open Access Journals (Sweden)

Negar Hajizadeh

2014-01-01

Full Text Available Improving the field of foreign language teaching without improving the qualities of the teachers seems impossible. This attempt, at first hand, requires recognizing the qualities of effective EFL teachers. The aim of this study was to find what foreign language instructors perceive to be the most important characteristics of a successful EFL teacher. In addition, the teachers’ perception was compared to that of learners’ to see whether there were discrepancies between the two groups’ perceptions regarding the preferable characteristics of an effective English language instructors or not. A 58-item questionnaire was administered to teachers at a prominent language institute in Iran. This questionnaire was divided into eight sections and addressed issues relating to teachers’ personal qualities, command in English, teaching methods and evaluation methods they used within the class, mastery over teaching, teacher-student relation, class management and finally language skills management. Teachers were asked to specify the importance of each item in the questionnaire using terms like not important at all, somehow important, important and finally very important. Basic statistics were used to convert the qualitative results into quantitative ones for easier comparison. Interestingly however, the study revealed that the students’ perceptions and teachers’ perceptions do not differ in major ways although there are slight discrepancies.

Disaster response team FAST skills training with a portable ultrasound simulator compared to traditional training: pilot study.

Science.gov (United States)

Paddock, Michael T; Bailitz, John; Horowitz, Russ; Khishfe, Basem; Cosby, Karen; Sergel, Michelle J

2015-03-01

Pre-hospital focused assessment with sonography in trauma (FAST) has been effectively used to improve patient care in multiple mass casualty events throughout the world. Although requisite FAST knowledge may now be learned remotely by disaster response team members, traditional live instructor and model hands-on FAST skills training remains logistically challenging. The objective of this pilot study was to compare the effectiveness of a novel portable ultrasound (US) simulator with traditional FAST skills training for a deployed mixed provider disaster response team. We randomized participants into one of three training groups stratified by provider role: Group A. Traditional Skills Training, Group B. US Simulator Skills Training, and Group C. Traditional Skills Training Plus US Simulator Skills Training. After skills training, we measured participants' FAST image acquisition and interpretation skills using a standardized direct observation tool (SDOT) with healthy models and review of FAST patient images. Pre- and post-course US and FAST knowledge were also assessed using a previously validated multiple-choice evaluation. We used the ANOVA procedure to determine the statistical significance of differences between the means of each group's skills scores. Paired sample t-tests were used to determine the statistical significance of pre- and post-course mean knowledge scores within groups. We enrolled 36 participants, 12 randomized to each training group. Randomization resulted in similar distribution of participants between training groups with respect to provider role, age, sex, and prior US training. For the FAST SDOT image acquisition and interpretation mean skills scores, there was no statistically significant difference between training groups. For US and FAST mean knowledge scores, there was a statistically significant improvement between pre- and post-course scores within each group, but again there was not a statistically significant difference between

Nursing Students’ Perceptions on Characteristics of an Effective Clinical Instructor

Directory of Open Access Journals (Sweden)

Joan E. Niederriter PhD, MSN, CMSRN, RN-BC

2017-01-01

Full Text Available Purpose To identify characteristics and teaching techniques of effective clinical instructors that can be utilized or implemented to improve the student nurse clinical experience. Background The clinical instructor is an integral part of a quality clinical experience. They help students transfer didactic information to the practice setting. The clinical nursing experience is a vital component in the developmental process of the nursing student. Research has been done on this subject, but gaps remain. The need for a more in-depth understanding of students’ perceptions of the characteristics and teaching techniques that best aid their comprehension and learning will help instructors to maximize student learning experiences in the practice setting. Method This qualitative research study utilized the phenomenological research method. Three open-ended questions were posed to 14 nursing students to identify the characteristics and teaching techniques they believed comprised an effective clinical instructor. Individual interviews were conducted and transcribed interviews were reviewed to identify common themes. Three faculty members provided member checking to prevent bias by reviewing the transcribed interviews for common themes. Findings Participants identified four main themes which include a trusting relationship, experience or knowledge, coach, and role model. The students found that they gained more knowledge, developed more critical thinking, and felt more confident with instructors who utilized characteristics and techniques from these four areas. Conclusion Clinical instructors play an important role in preparing the student nurse in becoming a competent nurse in the practice setting. This information can be used to provide a foundation in creating an educational opportunity to inform nurse educators in the ways to become a more effective clinical instructor.

College Students' Perceptions of Professor/Instructor Bullying: Questionnaire Development and Psychometric Properties

Science.gov (United States)

Marraccini, Marisa E.; Weyandt, Lisa L.; Rossi, Joseph S.

2015-01-01

Objective: This study developed and examined the psychometric properties of a newly formed measure designed to assess professor/instructor bullying, as well as teacher bullying occurring prior to college. Additionally, prevalence of instructor bullying and characteristics related to victims of instructor bullying were examined. Participants:…

Instructor Misbehaviors as Digital Expectancy Violations: What Students Despise and What They Let Slide

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MacArthur, Brenda L.; Villagran, Melinda M.

2015-01-01

This study examines students' motives for communicating with their instructors when the instructor exhibits inappropriate or unprofessional online behavior. To understand the relationship between what we call instructors' digital expectancy violations and students' motives for communicating with instructors, students' levels of task, social, and…

The Therapeutic Function of the Instructor in Abnormal Psychology.

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Halgin, Richard P.

1982-01-01

Describes three main types of therapeutic problems which college instructors of abnormal psychology courses may encounter with their students. Students may seek the instructor's assistance in helping a relative or acquaintance or for self-help. Often a student may not seek help but may display pathological behavior. (AM)

"Back-Stage" Dissent: Student Twitter Use Addressing Instructor Ideology

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Linvill, Darren L.; Boatwright, Brandon C.; Grant, Will J.

2018-01-01

In this content analysis, we explored how students address instructor ideology in the university classroom through the social media platform Twitter. We employed Boolean search operators through Salesforce Marketing Cloud Radian6 software to gather tweets and identified English language tweets by how students referenced their instructor's…

Professional Learning of Instructors in Vocational and Professional Education

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Hoekstra, Annemarieke; Kuntz, Jeff; Newton, Paul

2018-01-01

This article presents insights from a study into instructor professional learning in vocational and professional education (VPE) in Canada. While most studies on instructor learning focus on learning through formal professional development programmes, this study specifically focuses on professional learning as it happens in day-to-day practice.…

Phenomenology and course of severe accidents in PWR-plants training by teaching and demonstration

International Nuclear Information System (INIS)

Sonnenkalb, M.; Rohde, J.

1999-01-01

A special one day training course on 'Phenomenology and Course of Severe Accidents in PWR-Plants' was developed at GRS initiated by the interest of German utilities. The work was done in the frame of projects sponsored by the German Ministries for Environment, Nature Conservation and Nuclear Safety (BMW) and for Education, Science, Research and Technology (BMBF). In the paper the intention and the subject of this training course are discussed and selected parts of the training course are presented. Demonstrations are made within this training course with the GRS simulator system ATLAS to achieve a broader understanding of the phenomena discussed and the propagation of severe accidents on a plant specific basis. The GRS simulator system ATLAS is linked in this case to the integral code MELCOR and pre-calculated plant specific severe accident calculations are used for the demonstration together with special graphics showing plant specific details. Several training courses have been held since the first one in November, 1996 especially to operators, shift personal and the management board of a German PWR. In the meantime the training course was updated and suggestions for improvements from the participants were included. In the future this training course will be made available for members of crisis teams, instructors of commercial training centres and researchers of different institutions too. (author)

Fostering improved anatomy and physiology instructor pedagogy.

Science.gov (United States)

Mattheis, Allison; Jensen, Murray

2014-12-01

Despite widespread calls for reform in undergraduate science, technology, engineering, and mathematics education, effecting lasting change in instructor practice is challenging to achieve. This article describes the results of a 2-yr research study that involved efforts to develop the pedagogical expertise of a group of anatomy and physiology instructors at the college level. Data were collected through a series of individual interviews that included the use of the Teacher Beliefs Inventory questionnaire (23) along with observations onsite in participants' college classrooms and at process-oriented guided inquiry learning (POGIL) curriculum writing workshops. Findings indicated attitudinal shifts on the part of participants from teacher-centered to more student-centered pedagogy and supported the benefits of long-term professional development for instructors. Here, we documented the successful progress of these professors as they participated in a curriculum development process that emphasized student-centered teaching with the goal of promoting broader change efforts in introductory anatomy and physiology. Copyright © 2014 The American Physiological Society.

76 FR 78141 - Pilot, Flight Instructor, and Pilot School Certification; Technical Amendment

Science.gov (United States)

2011-12-16

...-26661; Amdt. No. 61-129] RIN 2120-AI86 Pilot, Flight Instructor, and Pilot School Certification... requirements for pilots, flight instructors, ground instructors, and pilot schools. This document corrects an... a practical test for the issuance of a sport pilot certificate in a light-sport aircraft other than...

Instructor Strategic Ambiguity: Delineation of the Construct and Development of a Measure

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Klyukovski, Andrei A.; Medlock-Klyukovski, Amanda L.

2016-01-01

This article presents research to delineate the construct of instructor strategic ambiguity (ISA) and develop a measure. The first study analyzed instructor uses of ambiguity, identified 18 strategies, and classified them into four categories. The second study developed an Instructor Strategic Ambiguity Measure (ISAM) for the college classroom.…

Manpower development for safe operation of nuclear power plant. China. Simulator training for instructions. Activity: 2.1.4-Task-16. Technical report

International Nuclear Information System (INIS)

Han, Dong Hyun; Song, Suk Ill.

1996-01-01

By the request of the Qinshan Nuclear Power training center, Korea Electric Power Company (KEPCO) expert team visited the Qinshan Nuclear Power Training Center during October 7-21, 1996. The purpose of the visiting was as follows: To give some ideas, through KEPCO KNTC training experiences about operator training programme including simulator training - how to improve simulator instructors' training skill and knowledge; how to conduct classroom and simulator lectures; how to prepare lesson note for lectures; how to make the trainees evaluation; how to course analyze and feed back; how to make scenario for simulator training. To fulfill above purposes, the expert team used KNTC procedures, 1996 KNTC training plan, development and qualification for instructor, simulator training and evaluation, control and preparedness of lesson notes. These procedures were used only to establish the framework for Qinshan nuclear training center's procedures

A companion agent for automated training systems

NARCIS (Netherlands)

Buiël, E.F.T.; Lubbers, J.

2007-01-01

TNO Defence, Security & Safety has a long history of applied research in the area of automated simulator-based training by means of Computer-Assisted Instruction (CAI). Traditionally, a CAI system does not enable a true dialogue between the learner and the virtual instructor. Most frequently, the

Automated Accounting. Instructor Guide.

Science.gov (United States)

Moses, Duane R.

This curriculum guide was developed to assist business instructors using Dac Easy Accounting College Edition Version 2.0 software in their accounting programs. The module consists of four units containing assignment sheets and job sheets designed to enable students to master competencies identified in the area of automated accounting. The first…

Astronaut training in view of the future: A Columbus payload instructor perspective

Science.gov (United States)

Aguzzi, Manuela; Bosca, Riccardo; Müllerschkowski, Uwe

2010-02-01

In early 2008 the Columbus module was successfully attached to the ISS. Columbus is the main European contribution to the on-board scientific activity, and is the result of the interdisciplinary effort of European professionals involved from the concept to the utilisation of the laboratory. Astronauts from different Space Agencies have been trained to operate the scientific payloads aboard Columbus, in order to return fundamental data to the scientific community. The aim of this paper is to describe the current activity of the Columbus Payload Training Team (as part of the European Astronaut Centre of ESA) and from this experience derive lessons learned for the future training development, in view of long-term missions. The general structure of the training is described. The Columbus Payload Training Team activity is outlined and the process of the lesson development (Instructional System Design) is briefly described. Finally the features of the training process that can become critical in future scenario are highlighted.

Workplace Literacy Teacher Training: The Context.

Science.gov (United States)

Harrington, Lois G.; And Others

These three learning guides comprise one of four packages in the Workplace Literacy Teacher Training series that provides information and skills necessary for the user to become a successful instructor in an effective workplace literacy program. The guides in this package look at the unique environment and culture involved in providing education…

Factors Hindering the Integration of CALL in a Tertiary Institution

Directory of Open Access Journals (Sweden)

Izaham Shah Ismail

2008-12-01

Full Text Available The field of Computer Assisted Language Learning (CALL is a field that is constantly evolving as it is very much dependent on the advancement of computer technologies. With new technologies being invented almost every day, experts in the field are looking for ways to apply these new technologies in the language classroom. Despite that, teachers are said to be slow at adopting technology in their classrooms and language teachers, whether at schools or tertiary institutions, are no exception. This study attempts to investigate the factors that hinder ESL instructors at an institution of higher learning from integrating CALL in their lessons. Interviews were conducted with five ESL instructors and results revealed that factors which hinder them from integrating CALL in their teaching are universal factors such as knowledge in technology and pedagogy, computer facilities and resources, absence of exemplary integration of CALL, personal beliefs on language teaching, views on the role of a computers as teacher, and evaluation of learning outcomes.

Sustainable transportation : technology, engineering, and science - summer camp instructor's guide.

Science.gov (United States)

2014-03-01

This document reproduces the instructors guide for a ten day transportation engineering summer camp that was held at the University of Idaho in July 2013. The instructors guide is split into three units: Unit 1: Vehicle Technology, Unit 2: Traf...

College Instructors' Preparedness for Innovative Transformations in Higher Education

Science.gov (United States)

Krasinskaia, L. F.

2012-01-01

Survey data show that instructors are aware of the need for changes in Russian higher education, but are rather demoralized by the difficult social and professional situation in which they work. And so, given the current functioning of higher education, a number of demotivating factors have an influence on instructors' satisfaction with their work…

Nursing students' perspectives on clinical instructors' effective teaching strategies: A descriptive study.

Science.gov (United States)

Valiee, Sina; Moridi, Glorokh; Khaledi, Shahnaz; Garibi, Fardin

2016-01-01

An important factor contributing to the quality of clinical education is instructors' teaching performance. The aim of this study was to identify clinical instructors' most effective teaching strategies from nursing and midwifery students' perspectives. This was a descriptive cross-sectional study. All third- and fourth-year bachelor's nursing and midwifery students studying at the Nursing and Midwifery Faculty of Kurdistan University of Medical Sciences were recruited to the study by using the census method. The study instrument consisted of a demographic questionnaire and the self-report 30-item Clinical Instructors' Effective Teaching Strategies Inventory. The SPSS v.16.0 was used for data analysis. The most effective teaching strategies of clinical instructors from nursing and midwifery students' perspectives were respectively 'treating students, clients, and colleagues with respect' and 'being eager for guiding students and manage their problems'. Clinical instructors need to be eager for education and also be able to establish effective communication with students. Empowering clinical instructors in specialized and technical aspects of clinical education seems necessary. Copyright © 2015 Elsevier Ltd. All rights reserved.

Agricultural production - Phase 2. Indonesia. National training course on ELISA for seradiagnosis of animal diseases (4)

International Nuclear Information System (INIS)

Spencer, T.

1992-01-01

This report details and UNDP/FAO/IAEA consultancy undertaken from Monday 13 February to Saturday 25 February 1989. The purpose of the consultancy was to provide practical and theoretical training to Indonesian scientists in ELISA technology. This occurred under the program title of ''National Training Course on the Use of ELISA for Serodiagnosis of Animal Diseases, with Emphasis on Brucellosis''. The course was held in the Bacteriology Department, Research Institute for Veterinary Sciences (Balitvet), Bogor, Indonesia. The majority of the 19 participants came from the Regional Disease Investigation Centre Laboratories within Indonesia. The principal course instructor was Dr. Richard Jacobson who was assisted by Dr. Larry McClure, Dr. Susan Sutherland, Dr. Mark Eisler, Dr. Barry Patten and myself. The course concluded with a one day seminar organized by BATAN, DITKESWAN and BALITVET entitled ''Bovine Brucellosis: A Challenging Disease for Indonesia'' which was attended by approximately fifty people. Refs and tabs

[Training of institutional research networks as a strategy of improvement].

Science.gov (United States)

Galván-Plata, María Eugenia; Almeida-Gutiérrez, Eduardo; Salamanca-Gómez, Fabio Abdel

2017-01-01

The Instituto Mexicano del Seguro Social (IMSS) through the Coordinación de Investigación en Salud (Health Research Council) has promoted a strong link between the generation of scientific knowledge and the clinical care through the program Redes Institucionales de Investigación (Institutional Research Network Program), whose main aim is to promote and generate collaborative research between clinical, basic, epidemiologic, educational, economic and health services researchers, seeking direct benefits for patients, as well as to generate a positive impact on institutional processes. All of these research lines have focused on high-priority health issues in Mexico. The IMSS internal structure, as well as the sufficient health services coverage, allows the integration of researchers at the three levels of health care into these networks. A few years after their creation, these networks have already generated significant results, and these are currently applied in the institutional regulations in diseases that represent a high burden to health care. Two examples are the National Health Care Program for Patients with Acute Myocardial Infarction "Código Infarto", and the Early Detection Program on Chronic Kidney Disease; another result is the generation of multiple scientific publications, and the promotion of training of human resources in research from the same members of our Research Networks. There is no doubt that the Coordinación de Investigación en Salud advances steadily implementing the translational research, which will keep being fruitful to the benefit of our patients, and of our own institution.

The impact of instructor pedagogy on college calculus students' attitude toward mathematics

Science.gov (United States)

Sonnert, Gerhard; Sadler, Philip M.; Sadler, Samuel M.; Bressoud, David M.

2015-04-01

College calculus teaches students important mathematical concepts and skills. The course also has a substantial impact on students' attitude toward mathematics, affecting their career aspirations and desires to take more mathematics. This national US study of 3103 students at 123 colleges and universities tracks changes in students' attitudes toward mathematics during a 'mainstream' calculus course while controlling for student backgrounds. The attitude measure combines students' self-ratings of their mathematics confidence, interest in, and enjoyment of mathematics. Three major kinds of instructor pedagogy, identified through the factor analysis of 61 student-reported variables, are investigated for impact on student attitude as follows: (1) instructors who employ generally accepted 'good teaching' practices (e.g. clarity in presentation and answering questions, useful homework, fair exams, help outside of class) are found to have the most positive impact, particularly with students who began with a weaker initial attitude. (2) Use of educational 'technology' (e.g. graphing calculators, for demonstrations, in homework), on average, is found to have no impact on attitudes, except when used by graduate student instructors, which negatively affects students' attitudes towards mathematics. (3) 'Ambitious teaching' (e.g. group work, word problems, 'flipped' reading, student explanations of thinking) has a small negative impact on student attitudes, while being a relatively more constructive influence only on students who already enjoyed a positive attitude toward mathematics and in classrooms with a large number of students. This study provides support for efforts to improve calculus teaching through the training of faculty and graduate students to use traditional 'good teaching' practices through professional development workshops and courses. As currently implemented, technology and ambitious pedagogical practices, while no doubt effective in certain classrooms, do

CAI and training system for the emergency operation procedure in the advanced thermal reactor, FUGEN

International Nuclear Information System (INIS)

Kozaki, T.; Imanaga, K.; Nakamura, S.; Maeda, K.; Sakurai, N.; Miyamoto, M.

2003-01-01

In the Advanced Thermal Reactor (ATR ) of the JNC, 'FUGEN', a symptom based Emergency Operating Procedure (EOF) was introduced in order to operate Fugen more safely and it became necessary for the plant operators to master the EOF. However it took a lot of time for the instructor to teach the EOP to operators and to train them. Thus, we have developed a Computer Aided Instruction (CAI) and Training System for the EOP, by which the operators can learn the EOP and can be trained. This system has two major functions, i.e., CAI and training. In the CAI function, there are three learning courses, namely, the EOP procedure, the simulation with guidance and Q and A, and the free simulation. In the training function, all of necessary control instruments (indicators, switches, annunciators and so forth) and physics models for the EOP training are simulated so that the trainees can be trained for all of the EOPs. In addition, 50 kinds of malfunction models are installed in order to perform appropriate accident scenarios for the EOP. The training of the EOP covers the range from AOO (Anticipated Operational Occurrence) to Over-DBAs (Design Based Accidents). This system is built in three personal computers that are connected by the computer network. One of the computers is expected to be used for the instructor and the other two are for the trainees. The EOP is composed of eight guidelines, such as 'Reactor Control' and 'Depression and Cooling', and the operation screens which are corresponded to the guidelines are respectively provided. According to the trial, we have estimated that the efficiency of the learning and the training would be improved about 30% for the trainee and about 75% for the instructor in the actual learning and training. (author)

Prehospital care training in a rapidly developing economy: a multi-institutional study.

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Vyas, Dinesh; Hollis, Michael; Abraham, Rohit; Rustagi, Neeti; Chandra, Siddharth; Malhotra, Ajai; Rajpurohit, Vikas; Purohit, Harshada; Pal, Ranabir

2016-06-01

The trauma pandemic is one of the leading causes of death worldwide but especially in rapidly developing economies. Perhaps, a common cause of trauma-related mortality in these settings comes from the rapid expansion of motor vehicle ownership without the corresponding expansion of national prehospital training in developed countries. The resulting road traffic injuries often never make it to the hospital in time for effective treatment, resulting in preventable disability and death. The current article examines the development of a medical first responder training program that has the potential to reduce this unnecessary morbidity and mortality. An intensive training workshop has been differentiated into two progressive tiers: acute trauma training (ATT) and broad trauma training (BTT) protocols. These four-hour and two-day protocols, respectively, allow for the mass education of laypersons-such as police officials, fire brigade, and taxi and/or ambulance drivers-who are most likely to interact first with prehospital victims. Over 750 ATT participants and 168 BTT participants were trained across three Indian educational institutions at Jodhpur and Jaipur. Trainees were given didactic and hands-on education in a series of critical trauma topics, in addition to pretraining and post-training self-assessments to rate clinical confidence across curricular topics. Two-sample t-test statistical analyses were performed to compare pretraining and post-training confidence levels. Program development resulted in recruitment of a variety of career backgrounds for enrollment in both our ATT and BTT workshops. The workshops were run by local physicians from a wide spectrum of medical specialties and previously ATT-trained police officials. Statistically significant improvements in clinical confidence across all curricular topics for ATT and BTT protocols were identified (P developing settings. Program expansion can offer an exponential growth in the training rate of medical

Support from a prenatal instructor during childbirth is associated with reduced rates of caesarean section in a Mexican study.

Science.gov (United States)

Campero, Lourdes; Hernández, Bernardo; Osborne, Jomo; Morales, Sara; Ludlow, Teresa; Muñoz, Christian

2004-12-01

to assess the association between non-clinical factors and the incidence of caesarean section (CS); to estimate the effect of a prenatal instructor's presence during childbirth on birth outcome (vaginal or CS). cross-sectional study from a register of women who attended prenatal classes. Multivariate logistic regression was used to measure the effects of each variable on whether the birth was vaginal or CS. Mexico City, Mexico. 992 births to 847 women from the register of the Birth Education Centre (CEPAPAR) between 1987 and 2000. the incidence of CS was 33%. The most commonly reported (by the women) reason for performing a CS was dystocia (53%). Most women were middle or upper-middle class professionals, and 85% of the women gave birth in private institutions. Odds of having a CS were higher among women who gave birth in a large hospital, women who were over 25 years of age, primigravidae, and women who were not supported by a prenatal instructor during childbirth. non-clinical factors considerably affect the type of birth outcome (vaginal vs. CS). A system in which a prenatal instructor provided support to the woman during childbirth could contribute significantly to reducing initial and repeat CS.

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

Science.gov (United States)

Torrence, John Thomas

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

General Electric's training program for BWR chemists

International Nuclear Information System (INIS)

Osborn, R.N.; Lim, W.

1981-01-01

This paper describes the development and implementation of the General Electric boiling water reactor chemistry training program from 1959 to the present. The original intention of this program was to provide practical hands on type training in radiochemistry to BWR chemistry supervisors with fossil station experience. This emphasis on radiochemistry has not changed through the years, but the training has expanded to include the high purity water chemistry of the BWR and has been modified to include new commission requirements, engineering developments and advanced instrumentation. Student and instructor qualifications are discussed and a description of the spin off courses for chemistry technicians and refresher training is presented

Marketing Research. Instructor's Manual.

Science.gov (United States)

Small Business Administration, Washington, DC.

Prepared for the Administrative Management Course Program, this instructor's manual was developed to serve small-business management needs. The sections of the manual are as follows: (1) Lesson Plan--an outline of material covered, which may be used as a teaching guide, presented in two columns: the presentation, and a step-by-step indication of…

Rubric Authoring Tool Supporting Cognitive Skills Assessment across an Institution

Science.gov (United States)

Simper, Natalie

2018-01-01

This paper explores a method to support instructors in assessing cognitive skills in their course, designed to enable aggregation of data across an institution. A rubric authoring tool, "BASICS" (Building Assessment Scaffolds for Intellectual Cognitive Skills) was built as part of the Queen's University Learning Outcomes Assessment (LOA)…

Instructors' Support of Student Autonomy in an Introductory Physics Course

Science.gov (United States)

Hall, Nicholas; Webb, David

2014-12-01

The role of autonomy in the student experience in a large-enrollment undergraduate introductory physics course was studied from a self-determination theory perspective. A correlational study investigated whether certain aspects of the student experience correlated with how autonomy supportive (versus controlling) students perceived their instructors to be. An autonomy-supportive instructor acknowledges students' perspectives and feelings and provides students with information and opportunities for choice while minimizing external pressures (e.g., incentives or deadlines). It was found that the degree to which students perceived their instructors as autonomy supportive was positively correlated with student interest and enjoyment in learning physics (β =0.31***) and negatively correlated with student anxiety about taking physics (β =-0.23**). It was also positively correlated with how autonomous (versus controlled) students' reasons for studying physics became over the duration of the course (i.e., studying physics more because they wanted to versus had to; β =0.24***). This change in autonomous reasons for studying physics was in turn positively correlated with student performance in the course (β =0.17*). Additionally, the degree to which students perceived their instructors as autonomy supportive was directly correlated with performance for those students entering the course with relatively autonomous reasons for studying physics (β =0.25**). In summary, students who perceived their instructors as more autonomy supportive tended to have a more favorable motivational, affective, and performance experience in the course. The findings of the present study are consistent with experimental studies in other contexts that argue for autonomy-supportive instructor behaviors as the cause of a more favorable student experience.

Pedagogical Practices and Students' Experiences in Eritrean Higher Education Institutions

Science.gov (United States)

Tsegay, Samson Maekele; Zegergish, Mulgeta Zemuy; Ashraf, Muhammad Azeem

2018-01-01

Using semi-structured interview and review of documents, this study analyzes the pedagogical practices and students' experiences in Eritrean Higher Education Institutions (HEIs). The study indicated that pedagogical practices are affected by instructors' pedagogical skills and perceptions, and the teaching-learning environment. Moreover, the…

Perceptions of University Instructors When Listening to International Student Speech

Science.gov (United States)

Sheppard, Beth; Elliott, Nancy; Baese-Berk, Melissa

2017-01-01

Intensive English Program (IEP) Instructors and content faculty both listen to international students at the university. For these two groups of instructors, this study compared perceptions of international student speech by collecting comprehensibility ratings and transcription samples for intelligibility scores. No significant differences were…

Sports Training

Science.gov (United States)

1988-01-01

Practitioners of martial arts have long seen a need for a precise method of measuring the power of a karate kick or a boxer's punch in training and competition. Impax sensor is a piezoelectric film less than one thousandth of an inch thick, yet extremely durable. They give out a voltage impulse when struck, the greater the force of impact, the higher the voltage. The impulse is transmitted to a compact electronics package where voltage is translated into a force-pounds reading shown on a digital display. Impax, manufactured by Impulse Technology, Inc. is used by martial arts instructors, practitioners, U.S. Olympic Committee Training Center, football blocking sleds, and boxers as well as police defensive tactics, providing a means of evaluating the performance of recruits.

Beyond the Biology: A Systematic Investigation of Noncontent Instructor Talk in an Introductory Biology Course

Science.gov (United States)

Seidel, Shannon B.; Reggi, Amanda L.; Schinske, Jeffrey N.; Burrus, Laura W.; Tanner, Kimberly D.

2015-01-01

Instructors create classroom environments that have the potential to impact learning by affecting student motivation, resistance, and self-efficacy. However, despite the critical importance of the learning environment in increasing conceptual understanding, little research has investigated what instructors say and do to create learning environments in college biology classrooms. We systematically investigated the language used by instructors that does not directly relate to course content and defined the construct of Instructor Talk. Transcripts were generated from a semester-long, cotaught introductory biology course (n = 270 students). Transcripts were analyzed using a grounded theory approach to identify emergent categories of Instructor Talk. The five emergent categories from analysis of more than 600 quotes were, in order of prevalence, 1) Building the Instructor/Student Relationship, 2) Establishing Classroom Culture, 3) Explaining Pedagogical Choices, 4) Sharing Personal Experiences, and 5) Unmasking Science. Instances of Instructor Talk were present in every class session analyzed and ranged from six to 68 quotes per session. The Instructor Talk framework is a novel research variable that could yield insights into instructor effectiveness, origins of student resistance, and methods for overcoming stereotype threat. Additionally, it holds promise in professional development settings to assist instructors in reflecting on the learning environments they create. PMID:26582237

Teaching Design in Middle-School: Instructors' Concerns and Scaffolding Strategies

Science.gov (United States)

Bamberger, Yael M.; Cahill, Clara S.

2013-04-01

This study deals with engineering education in the middle-school level. Its focus is instructors' concerns in teaching design, as well as scaffolding strategies that can help teachers deal with these concerns. Through participatory action research, nine instructors engaged in a process of development and instruction of a curriculum about energy along with engineering design. A 50-h curriculum was piloted during a summer camp for 38 middle-school students. Data was collected through instructors' materials: observation field notes, daily reflections and post-camp discussions. In addition, students' artifacts and planning graphical models were collected in order to explore how instructors' concerns were aligned with students' learning. Findings indicate three main tensions that reflect instructors' main concerns: how to provide sufficient scaffolding yet encourage creativity, how to scaffold hands-on experiences that promote mindful planning, and how to scaffold students' modeling practices. Pedagogical strategies for teaching design that developed through this work are described, as well as the ways they address the National Research Council (A framework for K-12 science education: practices, crosscutting concepts, and core ideas. National Academies Press, Washington, DC, 2011) core ideas of engineering education and the International Technological Literacy standards (ITEA in Standards for technological literacy, 3rd edn. International Technology education Association, Reston, VA, 2007).

Explicating Filipino student nurses' preferences of clinical instructors' attributes: A conjoint analysis.

Science.gov (United States)

Factor, Elisa Monette R; de Guzman, Allan B

2017-08-01

The role of clinical instructor in student nurses' preparation for the professional nursing practice cannot be underestimated. The extent to which such role is achieved depends highly on the instructors' ability to realize the desired qualities expected of them. While a number of empirical studies have qualitatively explored the attributes of an effective clinical instructor, no attempt has ventured yet on the power of experimental vignettes for conjoint analysis in explicating the preferences of a select group of Filipino student nurses relative to their clinical instructors' attributes. Junior and senior nursing students (n=227), recruited from one of the comprehensive universities in the Philippines, were asked to sort out orthogonal cards generated by Sawtooth Software. As shown, the full-profile conjoint analysis was considerably fit for this study: Pearson's R=0.988, (prelationship and caring behavior (33.17%). In regard to the clinical teaching capability, a clinical instructor who parallels clinical teaching skills with the students' understanding and experience (0.089) was the highest part-worth. As for the interpersonal relationship and caring behavior, the highest part-worth was a clinical instructor who respects a student nurse as an individual and cares about him/her as a person (0.114). Findings of this study can be a basis for clinical instructors as to which qualities to cultivate best to facilitate a first-rate clinical nursing instruction. Likewise, the results of this study can inform current practices of clinical instructors by making them aware of how they can nurture a pedagogical approach consistent with the student nurses' preferences. Copyright © 2017 Elsevier Ltd. All rights reserved.

Educational Research Centre of the Joint Institute for Nuclear Research and students training on the 'Medical Physics' speciality

International Nuclear Information System (INIS)

Ivanova, S.P.; )

2005-01-01

The Educational Research Centre (ERC) of the Joint Institute for Nuclear Research is the place of joint activity of the JINR, Moscow State University (MSU) and Moscow Engineering Physical Institute (MEFI) on students training by a broadened circle of specialities with introduction of new educational forms. Active application of medical accelerator beams of the JINR Laboratory of Nuclear Beams becomes a reason for implementation of a new training chair in the MEFI on the JINR base - the Physical methods in applied studies in the medicine chair. For the 'medical physics' trend development in 2003 the workshop on discussion both curricula and teaching methodic by the speciality was held. One the Educational Research Centre main activities is both organization and conducting an international scientific schools and training courses. The International student School 'Nuclear-Physical Methods and Accelerators is the most popular and traditional. The principal aim of these schools and courses is familiarization of students and postgraduates with last achievement and and contemporary problems of applied medical physics. The school audience is a students and postgraduates of ERC, MSU, MEFI, and an institutes of Poland, Hungary, Slovakia, France, Czech and Bulgaria

The Importance of Being…Social? Instructor Credibility and the Millennials

Science.gov (United States)

Gerhardt, Megan W.

2016-01-01

Using the framework of generational identity, the current study explores how a range of characteristics impact Millennial perceptions of instructor credibility. Millennial Generation student ratings of the impact of competence, character, and sociability on instructor credibility were compared to faculty ratings of the same characteristics.…

Teaching the Literature Review: A Practical Approach for College Instructors

Science.gov (United States)

Cisco, Jonathan

2014-01-01

Instructors across the disciplines require their students to write literature reviews. Although numerous sources describe the literature review process, instructors and students face difficulty when approaching the structure of a literature review. This paper presents a straightforward, efficient approach for teaching students how to write a…

Nationwide survey of resuscitation education in Finland.

Science.gov (United States)

Jäntti, H; Silfvast, T; Turpeinen, A; Paakkonen, H; Uusaro, A

2009-09-01

Good-quality cardiopulmonary resuscitation (CPR) is highlighted in the International Resuscitation Guidelines, but clinically the quality of CPR is often poor. Education of CPR has a major role in the primary skills imparted to students. Different methods can be used to teach CPR quality. We evaluated the current status of their usage in Finland institutes teaching students of emergency medicine at different levels. The following institutes were included in an anonymous survey: medical schools (teaching future physicians), universities of applied sciences (paramedics), colleges (emergency medical technicians) and emergency services college (fire-fighters). Hours of teaching theory lessons of CPR and hours of small group training were evaluated. In particular, we focussed on the teaching methods for adequate chest compression rate and depth. Twenty-one of 30 institutes responded to the questionnaire. The median for hours of theory lessons of CPR was 8h (range: 2-28 h). The median for hours of small group training was 10 (range: 3-40 h). The methods of teaching adequate chest compression rate were instructors' visual estimation in 28.5% of the institutions, watch in 33.3%, metronome in 9.5% and manikins' graphic in 28.5% of institutions. The methods of teaching adequate chest compression depth were instructors' visual estimation in 33.3%, in manikins light indicators in 23.8% and manikins' graphics in 52.3% of institutions. The hours of theoretic lessons and small group training vary widely among different institutes. In one-third of institutions, the instructor's visual estimation was a sole method used to teach adequate chest compression rate and depth. Different technical methods were surprisingly seldom used.

What Drives Student Engagement: Is It Learning Space, Instructor Behavior, or Teaching Philosophy?

Science.gov (United States)

Sawers, Kimberly M.; Wicks, David; Mvududu, Nyaradzo; Seeley, Lane; Copeland, Raedene

2016-01-01

This study investigates how instructor teaching philosophy (traditional vs. constructivist) and type of learning space (traditional vs. active) influence instructor perceptions of student engagement. In a quasi-experimental study, we found that instructors perceived that students were more engaged in the active learning classroom (ALC) than in the…

A statistical analysis of individual success after successful completion of Defense Language Institute Foreign Language Center Training

OpenAIRE

Hinson, William B.

2005-01-01

"The Defense Language Institute Foreign Language Center (DLIFLC) trains students in various foreign languages and dialects for the Department of Defense (DOD). The majority of students are firstterm enlistees in the basic program. This study uses classification trees and logistic regression to understand the military, academic and personal characteristics that influence first-term success after successfully completing DLIFLC training. Success was defined as completing a firstterm enlistme...

On-the-job training in the department of energy from past to present

International Nuclear Information System (INIS)

Yoder, J.A.; Ludholtz, R.E.; Dodd, C.E.; Pearrell, J.P.

1996-01-01

This paper briefly discusses the approach the United States Department of Energy (DOE) has taken to promote high quality, consistent OJT at DOE-owned, contractor operated nuclear facilities. DOE undertook the challenge of improving OJT because of inconsistencies in training methods being used in the workplace and the increased emphasis on properly trained personnel. To improve consistency for the Department's workforce, a Guide to Good Practices for On-the-Job Training was developed. This guide established standards to be used for conducting OJT. A train-the-trainer course was also developed to provide first line supervisors and subject matter experts with the skills necessary to conduct and evaluate OJT. The need for refresher training was identified and the Department developed an On-the-Job Training Refresher course. The OJT instructor course provides 24 hours of demonstrations, instruction, and evaluated practice covering OJT instructional techniques, and developing learning objectives, OJT guides, and performance evaluations. The OJT refresher course provides experienced instructors review of the OJT process, effective techniques, OJT materials, and ''lessons learned''. Through these courses and field application of the good practices, DOE has laid the foundation for high quality OJT. (author). 8 refs

[Strategy for educating senior dermatological residents in mycology].

Science.gov (United States)

Mochizuki, Takashi; Tsuboi, Ryoji; Sei, Yoshihiro; Hiruma, Masataro; Watanabe, Shinichi; Makimura, Koichi

2012-01-01

To improve the ability of dermatologists to diagnose cutaneous mycoses, we have proposed a list of the minimum mycological knowledge and skills required by senior residents of dermatology. The list includes ability to select the most appropriate sampling method, knowledge of the basic method of potassium hydroxide (KOH) examination and skill in performing fungal cultures and identifying the most prevalent fungal species isolated from skin lesions. It is not possible for the Japanese Society of Medical Mycology to train every senior resident directly, and it is difficult for them to acquire sufficient expertise independently. Consequently, training and advice given by instructors in residents' home institutes is essential. A project of an advanced course for instructors, who are in charge of educating senior residents in their own institute, may be possible. Therefore, we have proposed here a list for instructors of the knowledge and skills required to educate senior residents. Employing this list should realize improved skill in dermatologists.

Instructors of psychotherapy in M.A. and Ph.D. clinical programs.

Science.gov (United States)

Stevens, H B

1996-08-01

The present study investigated the characteristics and orientations of the instructors of the initial psychotherapy course of the 44 members and affiliates of the Council of Applied Master's Programs in Psychology. Also examined were the focus of instruction in the course and the teachers' style of instruction. Responses for 26 completed surveys (58%) were compared with responses from instructors of initial psychotherapy courses in 69 of the 170 APA accredited doctoral programs. Five general theoretical orientations were represented by the M.A. instructors with 28% self-identifying as humanistic, 24% as dynamic, 20% as cognitive behavioral, 16% as interpersonal, and 12% as behavioral. No significant differences were found on demographic characteristics, theoretical orientation, focus of instruction, or method of instruction between instructors in M.A. and those in Ph.D. programs.

A new standard for core training in radiation safety

International Nuclear Information System (INIS)

Trinoskey, P.A.

1997-02-01

A new American National Standard for radiation worker training was recently developed. The standard emphasizes performance-based training and establishing a training program rather than simply prescribing objectives. The standard also addresses basic criteria, including instructor qualifications. The standard is based on input from a wide array of regulatory agencies, universities, national laboratories, and nuclear power entities. This paper presents an overview of the new standard and the philosophy behind it. The target audience includes radiation workers, management and supervisory personnel, contractors, students, emergency personnel, and visitors

EXPLORING THE RELATION OF STUDENTS’ LANGUAGE PROFICIENCY, ONLINE INSTRUCTOR GUIDANCE, AND ONLINE COLLABORATION WITH THEIR LEARNING IN HONG KONG BILINGUAL CYBER EDUCATION

Directory of Open Access Journals (Sweden)

Simon Wong

2015-12-01

Full Text Available This research study adopted a quantitative approach to explore how the variables, namely student’s English proficiency, online instructor guidance, and online collaboration, influence the learning effectiveness of the students taking an online introductory information technology course in cyber education in a bilingual higher education institution in Hong Kong. This study is important for cyber education administrators, as it investigated the important pedagogical quality of cyber education. Correlation analysis was conducted to identify whether any of these variables collected from the survey could be associated with students’ online learning while multiple regression analysis was used to explore the combined effect of these variables on students’ online learning. Validity and reliability of this study are highlighted in this paper. The major findings in this study revealed that (1 the students’ English proficiency, online instructor guidance, and online collaboration are potential factors contributing to the students’ online learning, and (2 the students’ English proficiency has the largest effect while online instructor guidance and online collaboration have a moderate effect on the students’ online learning.

When Disgruntled Students Go to Extremes: The Cyberbullying of Instructors

Science.gov (United States)

Vogl-Bauer, Sally

2014-01-01

When communication technologies are used by individuals to intentionally threaten or harm others, the potential for anyone to become a target of cyberbullying is very real. Therefore, when it comes to instructor-student interactions, even the most competent or award-winning instructors are not immune from cyberbullying if disgruntled students…

Instructor Perceptions of Web Technology Feature and Instructional Task Fit

Science.gov (United States)

Strader, Troy J.; Reed, Diana; Suh, Inchul; Njoroge, Joyce W.

2015-01-01

In this exploratory study, university faculty (instructor) perceptions of the extent to which eight unique features of Web technology are useful for various instructional tasks are identified. Task-technology fit propositions are developed and tested using data collected from a survey of instructors in business, pharmacy, and arts/humanities. It…

Rand Symposium on Pilot Training and the Pilot Career. (Santa Monica, Calif., Feb. 23-27, 1970).

Science.gov (United States)

Stewart, W. A.; Wainstein, E. S.

This document contains discussions of the following: The pilot career; Career and education; The pilot skill--definition, measurement, and retention; Relevance of training to combat; Selection; Motivation; Training innovations and the role of research; Simulators; The instructor pilot; Topics for research. (Author/CK)

Predicting the Proficiency of Arabic and Persian Linguists Trained at the Defense Language Institute Foreign Language Center

National Research Council Canada - National Science Library

DeRamus, Nicole

1999-01-01

The mission of the Defense Language Institute Foreign Language Center (DLIFLC) is to train, sustain, and evaluate foreign language skills of linguists under the guidelines of the Defense Foreign Language Program (DFLP...

Methods and results of implementing a commercially available videotaped health physics training program in a multi-disciplined DOE facility

International Nuclear Information System (INIS)

O'Neal, B.L.

1979-01-01

Sandia, a prime contractor for DOE, is a multi-disciplined research and development laboratory. Its various activities include the operations of two nuclear reactors, several multi-kilocurie gamma irradiation facilities, a transuranic hot cell facility, various and numerous particle accelerators and x-ray generators, and many other areas involving employees working with or around radioactive materials or radiation producing machines. Since March 1979, Sandia has conducted a formalized basic radiation safety training program using a commercially available videotaped training package. The videotapes are generic in nature and are accompanied with hard copy text material, vu-graphs, quizzes, and an instructor's guide. Sandia's overall training program and the methods, results, and problem areas of implementing an off the shelf, commercially available videotaped training program are described. Results are summarized using an instructor/course/student evaluation form

Development of a Portable Training Tool for Simulating Visceral Angiographic Procedures for Beginners

International Nuclear Information System (INIS)

Yamagami, Takuji; Osuga, Keigo; Yoshimatsu, Rika; Matsumoto, Tomohiro; Miura, Hiroshi; Terayama, Koshi; Anai, Hiroshi; Takahashi, Masahide; Hasebe, Terumitsu; Nishimura, Tsunehiko

2009-01-01

The purpose of this study was to evaluate the usefulness of a tool that we developed to simulate performance of visceral angiography to train beginners in the field of splanchnic angiography. Seven residents and two fellows who were rotating within the Division of Interventional Radiology at our institution between June and August 2008 participated in the evaluation of this tool. They had no experience in performing visceral angiography as an operator. Time for selection of arterial branches arising from the celiac axis on the model was measured before and after training. After such training, the participants performed actual visceral angiography as an operator with instructors beside them. Success of the trainees in selecting visceral arterial branches was evaluated in these real-life cases. In the first test using the model, seven of nine trainees (77.8%) succeeded in selecting all required arteries, while the remaining two failed to select all required arteries. After training using the model, all trainees succeeded in selecting all required arteries just before the actual angiographic study. In the actual angiography, the catheter was successfully inserted from the femoral artery and advanced to the superior mesenteric, celiac, splenic, common hepatic, gastroduodenal, and right and left hepatic arteries by all trainees with only two exceptions. In conclusion, this tool is helpful for training beginners in visceral angiographic procedures.

The Development of Web-Based Collaborative Training Model for Enhancing Human Performances on ICT for Students in Banditpattanasilpa Institute

Science.gov (United States)

Pumipuntu, Natawut; Kidrakarn, Pachoen; Chetakarn, Somchock

2015-01-01

This research aimed to develop the model of Web-based Collaborative (WBC) Training model for enhancing human performances on ICT for students in Banditpattanasilpa Institute. The research is divided into three phases: 1) investigating students and teachers' training needs on ICT web-based contents and performance, 2) developing a web-based…

14 CFR 61.423 - What are the recordkeeping requirements for a flight instructor with a sport pilot rating?

Science.gov (United States)

2010-01-01

... a flight instructor with a sport pilot rating? 61.423 Section 61.423 Aeronautics and Space FEDERAL... INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating § 61.423 What are the recordkeeping requirements for a flight instructor with a sport pilot rating? (a) As a flight instructor with a...

Retailing. Instructor's Guide Sheets and Instructor's Package, Modules R 1-45. Competency-Based Education.

Science.gov (United States)

Kentucky State Dept. of Education, Frankfort.

This package contains instructor's guide sheets and student task assignment sheets for Modules R 1-45 of the competency-based curriculum in retailing developed for use in secondary and postsecondary schools in Kentucky. Some of the topics covered in the modules include the following: retailing--past, present, and future; retailing occupations;…

Workplace Literacy Teacher Training: Strategies for Instruction.

Science.gov (United States)

Harrington, Lois G.; And Others

These four learning guides comprise one of four packages in the Workplace Literacy Teacher Training series that provides information and skills necessary for the user to become a successful instructor in an effective workplace literacy program. The guides in this package focus on the skills at the heart of such programs--communication, reading,…

NOT A LAZY HOLIDAY : Winter Vacationers’ Satisfaction with Pajulahti Sports Institute

OpenAIRE

Levänen, Henna

2013-01-01

The commissioner of this thesis was Pajulahti Sports Institute which is located in Nastola and the working life instructor was Lasse Mikkelsson who is the managing director and principal in Pajulahti. The aim of this thesis was to find out how satisfied winter vacationers are with the services offered in Pajulahti Sports Institute. The purposes of the objectives that were supporting the main goal were to find out sport consumer behaviour, customer satisfaction and user profiles, purchasing de...

Near-peer teaching strategy in a large human anatomy course: perceptions of near-peer instructors.

Science.gov (United States)

Reyes-Hernández, Cynthia Guadalupe; Carmona Pulido, Juan Manuel; De la Garza Chapa, Roberto Isaac; Serna Vázquez, Ruth Patricia; Alcalá Briones, Ricardo Daniel; Plasencia Banda, Perla Marina; Villarreal Silva, Eliud Enrique; Jacobo Baca, Guillermo; de la Garza Castro, Oscar; Elizondo Omaña, Rodrigo Enrique; Guzmán López, Santos

2015-01-01

Near-peer teaching (NPT) is a strategy in which senior students assume the instructor role with junior peers (mentees). Senior students develop unique skills and knowledge through NPT, an experience which extends their learning beyond content mastery. Different teaching modules featuring NPT were utilized in the human anatomy course at the School of Medicine, Autonomous University of Nuevo Leon in Monterrey, Mexico. Modules included: Theory, Clinical Hour, Imaging Anatomy, and Laboratory. The aim of this study was to assess instructor participants' perceptions on the benefits of the NPT strategy in the anatomy classroom. A survey was administered to anatomy course instructors who utilized NPT strategies during winter, fall, and spring semesters of the 2012-2013 school year. A total of 120 instructors were enrolled in the study. There were different perceptions of instructors' roles. Theory and Imaging Anatomy instructors considered themselves to be information providers and resource developers, whereas Clinical Hour and Laboratory instructors saw themselves more as facilitators, role models, and planners. All instructors' opinions on the benefits of NPT were positive. Thus, in this article, the authors find NPT to be a strategy that promotes self-learning, a vital skill. © 2014 American Association of Anatomists.

Instructor and course evaluation based on student-identified criteria.

Science.gov (United States)

Jackson, M O

1977-02-01

Students have come to school for an education and it is their right to evaluate the quality of the education they are receiving. They should not have to demand or even ask for the privilege of saying what they think. Instructors should be providing the opportunity for evaluation by requesting that information from the students. No value judgment can be totally objective, but an instrument composed of mutually agreed upon statements should encourage the greatest possible degree of objectivity. Using one accepted form throughout the school, all students would be considering the same characteristics and traits for every instructor and course evaluated. Each instructor would receive similar information about personal performance and about the course presented. Students would be free to talk to the faculty or to add comments if they so desired; but, a questionnaire used in every course would allow and even encourage responses from every student enrolled. Faculty responsibility would not end with the preparation and implementation of an evaluation instrument. Instructors would have to let the students know their opinions are important and will be considered in curricular and instructional decisions. Faculty and students would be communicating and hopefully fulfilling the needs of and responsibilities to each other.

Effects of Self-Instructional Methods and Above Real Time Training (ARTT) for Maneuvering Tasks on a Flight Simulator

Science.gov (United States)

Ali, Syed Firasat; Khan, Javed Khan; Rossi, Marcia J.; Crane, Peter; Heath, Bruce E.; Knighten, Tremaine; Culpepper, Christi

2003-01-01

Personal computer based flight simulators are expanding opportunities for providing low-cost pilot training. One advantage of these devices is the opportunity to incorporate instructional features into training scenarios that might not be cost effective with earlier systems. Research was conducted to evaluate the utility of different instructional features using a coordinated level turn as an aircraft maneuvering task. In study I, a comparison was made between automated computer grades of performance with certified flight instructors grades. Every one of the six student volunteers conducted a flight with level turns at two different bank angles. The automated computer grades were based on prescribed tolerances on bank angle, airspeed and altitude. Two certified flight instructors independently examined the video tapes of heads up and instrument displays of the flights and graded them. The comparison of automated grades with the instructors grades was based on correlations between them. In study II, a 2x2 between subjects factorial design was used to devise and conduct an experiment. Comparison was made between real time training and above real time training and between feedback and no feedback in training. The performance measure to monitor progress in training was based on deviations in bank angle and altitude. The performance measure was developed after completion of the experiment including the training and test flights. It was not envisaged before the experiment. The experiment did not include self- instructions as it was originally planned, although feedback by experimenter to the trainee was included in the study.

Exploration of Teaching Preferences of Instructors' Use of Social Media

Science.gov (United States)

Kilis, Selcan; Gülbahar, Yasemin; Rapp, Christian

2016-01-01

With the excessive use of social media in the 21st century, attempts to integrate social media within higher education have also increased. In this area, research has been particularly focused on the aspects of students, rather than the instructors. This study puts the emphasis on the instructors with the aim to explore their use of social media…

Instructor's manual to accompany calculus with analytic geometry

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