[The competent surgeon. Bridging the gap between undergraduate final year and postgraduate surgery training].

Science.gov (United States)

Kadmon, M; Ganschow, P; Gillen, S; Hofmann, H S; Braune, N; Johannink, J; Kühn, P; Buhr, H J; Berberat, P O

2013-10-01

Competency-based frameworks rely on relevant professional competency rather than formal regulations. The transitional phase between final year undergraduate and common trunk postgraduate medical training is characterized by an increase of professional responsibility whereby previously acquired knowledge, skills and abilities have to be merged and applied to patients. Undergraduate and postgraduate training programs should ensure a successive transfer of responsibility for medical practice to final year students and young residents depending on individual competence. The concept of entrustable professional activities (EPA) represents a curricular concept based on concrete medical tasks which may be assigned to the responsibility of the trainee.

Postgraduate training in Ireland: expectations and experience.

LENUS (Irish Health Repository)

Bennett, D

2014-01-05

Postgraduate medical training in Ireland has been compared unfavourably with training abroad and blamed for an "exodus" of graduates of Irish medical schools. Exploration of features of a good training environment and development of tools to measure it have been the focus of much published research. There have been no Irish studies examining training environment using such validated tools.

Two decades of post-graduate training in Applied Public Health: The ...

African Journals Online (AJOL)

Two decades of post-graduate training in Applied Public Health: The experience ... in training public health professionals at post-graduate level to offer leadership in ... the mission of promoting the attainment of better health of the people in Uganda and beyond through public health training, research and community service.

How can the postgraduate training program in pathology departments in India be improved?

Directory of Open Access Journals (Sweden)

Shivayogi R Bhusnurmath

2011-01-01

Full Text Available There exists a wide variation in the competence of the postgraduate residents trained in pathology in different institutions across India. This results in strong disparities in the clinical diagnostic skills, teaching skills, research capabilities and the managerial skills of the graduates. The end users of this training, namely the community, clinicians and health care institutions would benefit from a more uniform and better trained pathologist. The article reviews the reasons for the variation in the quality of the training programs. The main deficiencies include, lack of well-defined criteria for recruitment of residents, training facilities, faculty resources, curriculum with well-defined learning objectives and competencies, hands-on experiences in diagnostic and research activities, diagnostic specimens and medical autopsies, exposure to molecular pathology, pathology informatics, electron microscopy, research experiences, communication skills, professional behavior and bioethics, business practices in pathology and quality assurance. There is also a lack of defined career tracks in various disciplines in laboratory medicine, standard protocols for evaluation and regional and national oversight of the programs. The steps for rectification should include defining the competencies and learning objectives, development of the curriculum including teaching methods, facilities and evaluation strategies, communication skills, professional behavior skills, teaching skills, legal aspects of practicing pathology and the various career pathways to subspecialties in pathology. The training should include defined exposure to molecular pathology, electron microscopy, quality control and assurance, laboratory accreditation, business aspects of pathology practice, review of literature, evidence-based medicine, medical autopsy and medical informatics. Efforts should be made to share human and laboratory resources between regional cooperation. The

Post-graduate training in imaging diagnostics, nuclear medicine and radiotherapy for radiographers

International Nuclear Information System (INIS)

Petkova, E.; Velkova, K.; Shangova, M.; Karidova, S.

2006-01-01

Full text: The application of new technologies in imaging diagnostics, as well as the use of digital processing and storing of information, has increased the quality and scope of imaging diagnostics. The potentials of therapeutic methods connected with imaging diagnostics and nuclear medicine, interventional therapeutic procedures (dilatation, embolism, stent, etc.), basins with radio-pharmaceuticals, etc., are constantly increasing. The constant training of radiographers in working with the new, advanced image-diagnostic equipment has become an established international practice in the process of training the human resources of the imaging-diagnostic departments and centers. Objectives: 1. Investigating the potentials of post-graduate training for monitoring the dynamics in the development of the principles, methods and techniques in imaging diagnostics; 2. The attitude of radiographers towards post-graduate training. Systematic approach and critical analysis of published data and mathematical-statistical methods with regard to the need of post-graduate training. The processed data of the survey on the necessity for post-graduate training conducted among 3rd year students in the last 3 years - 75 % consider post-graduate training mandatory, 11% deem it necessary, and 14% have no opinion on the issue; and among the working radiographers in the last 3 years the results are as follows: mandatory - 91%, necessary - 7%, no opinion - 2%. The improvement and advances in imaging diagnostic equipment and apparatuses have considerably outstripped the professional training of radiographers. The key word in the race for knowledge is constant learning and training, which can successfully be achieved within the framework of post-graduate training

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

Science.gov (United States)

Nikravanfard, Nazila; Khorasanizadeh, Faezeh; Zendehdel, Kazem

2017-08-01

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

Effect of postgraduate training on job and career satisfaction among health-system pharmacists.

Science.gov (United States)

Padiyara, Rosalyn S; Komperda, Kathy E

2010-07-01

The effect of postgraduate training on job and career satisfaction among health-system pharmacists was evaluated. A mail-based questionnaire was sent to a random sample of pharmacist members of the American Society of Health-System Pharmacists. Previously validated questions for job and career satisfaction among pharmacists were utilized. The questionnaire was designed to obtain information regarding general employment, work environment, job satisfaction, career satisfaction, postgraduate training, and demographic characteristics. Pharmacists who had completed either a pharmacy residency or fellowship were classified as having postgraduate training. Questionnaires returned within two months of the original mailing date were included in the analysis. Responses from pharmacists who were retired, employed in a nonpharmacy career, or unemployed were excluded. Data were analyzed using SPSS software. Of the 2499 questionnaires mailed, 36 were undeliverable; 1058 were completed, yielding a response rate of 43%. Of these, 48 were excluded, resulting in 1010 questionnaires suitable for analysis. Approximately 37% of respondents indicated completion of postgraduate training. The most common practice setting was a community, not-for-profit hospital (40.9%). Overall, 90.7% of respondents indicated they were either satisfied or highly satisfied with their current employment. Approximately 45% of pharmacists with postgraduate training indicated they were highly satisfied with their employment, compared with 32.7% of pharmacists without postgraduate training (p training were more satisfied with their job than those who did not complete such training.

Teaching and learning curriculum programs: recommendations for postgraduate pharmacy experiences in education.

Science.gov (United States)

Wright, Eric A; Brown, Bonnie; Gettig, Jacob; Martello, Jay L; McClendon, Katie S; Smith, Kelly M; Teeters, Janet; Ulbrich, Timothy R; Wegrzyn, Nicole; Bradley-Baker, Lynette R

2014-08-01

Recommendations for the development and support of teaching and learning curriculum (TLC) experiences within postgraduate pharmacy training programs are discussed. Recent attention has turned toward meeting teaching- and learning-related educational outcomes through a programmatic process during the first or second year of postgraduate education. These programs are usually coordinated by schools and colleges of pharmacy and often referred to as "teaching certificate programs," though no national standards or regulation of these programs currently exists. In an effort to describe the landscape of these programs and to develop a framework for their basic design and content, the American Association of Colleges of Pharmacy Pharmacy Practice Section's Task Force on Student Engagement and Involvement, with input from the American Society of Health-System Pharmacists, reviewed evidence from the literature and conference proceedings and considered author experience and expertise over a two-year period. The members of the task force created and reached consensus on a policy statement and 12 recommendations to guide the development of best practices of TLC programs. The recommendations address topics such as the value of TLC programs, program content, teaching and learning experiences, feedback for participants, the development of a teaching portfolio, the provision of adequate resources for TLC programs, programmatic assessment and improvement, program transparency, and accreditation. TLC programs provide postgraduate participants with valuable knowledge and skills in teaching applicable to the practitioner and academician. Postgraduate programs should be transparent to candidates and seek to ensure the best experiences for participants through systematic program implementation and assessments. Copyright © 2014 by the American Society of Health-System Pharmacists, Inc. All rights reserved.

An instrument to assess subjective task value beliefs regarding the decision to pursue postgraduate training.

Science.gov (United States)

Hagemeier, Nicholas E; Murawski, Matthew M

2014-02-12

To develop and validate an instrument to assess subjective ratings of the perceived value of various postgraduate training paths followed using expectancy-value as a theoretical framework; and to explore differences in value beliefs across type of postgraduate training pursued and type of pharmacy training completed prior to postgraduate training. A survey instrument was developed to sample 4 theoretical domains of subjective task value: intrinsic value, attainment value, utility value, and perceived cost. Retrospective self-report methodology was employed to examine respondents' (N=1,148) subjective task value beliefs specific to their highest level of postgraduate training completed. Exploratory and confirmatory factor analytic techniques were used to evaluate and validate value belief constructs. Intrinsic, attainment, utility, cost, and financial value constructs resulted from exploratory factor analysis. Cross-validation resulted in a 26-item instrument that demonstrated good model fit. Differences in value beliefs were noted across type of postgraduate training pursued and pharmacy training characteristics. The Postgraduate Training Value Instrument demonstrated evidence of reliability and construct validity. The survey instrument can be used to assess value beliefs regarding multiple postgraduate training options in pharmacy and potentially inform targeted recruiting of individuals to those paths best matching their own value beliefs.

Problems of postgraduate medical training in Nigeria.

Science.gov (United States)

Ike, S O

2004-01-01

Postgraduate medical training in Nigeria has been in dire straits for about two decades now. That it has continued to survive, is a tribute to the average resident doctor who has become immunized, and who has grown a thick skin of armour, as well the spirit of altruism of the medical teachers--consultants (young and old), who despite odds, have kept their focus clear, above the murky waters of national distraction and daunting socio economic challenges. A review of relevant literature on medical education in Nigeria was undertaken by manual library search. This paper x-rays the strong points that have still prevailed to hold the rudiments and ideals of postgraduate medical training in a viable position up to date. It discusses the weaknesses and threats--potential and real--to the training programme. This paper attempts to search, and actually hopes, for silver lining in the Nigerian sky as possible solution lifelines that may yet re-engineer the programme.

Massive open online courses are relevant for postgraduate medical training

DEFF Research Database (Denmark)

Subhi, Yousif; Andresen, Kristoffer; Rolskov Bojsen, Signe

2014-01-01

INTRODUCTION: The CanMEDS framework describes seven roles in postgraduate training, but training and courses relevant to these roles can be limited. Massive open online courses (MOOCs) - free online courses in which anyone can participate, anywhere - may improve course participation. This study...... investigates the relevance of MOOCs for postgraduate medical training within the CanMEDS framework. MATERIAL AND METHODS: We extracted a list of all courses posted by the two largest MOOC providers, Coursera and EdX, and reviewed all course descriptions and categorised each course into one of three categories...

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

Science.gov (United States)

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

2010-03-01

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

Postgraduate training in orthodontics in the UK

Science.gov (United States)

Shah, Anwar Ali; Sandler, Jonathan

2011-01-01

This article briefly describes the postgraduate pathways in orthodontics in the United Kingdom. It is hoped that this will assist potential trainees who want to pursue postgraduate training to understand the different career pathways available to them. It may also add to the knowledge of some senior colleagues who can explain these career opportunities to their students, as not all potential trainees will have the opportunity to read this article. In the following pages we will discuss the different pathways leading to specialist qualification in orthodontics, in the United Kingdom. PMID:23960517

Improved education after implementation of the Danish postgraduate medical training reform

DEFF Research Database (Denmark)

Kodal, Troels; Kjær, Niels Kristian; Qvesel, Dorte

2012-01-01

A reform of educational postgraduate medical training was launched in Denmark in 2004. The reform was based on a report by the Danish Medical Specialist Commission and consisted of a number of initiatives that were all aimed at improving the quality of medical training. Since 1998, all junior...... doctors in Denmark have been requested to rate the quality of their training on a Danish standardized questionnaire (DSQ) comprising 24 questions. In this study, we examined how junior doctors in hospitals rated their postgraduate medical training before and six years after the reform was implemented....

Seminar program for postgraduate specialty training in general practice: proposal for a 5-year thematic catalogue

Directory of Open Access Journals (Sweden)

Sommer, Susanne

2017-11-01

Full Text Available Introduction: In different German regions, seminar programs have been conducted for General practice residents. In each region, selection and teaching of learning content is conducted in a different manner. So far, no structured, standardized curriculum has been implemented nationwide. We have investigated, if the development of a common 5-year program of learning topics is conceivable between the different university departments of General practice in Germany.Method: The seminar program working group of the DEGAM (German College of General Practitioners and Family Physicians has conducted an online survey based on information gathered via preliminary telephone conference (n=7; physicians with postgraduate teaching experience among all German university departments of General Practice and two non-university teaching institutions, identified via the internet. 884 topics were extracted from 14 Seminar programs. The topics were entered in a database, discussed and categorized: Practice management/practice work flow/standardized documentation forms/quality management (n=33 topics, common acute and chronic diseases, including disease management programs (n=29 topics, communication, neurological, psychological and psychiatric consultations (n=24 topics, common medical problems, including eye, ear, nose, throat, skin and pediatric problems (n=99 Topics family physicians general approach, including epidemiology, shared decision making, test of time (n=42 Topics. These topics have been rated for priority and desirable number of teaching-units.Results: A catalogue of 111 topics was designed, encompassing 160 teaching units. There is a suggestion of wide topics collections plus an add-on catalogue.Conclusion: A proposal for a 5-year-thematic catalogue for postgraduate training of general practice residents in Germany has been developed. This newly developed curriculum has the potential to improve knowledge and skills that have not been covered during in

Scaling up specialist training in developing countries: lessons learned from the first 12 years of regional postgraduate training in Fiji – a case study

Directory of Open Access Journals (Sweden)

Oman Kimberly

2012-12-01

Full Text Available Abstract Background In 1997, regional specialist training was established in Fiji, consisting of one-year Postgraduate Diplomas followed by three-year master’s degree programs in anesthesia, internal medicine, obstetrics/gynecology, pediatrics and surgery. The evolution of these programs during the first 12 years is presented. Case description A case study utilizing mixed methods was carried out, including a prospective collection of enrolment and employment data, supplemented by semi-structured interviews. Between 1997 and 2009, 207 doctors (113 from Fiji and 94 from 13 other countries or territories in the Pacific trained to at least the Postgraduate Diploma level. For Fiji graduates, 29.2% migrated permanently to developed countries, compared to only 8.5% for regional graduates (P coup d’etat in 2000. By 2005, interviews suggested a dynamic of political instability initially leading to resignations, leading to even heavier workloads, compounded by academic studies that seemed unlikely to lead to career benefit. This was associated with loss of hope and downward spirals of further resignations. After 2006, however, Master’s graduates generally returned from overseas placements, had variable success in career progression, and were able to engage in limited private practice. Enrolments and retention stabilized and increased. Discussion and evaluation Over time, all specialties have had years when the viability and future of the programs were in question, but all have recovered to varying degrees, and the programs continue to evolve and strengthen. Prospective clarification of expected career outcomes for graduates, establishment of career pathways for diploma-only graduates, and balancing desires for academic excellence with workloads that trainees were able to bear may have lessened ongoing losses of trainees and graduates. Conclusions Despite early losses of trainees, the establishment of regional postgraduate training in Fiji is

[Postgraduate training for specialists in psychiatry and psychotherapy. Problem-based learning - evaluation of a pilot project].

Science.gov (United States)

Rufer, M; Schnyder, U; Schirlo, C; Wengle, H; Gerke, W

2011-05-01

Problem-based learning (PBL) emphasizes the student's individual needs, their ability to solve complex clinical problems, and a professional attitude that facilitates communication among colleagues. Thus, PBL appears to provide a perfectly suitable didactic format for postgraduate training of medical specialties. To date, it is only rarely used in this area though. In a pilot project, we implemented PBL into the curriculum of postgraduate training in psychiatry and psychotherapy, and evaluated the program over a period of 12 months, using structured questionnaires. A total of 41 PBL courses were held, with 447 residents participating. Participants as well as tutors assessed 19 of 21 aspects as good or very good (5-point Likert scale, mean value >4). Overall, PBL was rated as highly suitable for advanced training (participants: 4.5±0.8; tutors: 5.0±0.2). The results of this pilot project suggest that PBL might be a useful element of multifaceted advanced training programs, strengthening their practical component and the applicability of knowledge in the daily clinical routine.

The education, training, and specialization of surgeons: turn-of-the-century America and its postgraduate medical schools.

Science.gov (United States)

Rutkow, Ira

2013-12-01

To understand the institutions, personnel, and events that shaped postgraduate medical schools in late 19th- and early 20th-century America. In a little remembered chapter of American surgical medical history, postgraduate medical schools played a decisive role in surgery's march toward professionalization and specialization. While William Halsted was first establishing his training program in Baltimore, medical facilities such as the New York Polyclinic and the New York Post-Graduate were already turning out thousands of physicians who considered themselves "specialists" in surgery. An analysis of the published and unpublished medical and lay literature relating to the nation's postgraduate medical schools. The founding of postgraduate medical schools in turn-of-the-century America was a key event in the acceptance of surgery as a legitimate specialty within the whole of medicine. These little remembered institutions laid the foundation for the blossoming of surgical care and the extraordinary clinical advances that followed. Postgraduate medical schools, particularly the New York Polyclinic and the New York Post-Graduate, were dominant influences in shaping the early history of surgery in America. These institutions brought the pressure for specialization in surgery to the forefront of discussions about medical education and training. For the first time, a large number of practitioners were offered a formalized surgical experience in a busy urban medical facility. As a result, and despite their being long forgotten, the importance of postgraduate medical schools in our nation's surgical history cannot be overstated.

[Laboratory medicine in the obligatory postgraduate clinical training system--common clinical training program in the department of laboratory medicine in our prefectural medical university hospital].

Science.gov (United States)

Okamoto, Yasuyuki

2003-04-01

I propose a postgraduate common clinical training program to be provided by the department of laboratory medicine in our prefectural medical university hospital. The program has three purposes: first, mastering basic laboratory tests; second, developing the skills necessary to accurately interpret laboratory data; third, learning specific techniques in the field of laboratory medicine. For the first purpose, it is important that medical trainees perform testing of their own patients at bedside or in the central clinical laboratory. When testing at the central clinical laboratory, instruction by expert laboratory technicians is helpful. The teaching doctors in the department of laboratory medicine are asked to advise the trainees on the interpretation of data. Consultation will be received via interview or e-mail. In addition, the trainees can participate in various conferences, seminars, and meetings held at the central clinical laboratory. Finally, in order to learn specific techniques in the field of laboratory medicine, several special courses lasting a few months will be prepared. I think this program should be closely linked to the training program in internal medicine.

Medical students' preparation for the transition to postgraduate training through final year elective rotations

Directory of Open Access Journals (Sweden)

van den Broek, W. E. Sjoukje

2017-11-01

Full Text Available Objectives: This study adds to the ongoing discussion on how to ease the transition from undergraduate medical training to postgraduate training. In the Netherlands there is no central matching system for admission to residency. Medical school graduates just apply for a position in an open job market. Many choose to acquire general or specialty-specific clinical experiences after the medical degree before residency, to further explore career opportunities and to increase their chances to get into their preferred specialty. To shorten this gap between undergraduate and the start of postgraduate training, the sixth and final year of most Dutch medical schools is designed as a “transitional year”. Students work with more clinical responsibilities than in the earlier clerkships, and this year includes many elective options. Our study focuses on these elective options and explores how medical students use these transitional year electives to prepare for transition to postgraduate training.Methods: In 2012-2013 we asked all 274 graduating students at one Dutch medical school to complete an open-answer questionnaire with the following topics: Questionnaire results were coded by two researchers and were discussed with all members of the research team. Results: A total of 235 students responded (86%. Answers about motivation for choices revealed that most electives where chosen for career orientation and to optimize chances to get into a residency program. Students also focused on additional experiences in specialties related to their preferred specialty. Many students chose electives logically related to each other, e.g. combinations of surgery and radiology. About two-thirds of the respondents stated that their elective experiences did confirm their specialty preferences or resulted in a more clear insight.Conclusion: We conclude that students use the transitional year electives to focus on their future postgraduate training program, i.e. for

New paths in post-graduate medical training in general practice - 8 years of experience with the pilot project Verbundweiterbildungplus Baden-Württemberg.

Science.gov (United States)

Schwill, Simon; Magez, Julia; Joos, Stefanie; Steinhäuser, Jost; Ledig, Thomas; Rubik, Aline; Niebling, Wilhelm; Szecsenyi, Joachim; Flum, Elisabeth

2017-01-01

Background: In face of the looming shortage of general practitioners, primary healthcare providers and post-graduate training in general practice are increasingly becoming part of the political agenda in Germany. In 2009 the program "Verbundweiterbildung plus Baden-Württemberg" (VWB plus BW) was developed by the Competence Center for General Practice in Baden-Wuerttemberg to ensure primary healthcare in the future by enhancing the attractiveness of general medicine. This paper describes the experiences that have been gathered in developing a post-graduate training-program for physicians undergoing specialist training in general practice. Project description: The Competence Center for General Practice in Baden-Wuerttemberg supports the organization of regional networks dedicated to post-graduate medical education. First core element of the VWB plus BW program is a special seminar series for physicians pursuing post-graduate training. This seminar program is aligned with the German competency-based curriculum in general medicine and is meant to promote medical expertise and other related competencies, such as business and medical practice management and communication skills. Mentoring and advising the physicians regarding professional and personal planning form the second core element. The third core element is seen in the train-the-trainer seminars that address the competencies of the trainers. In order to focus the program's content closely on the needs of the target groups, scientifically based evaluations and research are carried out. Results: Since starting in 2009, 685 physicians have entered the program and 141 have passed the examination to become medical specialists (as of December 2016). In total, 31 networks, 60 hospitals and 211 general practices have participated. The seminar sessions have been rated on average with 1.43 on a six-point Likert scale by the physician trainees (1=extremely satisfied, 6=extremely dissatisfied). Alongside the medical

Training Project Management Complexity in Postgraduate And Continuing Education Programs: A Learning Strategy in The Eshe (European Space of Higher Education) Framework

OpenAIRE

Mtnez-Almela, Jesús; de los Rios, Ignacio

2011-01-01

The objective of this paper is to address the methodological process of a teaching strategy for training project managment complexity in postgraduate programs. The proposal is made up of different methods —intuitive, comparative, deductive, case study, problem-solving Project-Based Learning— and different activities inside and outside the classroom. This integration of methods motivated the current use of the concept of “learning strategy”. The strategy has two phases: firstly, the integra...

Selection for Dutch postgraduate GP training; time for improvement

NARCIS (Netherlands)

Vermeulen, M.I.; Kuyvenhoven, M.M.; Zuithoff, N.P.; Tromp, F.; Graaf, Y. van der; Pieters, R.H.

2012-01-01

Background: In the Netherlands we select candidates for the postgraduate GP training by assessing personal qualities in interviews. Because of differences in the ratio of number of candidates and number of vacancies between the eight departments of GP training we questioned whether the risk of being

European veterinary public health specialization: post-graduate training and expectations of potential employers.

Science.gov (United States)

Alonso, Silvia; Dürr, Salome; Fahrion, Anna; Harisberger, Myriam; Papadopoulou, Christina; Zimmerli, Urs

2013-01-01

Residents of the European College of Veterinary Public Health (ECVPH) carried out a survey to explore the expectations and needs of potential employers of ECVPH diplomates and to assess the extent to which the ECVPH post-graduate training program meets those requirements. An online questionnaire was sent to 707 individuals working for universities, government organizations, and private companies active in the field of public health in 16 countries. Details on the structure and activities of the participants' organizations, their current knowledge of the ECVPH, and potential interest in employing veterinary public health (VPH) experts or hosting internships were collected. Participants were requested to rate 22 relevant competencies according to their importance for VPH professionals exiting the ECVPH training. A total of 138 completed questionnaires were included in the analysis. While generic skills such as "problem solving" and "broad horizon and inter-/multidisciplinary thinking" were consistently given high grades by all participants, the importance ascribed to more specialized skills was less homogeneous. The current ECVPH training more closely complies with the profile sought in academia, which may partly explain the lower employment rate of residents and diplomates within government and industry sectors. The study revealed a lack of awareness of the ECVPH among public health institutions and demonstrated the need for greater promotion of this veterinary specialization within Europe, both in terms of its training capacity and the professional skill-set of its diplomates. This study provides input for a critical revision of the ECVPH curriculum and the design of post-graduate training programs in VPH.

The Development of a Postgraduate Orthopaedic Manual Therapy Residency Program in Nairobi, Kenya.

Science.gov (United States)

Cunningham, Shala; Jackson, Richard; Muli, Daniel Kangutu; McFelea, Joni

2017-01-01

There are very few opportunities for long-term, comprehensive postgraduate education in developing countries because of fiscal and human resource constraints. Therefore, physiotherapists have little opportunity following graduation to advance their skills through the improvement of clinical reasoning and treatment planning and application. To address the need for sustainable advanced instruction in physiotherapy within the country, a postgraduate Residency program was initiated in Nairobi, Kenya in 2012. The mission of the program is to graduate advanced orthopedic practitioners who can lead their communities and local profession in the advancement of clinical care and education. Since its inception, six cohorts have been initiated for a total of 90 resident participants. In addition, six program graduates are being trained to continue the Residency program and are serving as teaching assistants for the on campus modules. This training will result in a self-sustaining program by 2020. The manual therapy Residency education model allowed for advancement of the participating physiotherapists professional development utilizing evidence-based practice. This was done without altering the current education system within the country, or accessing expensive equipment. The Residency program was developed and established with the cooperation of a local education institution and a non-profit corporation in the United States. This collaboration has facilitated the advancement of orthopedic clinical standards in the country and will, hopefully, one day serve an as a template for future programs.

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

Science.gov (United States)

Levi, M

2004-02-14

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

Post-Graduate Training in Private Practice

DEFF Research Database (Denmark)

Petersen, Birgitte; Jacobsen, Claus Haugaard

2010-01-01

is mainly theoretical. Thus, the clinical training is to be obtained after graduation. In order to obtain authorization as a psychologist the candidates must receive 160 hours of clinical supervision during fulltime occupation in at least two years. Until recently, this postgraduate training was mainly...... to research of evaluating. Thus, the present study is the first one focusing on the specific conditions in this context, i.e. being intimate together in a small unit; the need to make a living; dual or multiple relationships, etc. The status of this project; The research data (interviews) is currently being...

Work-based Assessment and Co-production in Postgraduate Medical Training

Directory of Open Access Journals (Sweden)

Holmboe, Eric S.

2017-11-01

Full Text Available Assessment has always been an essential component of postgraduate medical education and for many years focused predominantly on various types of examinations. While examinations of medical knowledge and more recently of clinical skills with standardized patients can assess learner capability in controlled settings and provide a level of assurance for the public, persistent and growing concerns regarding quality of care and patient safety worldwide has raised the importance and need for better work-based assessments. Work-based assessments, when done effectively, can more authentically capture the abilities of learners to actually provide safe, effective, patient-centered care. Furthermore, we have entered the era of interprofessional care where effective teamwork among multiple health care professionals is now paramount. Work-based assessment methods are now essential in an interprofessional healthcare world.To better prepare learners for these newer competencies and the ever-growing complexity of healthcare, many post-graduate medical education systems across the globe have turned to outcomes-based models of education, codified through competency frameworks. This commentary provides a brief overview on key methods of work-based assessment such as direct observation, multisource feedback, patient experience surveys and performance measures that are needed in a competency-based world that places a premium on educational and clinical outcomes. However, the full potential of work-based assessments will only be realized if post-graduate learners play an active role in their own assessment program. This will require a substantial culture change, and culture change only occurs through actions and changed behaviors. Co-production offers a practical and philosophical approach to engaging postgraduate learners to be active, intrinsically motivated agents for their own professional development, help to change learning culture and contribute to improving

New paths in post-graduate medical training in general practice – 8 years of experience with the pilot project Verbundweiterbildung Baden-Württemberg

Directory of Open Access Journals (Sweden)

Schwill, Simon

2017-11-01

Full Text Available Background: In face of the looming shortage of general practitioners, primary healthcare providers and post-graduate training in general practice are increasingly becoming part of the political agenda in Germany. In 2009 the program “Verbundweiterbildung Baden-Württemberg” (VWB BW was developed by the Competence Center for General Practice in Baden-Wuerttemberg to ensure primary healthcare in the future by enhancing the attractiveness of general medicine. This paper describes the experiences that have been gathered in developing a post-graduate training-program for physicians undergoing specialist training in general practice.Project description: The Competence Center for General Practice in Baden-Wuerttemberg supports the organization of regional networks dedicated to post-graduate medical education. First core element of the VWB BW program is a special seminar series for physicians pursuing post-graduate training. This seminar program is aligned with the German competency-based curriculum in general medicine and is meant to promote medical expertise and other related competencies, such as business and medical practice management and communication skills. Mentoring and advising the physicians regarding professional and personal planning form the second core element. The third core element is seen in the train-the-trainer seminars that address the competencies of the trainers. In order to focus the program’s content closely on the needs of the target groups, scientifically based evaluations and research are carried out.Results: Since starting in 2009, 685 physicians have entered the program and 141 have passed the examination to become medical specialists (as of December 2016. In total, 31 networks, 60 hospitals and 211 general practices have participated. The seminar sessions have been rated on average with 1.43 on a six-point Likert scale by the physician trainees (1=extremely satisfied, 6=extremely dissatisfied. Alongside the medical

Medical students' preparation for the transition to postgraduate training through final year elective rotations.

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van den Broek, W E Sjoukje; Wijnen-Meijer, Marjo; Ten Cate, Olle; van Dijk, Marijke

2017-01-01

Objectives: This study adds to the ongoing discussion on how to ease the transition from undergraduate medical training to postgraduate training. In the Netherlands there is no central matching system for admission to residency. Medical school graduates just apply for a position in an open job market. Many choose to acquire general or specialty-specific clinical experiences after the medical degree before residency, to further explore career opportunities and to increase their chances to get into their preferred specialty. To shorten this gap between undergraduate and the start of postgraduate training, the sixth and final year of most Dutch medical schools is designed as a "transitional year". Students work with more clinical responsibilities than in the earlier clerkships, and this year includes many elective options. Our study focuses on these elective options and explores how medical students use these transitional year electives to prepare for transition to postgraduate training. Methods: In 2012-2013 we asked all 274 graduating students at one Dutch medical school to complete an open-answer questionnaire with the following topics: their preferred specialty at the start of the transitional year, electives they chose during this year and reasons for these choices, and whether the transitional year electives changed their career considerations. Questionnaire results were coded by two researchers and were discussed with all members of the research team. Results: A total of 235 students responded (86%). Answers about motivation for choices revealed that most electives where chosen for career orientation and to optimize chances to get into a residency program. Students also focused on additional experiences in specialties related to their preferred specialty. Many students chose electives logically related to each other, e.g. combinations of surgery and radiology. About two-thirds of the respondents stated that their elective experiences did confirm their specialty

Simulation in Canadian postgraduate emergency medicine training - a national survey.

Science.gov (United States)

Russell, Evan; Hall, Andrew Koch; Hagel, Carly; Petrosoniak, Andrew; Dagnone, Jeffrey Damon; Howes, Daniel

2018-01-01

Simulation-based education (SBE) is an important training strategy in emergency medicine (EM) postgraduate programs. This study sought to characterize the use of simulation in FRCPC-EM residency programs across Canada. A national survey was administered to residents and knowledgeable program representatives (PRs) at all Canadian FRCPC-EM programs. Survey question themes included simulation program characteristics, the frequency of resident participation, the location and administration of SBE, institutional barriers, interprofessional involvement, content, assessment strategies, and attitudes about SBE. Resident and PR response rates were 63% (203/321) and 100% (16/16), respectively. Residents reported a median of 20 (range 0-150) hours of annual simulation training, with 52% of residents indicating that the time dedicated to simulation training met their needs. PRs reported the frequency of SBE sessions ranging from weekly to every 6 months, with 15 (94%) programs having an established simulation curriculum. Two (13%) of the programs used simulation for resident assessment, although 15 (94%) of PRs indicated that they would be comfortable with simulation-based assessment. The most common PR-identified barriers to administering simulation were a lack of protected faculty time (75%) and a lack of faculty experience with simulation (56%). Interprofessional involvement in simulation was strongly valued by both residents and PRs. SBE is frequently used by Canadian FRCPC-EM residency programs. However, there exists considerable variability in the structure, frequency, and timing of simulation-based activities. As programs transition to competency-based medical education, national organizations and collaborations should consider the variability in how SBE is administered.

Perceived causes of differential attainment in UK postgraduate medical training: a national qualitative study

OpenAIRE

Woolf, Katherine; Rich, Antonia; Viney, Rowena; Needleman, Sarah; Griffin, Ann

2016-01-01

Objectives Explore trainee doctors? experiences of postgraduate training and perceptions of fairness in relation to ethnicity and country of primary medical qualification. Design Qualitative semistructured focus group and interview study. Setting Postgraduate training in England (London, Yorkshire and Humber, Kent Surrey and Sussex) and Wales. Participants 137 participants (96 trainees, 41 trainers) were purposively sampled from a framework comprising: doctors from all stages of training in g...

The Development of a Postgraduate Orthopaedic Manual Therapy Residency Program in Nairobi, Kenya

Directory of Open Access Journals (Sweden)

Shala Cunningham

2017-06-01

Full Text Available IntroductionThere are very few opportunities for long-term, comprehensive postgraduate education in developing countries because of fiscal and human resource constraints. Therefore, physiotherapists have little opportunity following graduation to advance their skills through the improvement of clinical reasoning and treatment planning and application.BackgroundTo address the need for sustainable advanced instruction in physiotherapy within the country, a postgraduate Residency program was initiated in Nairobi, Kenya in 2012. The mission of the program is to graduate advanced orthopedic practitioners who can lead their communities and local profession in the advancement of clinical care and education. Since its inception, six cohorts have been initiated for a total of 90 resident participants. In addition, six program graduates are being trained to continue the Residency program and are serving as teaching assistants for the on campus modules. This training will result in a self-sustaining program by 2020.DiscussionThe manual therapy Residency education model allowed for advancement of the participating physiotherapists professional development utilizing evidence-based practice. This was done without altering the current education system within the country, or accessing expensive equipment.Concluding remarksThe Residency program was developed and established with the cooperation of a local education institution and a non-profit corporation in the United States. This collaboration has facilitated the advancement of orthopedic clinical standards in the country and will, hopefully, one day serve an as a template for future programs.

Perceived causes of differential attainment in UK postgraduate medical training: a national qualitative study

OpenAIRE

Woolf, K. V. M.; Rich, A.; Viney, R.; Needleman, S.; Griffin, A.

2016-01-01

Objectives: Explore trainee doctors’ experiences of postgraduate training and perceptions of fairness in relation to ethnicity and country of primary medical qualification. Design: Qualitative semistructured focus group and interview study. Setting: Postgraduate training in England (London, Yorkshire and Humber, Kent Surrey and Sussex) and Wales. Participants: 137 participants (96 trainees, 41 trainers) were purposively sampled from a framework comprising: doctors ...

Oncology education in Canadian undergraduate and postgraduate medical programs: a survey of educators and learners

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Tam, V.C.; Berry, S.; Hsu, T.; North, S.; Neville, A.; Chan, K.; Verma, S.

2014-01-01

Background The oncology education framework currently in use in Canadian medical training programs is unknown, and the needs of learners have not been fully assessed to determine whether they are adequately prepared to manage patients with cancer. Methods To assess the oncology education framework currently in use at Canadian medical schools and residency training programs for family (fm) and internal medicine (im), and to evaluate opinions about the content and utility of standard oncology education objectives, a Web survey was designed and sent to educators and learners. The survey recipients included undergraduate medical education curriculum committee members (umeccms), directors of fm and im programs, oncologists, medical students, and fm and im residents. Results Survey responses were received from 677 educators and learners. Oncology education was felt to be inadequate in their respective programs by 58% of umeccms, 57% of fm program directors, and 50% of im program directors. For learners, oncology education was thought to be inadequate by 67% of medical students, 86% of fm residents, and 63% of im residents. When comparing teaching of medical subspecialty–related diseases, all groups agreed that their trainees were least prepared to manage patients with cancer. A standard set of oncology objectives was thought to be possibly or definitely useful for undergraduate learners by 59% of respondents overall and by 61% of postgraduate learners. Conclusions Oncology education in Canadian undergraduate and postgraduate fm and im training programs are currently thought to be inadequate by a majority of educators and learners. Developing a standard set of oncology objectives might address the needs of learners. PMID:24523624

Introducing competency-based postgraduate medical education in the Netherlands.

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Scheele, Fedde; Teunissen, Pim; Van Luijk, Scheltus; Heineman, Erik; Fluit, Lia; Mulder, Hanneke; Meininger, Abe; Wijnen-Meijer, Marjo; Glas, Gerrit; Sluiter, Henk; Hummel, Thalia

2008-01-01

Medical boards around the world face the challenge of creating competency-based postgraduate training programs. Recent legislation requires that all postgraduate medical training programmes in The Netherlands be reformed. In this article the Dutch Advisory Board for Postgraduate Curriculum Development shares some of their experiences with guiding the design of specialist training programs, based on the Canadian Medical Educational Directives for Specialists (CanMEDS). All twenty-seven Dutch Medical Specialty Societies take three steps in designing a curriculum. First they divide the entire content of a specialty into logical units, so-called 'themes'. The second step is discussing, for each theme, for which tasks trainees have to be instructed, guided, and assessed. Finally, for each task an assessment method is chosen to focus on a limited number of CanMEDS roles. This leads to a three step training cycle: (i) based on their in-training assessment and practices, trainees will gather evidence on their development in a portfolio; (ii) this evidence stimulates the trainee and the supervisor to regularly reflect on a trainee's global development regarding the CanMEDS roles as well as on the performance in specific tasks; (iii) a personal development plan structures future learning goals and strategies. The experiences in the Netherlands are in line with international developments in postgraduate medical education and with the literature on workplace-based teaching and learning.

Doctors applying for Danish postgraduate medical specialist training are getting younger

DEFF Research Database (Denmark)

Kjaer, N. K.; Clausen, L. W.; Qvesel, D.

2012-01-01

was 58 months. 6% of the recruited doctors had a PhD. 61% of the doctors were graduates from the University of Southern Denmark. 14% graduated from the University of Copenhagen and 12% from Aarhus University. Finally, 13% graduated from a foreign university. CONCLUSION: Applicants accepted for specialist......INTRODUCTION: It was previously shown that applicants for postgraduate medical specialist training in Denmark were old. In order to prevent potential shortage of specialists, the Danish health authorities have passed legislation to speed up the output of new specialists. The aim of this study...... was to highlight the present characteristics of young doctors who entered specialist training. MATERIAL AND METHODS: Data include 443 doctors who were enrolled in a formalized postgraduate medical training programme in the Region of Southern Denmark from 2009 to 2011. RESULTS: 41% of the recruited young doctors...

Paving the road for a European postgraduate training curriculum.

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

2016-08-01

The 'Project for Achieving Consensus in Training' has been initiated by the European Board & College of Obstetrics and Gynaecology to harmonise training in Obstetrics and Gynaecology throughout Europe. In this project called the EBCOG-PACT, a state of the art pan-European training curriculum will be developed. Implementation of a pan-European curriculum will enhance harmonisation of both quality standards of women's healthcare practice and standards of postgraduate training. Secondly, it will assure equal quality of training of gynaecologists, promoting mobility throughout Europe. Thirdly, it will enhance cooperation and exchange of best practices between medical specialists and hospitals within Europe. The project is expecting to deliver (1) a description of the core and electives of the curriculum based on previously defined standards of care, (2) a societally responsive competency framework based on input from societal stakeholders and (3) strategies for education and assessment based on the current literature. Also, the project focuses on implementation and sustainability of the curriculum by delivering (4) a SWOT-analysis for the implementation based on insights into transcultural differences, (5) recommendations for implementation, change management and sustainability based on the SWOT analysis (6) and finally a handbook for other specialties initiating European curriculum development. The development and the implementation of this modern pan-European curriculum in Obstetrics and Gynaecology aims to serve as an example for the harmonisation of postgraduate training in Europe. Copyright © 2016. Published by Elsevier Ireland Ltd.

Feedback of final year ophthalmology postgraduates about their residency ophthalmology training in South India

Directory of Open Access Journals (Sweden)

K Ajay

2014-01-01

Full Text Available Background and Aims: This study documents a survey of final-year ophthalmology postgraduate students on the subject of their residency training. A similar survey conducted 7 years ago published in IJO had concluded that the residency program was not up to expectations in many centers. Our study aimed to see if ophthalmology training and student perceptions differed since then. Materials and Methods: For our study, we added a few questions to the same questionnaire used in the article "which is the best method to learn ophthalmology? Resident doctors′ perspective of ophthalmology training" published in IJO, Vol. 56 (5. Results: Forty-nine students (62.02% returned completed forms. Most students desired an orientation program on entering residency, and wished to undergo diagnostic training initially. Case-presentation with demonstration and Wet-lab learning were most preferred. There was a big difference between the number of surgeries students actually performed and the number they felt would have been ideal. Conclusion: On the whole, the students still felt the need for improved training across all aspects of ophthalmology.

Deficiencies in postgraduate training for healthcare professionals who provide diabetes education and support

DEFF Research Database (Denmark)

Byrne, J. L.; Davies, Melanie J; Willaing, I.

2017-01-01

: The present study shows that healthcare professionals report being insufficiently equipped to provide diabetes self-management education, including emotional and psychological aspects of diabetes, and many are not receiving postgraduate training in any part (including medical care) of the management......Aims: To consider the global provision of self-management diabetes education and training for healthcare professionals using data from the second Diabetes Attitudes, Wishes and Needs (DAWN2) study. Methods: A total of 4785 healthcare professionals caring for people with diabetes were surveyed in 17.......6–70.6% variation). Training in psychological management was low (19.1%), ranging from 3.6 to 36.5%, while 20.4% (a range of 3.6–36.4% across countries) had received no postgraduate training. Overall, the greatest training need was in the management of psychological aspects of diabetes (59.5%). For some, training...

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.

EC4 European Syllabus for Post-Graduate Training in Clinical Chemistry and Laboratory Medicine: version 3 - 2005.

Science.gov (United States)

Zerah, Simone; McMurray, Janet; Bousquet, Bernard; Baum, Hannsjorg; Beastall, Graham H; Blaton, Vic; Cals, Marie-Josèphe; Duchassaing, Danielle; Gaudeau-Toussaint, Marie-Françoise; Harmoinen, Aimo; Hoffmann, Hans; Jansen, Rob T; Kenny, Desmond; Kohse, Klaus P; Köller, Ursula; Gobert, Jean-Gérard; Linget, Christine; Lund, Erik; Nubile, Giuseppe; Opp, Matthias; Pazzagli, Mario; Pinon, Georges; Queralto, José M; Reguengo, Henrique; Rizos, Demetrios; Szekeres, Thomas; Vidaud, Michel; Wallinder, Hans

2006-01-01

The EC4 Syllabus for Postgraduate Training is the basis for the European Register of Specialists in Clinical Chemistry and Laboratory Medicine. The syllabus: Indicates the level of requirements in postgraduate training to harmonise the postgraduate education in the European Union (EU); Indicates the level of content of national training programmes to obtain adequate knowledge and experience; Is approved by all EU societies for clinical chemistry and laboratory medicine. The syllabus is not primarily meant to be a training guide, but on the basis of the overview given (common minimal programme), national societies should formulate programmes that indicate where knowledge and experience is needed. The main points of this programme are: Indicates the level of requirements in postgraduate training to harmonise the postgraduate education in the European Union (EU); Indicates the level of content of national training programmes to obtain adequate knowledge and experience; Is approved by all EU societies for clinical chemistry and laboratory medicine. Knowledge in biochemistry, haematology, immunology, etc.; Pre-analytical conditions; Evaluation of results; Interpretations (post-analytical phase); Laboratory management; and Quality insurance management. The aim of this version of the syllabus is to be in accordance with the Directive of Professional Qualifications published on 30 September 2005. To prepare the common platforms planned in this directive, the disciplines are divided into four categories: Indicates the level of requirements in postgraduate training to harmonise the postgraduate education in the European Union (EU); Indicates the level of content of national training programmes to obtain adequate knowledge and experience; Is approved by all EU societies for clinical chemistry and laboratory medicine. Knowledge in biochemistry, haematology, immunology, etc.; Pre-analytical conditions; Evaluation of results; Interpretations (post-analytical phase); Laboratory

An evaluation of the 18- and 12-month basic postgraduate training programmes in Denmark

DEFF Research Database (Denmark)

Kjaer, Niels Kristian; Qvesel, Dorte; Kodal, Troels

2010-01-01

equipped and less ready for continued specialisation than doctors of the 18-month programme and they requested a downward adjustment of the learning objectives associated with the educational positions which follow their basic training. Physicians do not expect the increased focus on learning...... and new programmes evaluate their training, and it explores their attitudes towards the new postgraduate training programme. MATERIAL AND METHODS: We developed a questionnaire by which quantitative and qualitative data were collected. The questionnaire was sent to all physicians following basic...... and supervision to compensate for the six-month reduction of the training period. Internal medicine should be included in the basic postgraduate training of all physicians. Training in secondary as well as primary health care was requested. CONCLUSION: The young physicians were reluctant towards the new basic...

eLearning resources to supplement postgraduate neurosurgery training.

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Stienen, Martin N; Schaller, Karl; Cock, Hannah; Lisnic, Vitalie; Regli, Luca; Thomson, Simon

2017-02-01

In an increasingly complex and competitive professional environment, improving methods to educate neurosurgical residents is key to ensure high-quality patient care. Electronic (e)Learning resources promise interactive knowledge acquisition. We set out to give a comprehensive overview on available eLearning resources that aim to improve postgraduate neurosurgical training and review the available literature. A MEDLINE query was performed, using the search term "electronic AND learning AND neurosurgery". Only peer-reviewed English-language articles on the use of any means of eLearning to improve theoretical knowledge in postgraduate neurosurgical training were included. Reference lists were crosschecked for further relevant articles. Captured parameters were the year, country of origin, method of eLearning reported, and type of article, as well as its conclusion. eLearning resources were additionally searched for using Google. Of n = 301 identified articles by the MEDLINE search, n = 43 articles were analysed in detail. Applying defined criteria, n = 28 articles were excluded and n = 15 included. Most articles were generated within this decade, with groups from the USA, the UK and India having a leadership role. The majority of articles reviewed existing eLearning resources, others reported on the concept, development and use of generated eLearning resources. There was no article that scientifically assessed the effectiveness of eLearning resources (against traditional learning methods) in terms of efficacy or costs. Only one article reported on satisfaction rates with an eLearning tool. All authors of articles dealing with eLearning and the use of new media in neurosurgery uniformly agreed on its great potential and increasing future use, but most also highlighted some weaknesses and possible dangers. This review found only a few articles dealing with the modern aspects of eLearning as an adjunct to postgraduate neurosurgery training. Comprehensive

Workplace based assessment: a step to promote competency based postgraduate training.

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Singh, Tejinder; Modi, Jyoti Nath

2013-06-08

There has been an increasing emphasis on defining outcomes of medical education in terms of performance of trainees. This is a step beyond the description of outcomes in terms of competence that encompasses mostly potential abilities rather than the actual performance. The contextual adaptations and behavior judgments of the trainees are best assessed by a program of in-training assessment. Workplace based assessment (WPBA) is one of the modalities, which assesses the trainee in authentic settings. Though Postgraduate (PG) medical training in India is said to be competency-based, most institutions do not have any formative or in-training assessment program for the same. The two cardinal elements of WPBA are direct observation and conducted in work place in addition to provision of feedback to the trainee. The WPBA conforms to the highest (Level 4: Does) of Millers pyramid and also has the potential to assess at all four levels. Some of the tools used for WPBA are: Logbooks, Clinical Encounter Cards (CEC), mini-Clinical Evaluation Exercise (mini-CEX), Case based discussions, Direct Observation of Procedural Skills (DOPS), Multisource feedback (peers, co-workers, seniors, patients) etc. These can be documented in the form of a portfolio that provides a longitudinal view of experiences and progress of the trainee. The WPBA scores high on validity and educational impact by virtue of being based on direct observation in real situation and contextual feedback. The feasibility and acceptability is enhanced by making appropriate choices of tools, advance planning, building of mutual trust, and training of assessors. Given the established benefits of WPBA in shaping clinical learning, there is an imminent need for including this mode of assessment in our clinical training programs especially PG training.

eLearning resources to supplement postgraduate neurosurgery training.

OpenAIRE

Stienen, MN; Schaller, K; Cock, H; Lisnic, V; Regli, L; Thomson, S

2017-01-01

BACKGROUND: In an increasingly complex and competitive professional environment, improving methods to educate neurosurgical residents is key to ensure high-quality patient care. Electronic (e)Learning resources promise interactive knowledge acquisition. We set out to give a comprehensive overview on available eLearning resources that aim to improve postgraduate neurosurgical training and review the available literature. MATERIAL AND METHODS: A MEDLINE query was performed, using the search ter...

Learning in the working place: the educational potential of a multihead microscope in pathology postgraduate training.

Science.gov (United States)

Sandmeier, Dominique; Bosman, Fred; Fiche, Maryse

2009-03-01

Training future pathologists is an important mission of many hospital anatomic pathology departments. Apprenticeship--a process in which learning and teaching tightly intertwine with daily work, is one of the main educational methods in use in postgraduate medical training. However, patient care, including pathological diagnosis, often comes first, diagnostic priorities prevailing over educational ones. Recognition of the unique educational opportunities is a prerequisite for enhancing the postgraduate learning experience. The aim of this paper is to draw attention of senior pathologists with a role as supervisor in postgraduate training on the potential educational value of a multihead microscope, a common setting in pathology departments. After reporting on an informal observation of senior and junior pathologists' meetings around the multihead microscope in our department, we review the literature on current theories of learning to provide support to the high potential educational value of these meetings for postgraduate training in pathology. We also draw from the literature on learner-centered teaching some recommendations to better support learning in this particular context. Finally, we propose clues for further studies and effective instruction during meetings around a multihead microscope.

A new tool to evaluate postgraduate training posts: the Job Evaluation Survey Tool (JEST).

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Wall, David; Goodyear, Helen; Singh, Baldev; Whitehouse, Andrew; Hughes, Elizabeth; Howes, Jonathan

2014-10-02

Three reports in 2013 about healthcare and patient safety in the UK, namely Berwick, Francis and Keogh have highlighted the need for junior doctors' views about their training experience to be heard. In the UK, the General Medical Council (GMC) quality assures medical training programmes and requires postgraduate deaneries to undertake quality management and monitoring of all training posts in their area. The aim of this study was to develop a simple trainee questionnaire for evaluation of postgraduate training posts based on the GMC, UK standards and to look at the reliability and validity including comparison with a well-established and internationally validated tool, the Postgraduate Hospital Educational Environment Measure (PHEEM). The Job Evaluation Survey Tool (JEST), a fifteen item job evaluation questionnaire was drawn up in 2006, piloted with Foundation doctors (2007), field tested with specialist paediatric registrars (2008) and used over a three year period (2008-11) by Foundation Doctors. Statistical analyses including descriptives, reliability, correlation and factor analysis were undertaken and JEST compared with PHEEM. The JEST had a reliability of 0.91 in the pilot study of 76 Foundation doctors, 0.88 in field testing of 173 Paediatric specialist registrars and 0.91 in three years of general use in foundation training with 3367 doctors completing JEST. Correlation of JEST with PHEEM was 0.80 (p training posts.

A Review of Outcome of Postgraduate Medical Training in Zambia ...

African Journals Online (AJOL)

A Review of Outcome of Postgraduate Medical Training in Zambia. K Bowa, F Goma, JINM Yikona, YF Mulla, SS Banda. Abstract. The University of Zambia School of Medicine was opened in 1966. Since inception, over 1200 undergraduate students have graduated with Bachelor of Medicine and Bachelor of Surgery.

Introducing Scenario Based Learning interactive to postgraduates in UQ Orthodontic Program.

Science.gov (United States)

Naser-ud-Din, S

2015-08-01

E-learning has gained momentum in health sciences and seems to have great potential in specialist dental education. Higher acceptability by learners is particularly associated with the surge of smart devices. Currently, there are limited number of e-learning modules available for dental education, particularly in Orthodontics. Scenario Based Learning interactive (SBLi(®)) software was used for the first time in Orthodontics Postgraduate training at the University of Queensland. Nine interactive modules were created embedded with clinical procedure videos, web-links, evidence-based literature, along with opportunity for self-assessment and evaluation. Qualitative data were collected before and after the administration of the SBLi(®) for Orthodontics. The purpose of this data was to investigate learning styles and the acceptance of e-modules as part of postgraduate training. Advantages of the package included high acceptance rate, greater confidence in the application of clinical skills covered in the modules and reduced contact time particularly with limited academic staff. E-modules demonstrated high compatibility with the learning styles of the participants and were considered engaging. It seems apparent that e-learning is most effective in a blended learning environment, supplemented with the traditional classroom approach, rather than as a sole mechanism for postgraduate training. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

The assessment of clinical skills is imperative in postgraduate specialty training

DEFF Research Database (Denmark)

Tolsgaard, Martin G; Ostergaard, Doris; Konge, Lars

2014-01-01

According to the Danish Ministry of Health recommendations, workplace-based assessment (WPBA) should be a central component in postgraduate specialty training. In this review the potential impact of WPBA with regard to patient safety, medical licensing and effects on doctors' learning is explored...

Report and recommendations on the requirements for postgraduate training in radiopharmacy and radiopharmaceutical chemistry 1989

International Nuclear Information System (INIS)

Cox, P.H.; Coenen, H.H.; Deckart, H.; Feuger, G.F.; Hesslewood, S.R.; Kristensen, K.; Komarek, P.; Meyer, G.J.; Stocklin, G.; Schubinger, P.A.

1990-01-01

The basic information concerning the status of postgraduate training in the radiopharmaceutical sciences contained in this report was compiled from the proceedings of a Workshop on Postgraduate Training in Radiopharmacy organised by the Committee on Radiopharameuticals [EANM Task Group] in Rotterdam in April 1989 under the auspices of The Council of Europe. The implications of this information were discussed at a meeting of the Committee in Strasbourg in August 1989 together with representatives from a number of European radiochemistry groups. From these discussions it was concluded that there was a strong case to propose standards for minimal training requirements for radiopharmacy and radiochemistry which would be applicable to all European countries. The Committee also found it desirable that the EANM should use its influence to obtain formal recognition of the professional responsibilities of the radiopharmaceutical chemist with respect to the production and control of short-lived, cyclotron-produced radiopharmaceuticals. This report gives an inventory of the current situation with regard to the training in radiopharmacy and radiopharmaceutical chemistry which is available in Europe and makes proposals for the establishment of a European postgraduate training programme. The programme is based upon a number of theoretical and practical teaching modules which can be adapted to meet the training requirements for pharmacists, chemists, physicians and other graduate professions. (orig.)

Postgraduate Training in Clinical Oncology. Report on a WHO Working Group (The Hague, The Netherlands, December 6-8, 1978).

Science.gov (United States)

World Health Organization, Copenhagen (Denmark). Regional Office for Europe.

The 1978 report of the Working Group of Postgraduate Training in Clinical Oncology, convened by the World Health Organization (WHO) Regional Office for Europe in collaboration with the government of The Netherlands, is presented. The groups analyzed models of postgraduate training in clinical oncology and evaluated their suitability in relation to…

[Application of problem-based learning in pre-job training of postgraduate students in department of endodontics].

Science.gov (United States)

Shao, Li-na; Wang, Xue-mei; Qiu, Li-hong; Zhan, Fu-liang; Xue, Ming

2013-08-01

To apply problem-based learning (PBL) in pre-job training of postgraduate students in department of endodontics. Thirty master degree postgraduate students of China Medical University were randomly divided into 2 groups, there were 15 students in each group. One group were taught with PBL method while the other group with lecture-based learning (LBL) method. The teaching effect was measured with examination and questionnaire survey. The data were analyzed by student's t-test using SPSS 11.5 software package. There was no significant difference in basic knowledge, medical records writing, oral examination between the two groups (P>0.05). There were significant differences in case analysis, dental operation, theory examination, practical examination and total scores between the two groups (Pjob training of postgraduate students.

Is the modernisation of postgraduate medical training in the Netherlands successful? Views of the NVMO Special Interest Group on Postgraduate Medical Education.

Science.gov (United States)

Scheele, Fedde; Van Luijk, Scheltus; Mulder, Hanneke; Baane, Coby; Rooyen, Corry Den; De Hoog, Matthijs; Fokkema, Joanne; Heineman, Erik; Sluiter, Henk

2014-02-01

Worldwide, the modernisation of medical education is leading to the design and implementation of new postgraduate curricula. In this article, the Special Interest Group for postgraduate medical education of the Netherlands Association for Medical Education (NVMO) reports on the experiences in the Netherlands. To provide insight into the shift in the aims of postgraduate training, as well as into the diffusion of distinct curricular activities, introduced during the process of modernisation. Based on three levels of training described by Frenk et al., the process of modernisation in the Netherlands is reviewed in a narrative way, using the expert views of the NVMO-SIG on PGME as a source of information. Educational science has effectively been incorporated and has until now mainly been applied on the level of informative learning to create 'medical expertise'. Implementing change on the level of formative learning for 'professional performance' has until now been a slow and arduous process, but the concept of reflection on practice has been firmly embraced. The training on the level of transformative learning is still in its early stages. The discussion about the aims of modern medical education could benefit from a more structured and transdisciplinary approach. Research is warranted on the interface between health care provision and those sciences that specialise in generic professional skills and in the societal context. Training professionals and educating 'enlightened change agents' for transformation in health care requires more governance and support from academic leaders with a broader perspective on the future of health care.

Rural general practice training: experience of a rural general practice team and a postgraduate year two registrar.

Science.gov (United States)

Scott-Jones, Joseph; Lucas, Sarah

2013-09-01

Undertaking training in rural areas is a recognised way of helping recruit staff to work in rural communities. Postgraduate year two medical doctors in New Zealand have been able to undertake a three-month placement in rural practice as part of their pre-vocational training experience since November 2010. To describe the experience of a rural general practice team providing training to a postgraduate year two medical trainee, and to describe the teaching experience and range of conditions seen by the trainee. A pre- and post-placement interview with staff, and analysis of a logbook of cases and teaching undertaken in the practice. The practice team's experience of having the trainee was positive, and the trainee was exposed to a wide range of conditions over 418 clinical encounters. The trainee received 22.5 hours of formal training over the three-month placement. Rural general practice can provide a wide range of clinical experience to a postgraduate year two medical trainee. Rural practices in New Zealand should be encouraged to offer teaching placements at this training level. Exposure to rural practice at every level of training is important to encourage doctors to consider rural practice as a career.

A novel method of assessing quality of postgraduate psychiatry training: experiences from a large training programme.

Science.gov (United States)

Bizrah, Mukhtar; Iacoponi, Eduardo; Parker, Elizabeth; Rymer, Janice; Iversen, Amy; Wessely, Simon

2013-06-14

Most assessments of the quality of postgraduate training are based on anonymised questionnaires of trainees. We report a comprehensive assessment of the quality of training at a large postgraduate psychiatry training institute using non-anonymised face-to-face interviews with trainees and their trainers. Two consultant psychiatrists interviewed 99 trainees and 109 trainers. Scoring of interview responses was determined by using a pre-defined criteria. Additional comments were recorded as free text. Interviews covered 13 domains, including: Clinical, teaching, research and management opportunities, clinical environment, clinical supervision, adequacy of job description, absence of bullying and job satisfaction. Multiple interview domain scores were combined, generating a 'Combined' score for each post. The interview response rate was 97% for trainers 88% for trainees. There was a significant correlation between trainee and trainer scores for the same interview domains (Pearson's r = 0.968, pJob satisfaction scores of year 1 to year 3 core trainees showed a significant increase with increasing seniority (Linear regression coefficient = 0.273, 95% CI: 0.033 to 0.513, ANOVA p= 0.026). This in-depth examination of the quality of training on a large psychiatry training programme successfully elicited strengths and weakness of our programme. Such an interview scheme could be easily implemented in smaller schemes and may well provide important information to allow for targeted improvement of training. Additionally, trends in quality of training and job satisfaction amongst various psychiatric specialities were identified; specifically speciality posts and liaison posts in psychiatry were revealed to be the most popular with trainees.

[Resident evaluation of general surgery training programs].

Science.gov (United States)

Espinoza G, Ricardo; Danilla E, Stefan; Valdés G, Fabio; San Francisco R, Ignacio; Llanos L, Osvaldo

2009-07-01

The profile of the general surgeon has changed, aiming to incorporate new skills and to develop new specialties. To assess the quality of postgraduate General Surgery training programs given by Chilean universities, the satisfaction of students and their preferences after finishing the training period. A survey with multiple choice and Likert type questions was designed and applied to 77 surgery residents, corresponding to 59% of all residents of general surgery specialization programs of Chilean universities. Fifty five per cent of residents financed with their own resources the specialization program. Thirty nine percent disagreed partially or totally with the objectives and rotations of programs. The opportunity to perform surgical interventions and the support by teachers was well evaluated. However, 23% revealed teacher maltreatment. Fifty six percent performed research activities, 73% expected to continue training in a derived specialty and 69% was satisfied with the training program. Residents considered that the quality and dedication of professors and financing of programs are issues that must be improved. The opportunity to perform surgical interventions, obtaining a salary for their work and teacher support is considered of utmost importance.

Postgraduate Clinical Training at the New England School of Optometry.

Science.gov (United States)

Hoffman, Douglas J.

1989-01-01

The New England College of Optometry's two separate but integrated clinical postgraduate programs, one providing Veterans' Administration residencies and the other, college-based fellowships, are described. The shared curriculum components, exchange process, and evaluation system are highlighted. (MSE)

Description of a medical writing rotation for a postgraduate pharmacy residency program.

Science.gov (United States)

Brown, Jamie N; Tiemann, Kelsey A; Ostroff, Jared L

2014-04-01

To provide a description of a pharmacy residency rotation dedicated to medical writing developed at a tertiary care academic medical center. Contribution to the medical literature is an important component of professional pharmacy practice, and there are many benefits seen by practitioners actively involved in scholarly activities. Residency programs have an opportunity to expand beyond the standard roles of postgraduate pharmacist training but rarely is there formal instruction on medical writing skills or are scholarship opportunities provided to residents. In order to address this deficiency, a residency program may consider the implementation of a formal Medical Writing rotation. This rotation is designed to introduce the resident to medical writing through active discussion on medical writing foundational topics, engage the resident in a collaborative review of a manuscript submitted to a peer-reviewed professional journal, and support the resident in the design and composition of manuscript of publishable quality. A structured Medical Writing rotation during a pharmacy resident's training can help develop the skills necessary to promote scholarly activities and foster resident interest in future pursuit of professional medical writing.

[Professional competences in certification in occupational medicine as a subject of postgraduate training].

Science.gov (United States)

Boczkowski, Andrzej

2002-01-01

In the Nofer Institute of Occupational Medicine, Łódź, teaching programs, contents of classes and teaching personnel of all postgraduate training cycles in occupational medicine were assessed (at the end of classes using a special questionnaire) by the students in the years 1998-2001. The evaluation studies with the help of a questionnaire on the self-assessment of acquired competencies were also carried out during this period. A comparative analysis enabled to define the degree in which particular courses (training cycles) concerning directly certification in some domains of occupational medicine, performed in 2000-2001, contributed to the increased professional competencies perceived by the students. Furthermore, of the whole list of occupational medicine subjects taught in 1998-2000, those concerning directly certification were separated, characterized quantitatively and qualitatively and compared with other aspects of special training in occupational medicine. One the basis of a specific evaluation study of the testing questions, performed in 1999, the quality of some questions on certification used in the tests of knowledge in occupational medicine was described.

Between trust and accountability: different perspectives on the modernization of postgraduate medical training in the Netherlands.

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Wallenburg, Iris; van Exel, Job; Stolk, Elly; Scheele, Fedde; de Bont, Antoinette; Meurs, Pauline

2010-06-01

Postgraduate medical training was reformed to be more responsive to changing societal needs. In the Netherlands, as in various other Western countries, a competency-based curriculum was introduced reflecting the clinical and nonclinical roles a modern doctor should fulfill. It is still unclear, however, what this modernization process exactly comprises and what its consequences might be for clinical practice and medical work. The authors conducted a Q methodological study to investigate which different perspectives exist on the modernization of postgraduate medical training among actors involved. The authors found four distinct perspectives, reflecting the different features of medical training. The accountability perspective stresses the importance of formal regulations within medical training and the monitoring of results in order to be more transparent and accountable to society. According to the educational perspective, medical training should be more formalized and directed at the educational process. The work-life balance perspective stresses the balance between a working life and a private life, as well as the changing professional relationship between staff members and residents. The trust-based perspective reflects the classic view of medical training in which role modeling and trust are considered most important. The four perspectives on the modernization of postgraduate medical training show that various aspects of the modernization process are valued differently by stakeholders, highlighting important sources of agreement and disagreement between them. An important source of disagreement is diverging expectations of the role of physicians in modern medical practice.

Rural general practice training: experience of a rural general practice team and a postgraduate year two registrar

Directory of Open Access Journals (Sweden)

Scott-Jones J

2013-09-01

Full Text Available INTRODUCTION: Undertaking training in rural areas is a recognised way of helping recruit staff to work in rural communities. Postgraduate year two medical doctors in New Zealand have been able to undertake a three-month placement in rural practice as part of their pre-vocational training experience since November 2010. AIM: To describe the experience of a rural general practice team providing training to a postgraduate year two medical trainee, and to describe the teaching experience and range of conditions seen by the trainee. METHODS: A pre- and post-placement interview with staff, and analysis of a logbook of cases and teaching undertaken in the practice. RESULTS: The practice team's experience of having the trainee was positive, and the trainee was exposed to a wide range of conditions over 418 clinical encounters. The trainee received 22.5 hours of formal training over the three-month placement. DISCUSSION: Rural general practice can provide a wide range of clinical experience to a postgraduate year two medical trainee. Rural practices in New Zealand should be encouraged to offer teaching placements at this training level. Exposure to rural practice at every level of training is important to encourage doctors to consider rural practice as a career.

The Importance of Corporate Image in the Marketing of University Postgraduate Programs

Directory of Open Access Journals (Sweden)

Zainudin Awang

2010-06-01

Full Text Available The increase in the number of universities offering higher education has surpassed the increase in demand for higher education. Hence, the competition for potential customers, especially postgraduates, is very stiff. When the characteristics of service offering have become uniform, universities should be looking for their own competitive edge in the market to differentiate themselves from their competitors. This study attempts to investigate the influence of the corporate image of a university on the willingness of their outgoing undergraduates to continue postgraduate studies at the university (market retention and to recommend their friends, families, and employers to engage with the university (positive word of mouth. Data was collected randomly from 872 outgoing undergraduates using self-administered questionnaires. Factor analysis or corporate image items extracted three distinct dimensions. The study renamed these dimensions as the image of a university, image of its academic programs and the external recognition received by the university. As for the students’ loyalty, the factor analysis extracted two distinct dimensions. The study renamed these dimensions as market retention and positive recommendation. The study found that the corporate image of a university had a significant and direct effect on students’ intention to enroll in postgraduate programs at the university. Among the influential corporate image dimensions are the image of a university and the image of its academic programs. The corporate image of a university provides a significant influence on positive word of mouth and recommendations by outgoing undergraduates to potential postgraduate customers to register with the university. The results have significant implications for the long-term growth and survival of postgraduate programs.

[Role of a credit system in the development of continuous postgraduate training of physicians within the framework of the innovation educational space formation program of the I. M. Sechenov Moscow Medical Academy].

Science.gov (United States)

Vyzhigina, M A; Buniatian, A A; Sizova, Zh M; Protopopova, T A; Zaugol'nikova, T V; Zhukova, S G

2007-01-01

Russia 's joining the European higher educational space and an increase in the international competitive capacity of the European higher educational system envisage first of all that the European credit test system (ECTS) should be accepted and introduced into all national higher educational schools, which ensures both credit test and cumulative functions and guarantees the academic recognition of the education abroad. The issues of modernization of approaches to reforming the continuous postgraduate training of physicians, by using the credit test system, as well as new forms and technologies for an educational process in accordance with the European educational system principles are under discussion. The novelty of the proposed development is that the credit test system is first applied to the continuous postgraduate training of physicians within the framework of the Russian higher medical educational system. The Russian continuous postgraduate medical training pattern that is common in form and content is proposed in accordance with the Bologna declaration principles; approaches have been developed to incorporating the European educational traditions into the Russian national continuous postgraduate medical training system, by employing the credit test system; criteria have been elaborated for adapting the European credit test system at all stages of reformation of the Russian educational system; guidelines have been worked out for the conversion of academic load of various forms of the continuous postgraduate training of physicians to the credit test system; ways of introducing the new forms and technologies into an educational process have been proposed in accordance with the European education system principles, by taking into account the credit test system. The introduction of new technologies of an educational process, by using the credit test system will contribute to personality formation in a physician who has a high competence, a capacity for valuable

The Impact of Postgraduate Health Technology Innovation Training: Outcomes of the Stanford Biodesign Fellowship.

Science.gov (United States)

Wall, James; Hellman, Eva; Denend, Lyn; Rait, Douglas; Venook, Ross; Lucian, Linda; Azagury, Dan; Yock, Paul G; Brinton, Todd J

2017-05-01

Stanford Biodesign launched its Innovation Fellowship in 2001 as a first-of-its kind postgraduate training experience for teaching biomedical technology innovators a need-driven process for developing medical technologies and delivering them to patients. Since then, many design-oriented educational programs have been initiated, yet the impact of this type of training remains poorly understood. This study measures the career focus, leadership trajectory, and productivity of 114 Biodesign Innovation Fellowship alumni based on survey data and public career information. It also compares alumni on certain publicly available metrics to finalists interviewed but not selected. Overall, 60% of alumni are employed in health technology in contrast to 35% of finalists interviewed but not selected. On leadership, 72% of alumni hold managerial or higher positions compared to 48% of the finalist group. A total of 67% of alumni reported that the fellowship had been "extremely beneficial" on their careers. As a measure of technology translation, more than 440,000 patients have been reached with technologies developed directly out of the Biodesign Innovation Fellowship, with another 1,000,000+ aided by solutions initiated by alumni after their training. This study suggests a positive impact of the fellowship program on the career focus, leadership, and productivity of its alumni.

Optimization programs of radiation protection applied to post-graduation and encouraging research

International Nuclear Information System (INIS)

Levy, Denise S.; Sordi, Gian Maria A.A.

2013-01-01

In 2011 we started the automation and integration of radiological protection optimization programs, in order to offer unified programs and inter-related information in Portuguese, providing Brazilian radioactive facilities a complete repository for research, consultation and information. The authors of this project extended it to postgraduate education, in order to encourage postgraduate students researches, expanding methods for enhancing student learning through the use of different combined resources, such as educational technology, information technology and group dynamics. This new methodology was applied in a postgraduate discipline at Instituto de Pesquisas Energeticas e Nucleares (IPEN), Brazil, in the postgraduate discipline entitled Fundamental Elements of Radiological Protection (TNA-5732). Students have six weeks to assimilate a complex content of optimization, considering national and international standards, guidelines and recommendations published by different organizations over the past decades. Unlike traditional classes, in which students receive prompt responses, this new methodology stimulates discussion, encouraging collective thinking processes and promoting ongoing personal reflection and researches. Case-oriented problem-solving permitted students to play different roles, promoting whole-group discussions and cooperative learning, approaching theory and practical applications. Students discussed different papers, published in international conferences, and their implications according to current standards. The automation of optimization programs was essential as a research tool during the course. The results of this experience were evaluated in two consecutive years. We had excellent results compared to the previous 14 years. The methodology has exceeded expectations and will be also applied in 2013 to ionizing radiation monitoring postgraduate classes. (author)

A novel method of assessing quality of postgraduate psychiatry training: experiences from a large training programme

Science.gov (United States)

2013-01-01

Background Most assessments of the quality of postgraduate training are based on anonymised questionnaires of trainees. We report a comprehensive assessment of the quality of training at a large postgraduate psychiatry training institute using non-anonymised face-to-face interviews with trainees and their trainers. Methods Two consultant psychiatrists interviewed 99 trainees and 109 trainers. Scoring of interview responses was determined by using a pre-defined criteria. Additional comments were recorded as free text. Interviews covered 13 domains, including: Clinical, teaching, research and management opportunities, clinical environment, clinical supervision, adequacy of job description, absence of bullying and job satisfaction. Multiple interview domain scores were combined, generating a ‘Combined’ score for each post. Results The interview response rate was 97% for trainers 88% for trainees. There was a significant correlation between trainee and trainer scores for the same interview domains (Pearson’s r = 0.968, ppsychiatry posts as compared to general adult psychiatry posts (Two tailed t-test, p psychiatry as compared to other specialist psychiatry posts (t-test: p = 0.038, 95% CI: -0.3901, -0.0118). Job satisfaction scores of year 1 to year 3 core trainees showed a significant increase with increasing seniority (Linear regression coefficient = 0.273, 95% CI: 0.033 to 0.513, ANOVA p= 0.026). Conclusions This in-depth examination of the quality of training on a large psychiatry training programme successfully elicited strengths and weakness of our programme. Such an interview scheme could be easily implemented in smaller schemes and may well provide important information to allow for targeted improvement of training. Additionally, trends in quality of training and job satisfaction amongst various psychiatric specialities were identified; specifically speciality posts and liaison posts in psychiatry were revealed to be the most popular with trainees. PMID

Postgraduate fellows as teaching assistants in human anatomy: an experimental teaching model at a Chinese research university.

Science.gov (United States)

Cheng, Xiao; Wang, Lin; Guo, Kaihua; Liu, Shu; Li, Feng; Chu, Guoliang; Zhou, Li-Hua

2011-01-01

Postgraduate fellowship training programs are expanding at Chinese universities. This growing cadre of advanced trainees calls for the development of new learning and training models wherein postgraduate fellows have an ample opportunity to teach more junior learners, thereby expanding their own knowledge base and competitiveness for future employment. Educational reform at Sun Yat-Sen University has recently allowed postgraduate fellows to act as teaching assistants for undergraduate anatomy courses. This model is common in western countries but is novel in China. Copyright © 2010 American Association of Anatomists.

Postgraduate education in internal medicine in Europe.

Science.gov (United States)

Cranston, Mark; Slee-Valentijn, Monique; Davidson, Christopher; Lindgren, Stefan; Semple, Colin; Palsson, Runolfur

2013-10-01

Limited information exists on the framework and content of postgraduate education in internal medicine in Europe. This report describes the results of a survey of postgraduate training in internal medicine in the European countries. Two online questionnaire-based surveys were carried out by the European Board of Internal Medicine, one on the practice of internists and the other on postgraduate training in internal medicine. The national internal medicine societies of all 30 member countries of the European Federation of Internal Medicine were invited to participate. The responses were reviewed by internal medicine residents from the respective countries and summaries of the data were sent to the national societies for approval. Descriptive analysis of the data on postgraduate training in internal medicine was performed. Twenty-seven countries (90%) completed the questionnaire and approved their datasets. The length of training ranged from four to six years and was commonly five years. The majority of countries offered training in internal medicine and a subspecialty. A common trunk of internal medicine was frequently a component of subspecialty training programmes. Hospital inpatient service was the predominant setting used for training. A final certifying examination was in place in 14 countries. Although some similarities exists, there appear to be significant differences in the organisation, content and governance of postgraduate training in internal medicine between the European countries. Our findings will prove invaluable for harmonisation of training and qualification in internal medicine in Europe. © 2013.

The influence of a vertically integrated curriculum on the transition to postgraduate training.

NARCIS (Netherlands)

Wijnen-Meijer, M.; Cate, O.T.J. ten; Rademakers, J.J.D.J.M.; Schaaf, M. van der; Borleffs, J.C.C.

2009-01-01

Background: Recently, many medical curricula have been changed into vertically integrated programmes. One of the aims of vertical integration is to facilitate the transition from theoretical to clinical education and from medical school to postgraduate training. Aims: The aim of this study was to

STRATEGIES IN SEARCHING HOMOGENEITY IN A FACULTY OF A POSTGRADUATE PROGRAM.

Science.gov (United States)

Cecatti, José G; Fernandes, Karayna G; Souza, Renato T; Silveira, Carla; Surita, Fernanda G

2015-01-01

The professor plays a fundamental role in a graduate program, considering he/she is who plans and performs a great part of the tasks, and he/she is also responsible for spreading knowledge among students. The professor should use didactical resources for his/her continuous qualification, being responsible for situations favoring the development of students who should learn according to the best and easier way. The homogeneity in the postgraduate program consists of having subgroups of research corresponding to the Areas of Concentration, where each subgroup works with some distinct topics of research. It is desirable that the staff of postgraduate program has a significant and high quality scientific production, homogeneously distributed among them. The professors must systematically search for resources for research in agencies supporting research, not only for sponsoring the studies, but also for adding value to the researchers involved in the whole activities. The postgraduate programs need to support the professional qualification of their staff who should improve their knowledge on epidemiology for clinical studies, ethics in research and teaching skills. Two characteristics of the postgraduate system in Brazil are the nucleation and solidarity, based on the capacity and/or interest of those more structured programs to help those beginners, cooperating with their activities. The Capes (the national governmental agency responsible for coordinating and evaluating all postgraduate programs in Brazil) valorizes the social insertion in the context of postgraduate programs´ activities. It includes the recognition of activities with technological, cultural, educational and social impact as criteria for evaluation of the programs. Does exist an ideal model of postgraduate program? We think that there is no a mathematical formulae nor an ideal model for a postgraduate program. Each institution should make adaptations and search for improvements of their faculty and

Effects of implementing time-variable postgraduate training programmes on the organization of teaching hospital departments.

Science.gov (United States)

van Rossum, Tiuri R; Scheele, Fedde; Sluiter, Henk E; Paternotte, Emma; Heyligers, Ide C

2018-01-31

As competency-based education has gained currency in postgraduate medical education, it is acknowledged that trainees, having individual learning curves, acquire the desired competencies at different paces. To accommodate their different learning needs, time-variable curricula have been introduced making training no longer time-bound. This paradigm has many consequences and will, predictably, impact the organization of teaching hospitals. The purpose of this study was to determine the effects of time-variable postgraduate education on the organization of teaching hospital departments. We undertook exploratory case studies into the effects of time-variable training on teaching departments' organization. We held semi-structured interviews with clinical teachers and managers from various hospital departments. The analysis yielded six effects: (1) time-variable training requires flexible and individual planning, (2) learners must be active and engaged, (3) accelerated learning sometimes comes at the expense of clinical expertise, (4) fast-track training for gifted learners jeopardizes the continuity of care, (5) time-variable training demands more of supervisors, and hence, they need protected time for supervision, and (6) hospital boards should support time-variable training. Implementing time-variable education affects various levels within healthcare organizations, including stakeholders not directly involved in medical education. These effects must be considered when implementing time-variable curricula.

Admission and poor performance of trainees in the postgraduate GP training in the Netherlands

NARCIS (Netherlands)

Vermeulen, M.I.

2014-01-01

Until 2014 the selection for the Dutch postgraduate GP training was conducted locally, on the eight GP departments. The procedure consisted of a letter of application and a semi-structured interview. We investigated to what extend department of choice, candidates’ characteristics and qualities

Postdoctoral pharmacy industry fellowships: a descriptive analysis of programs and postgraduate positions.

Science.gov (United States)

Melillo, Stephanie; Gangadharan, Amy; Johnson, Hiliary; Schleck, Patrick; Steinberg, Michael; Alexander, James G

2012-01-01

Postdoctoral pharmacy industry fellowship programs and the employment of fellowship graduates are described. A list of postgraduate industry fellowships was gathered from the 2009 ASHP Midyear Clinical Meeting. Data regarding program characteristics were collected using the Personnel Placement Service database and program-specific brochures. After data compilation, a standardized survey was sent in January 2010 via e-mail to the point of contact for all programs to confirm the accuracy of the program's characteristics. Only academically affiliated industry fellowship programs were analyzed. Retrospective data were collected regarding the first position of employment for all fellows who graduated from the program between 2005 and 2009 and the position of those same individuals at the time of survey completion. Surveys were sent to 64 postgraduate industry fellowship programs affiliated with a school of pharmacy, 56 (87.5%) of whom responded. The departmental breakdown for positions offered (n = 75) across all academically affiliated industry fellowship programs (including nonresponders) was as follows: medical affairs (38.7%, n = 29), clinical research (32.0%, n = 24), regulatory affairs (9.3%, n = 7), commercial (8.0%, n = 6), health economics and outcomes research (8.0%, n = 6), and pharmacovigilance (4.0%, n = 3). Data from fellows during years 1-5 after completion of the industry fellowship indicated that 90.5% of former fellows remained in the industry (n = 238). The postgraduate industry fellowship programs surveyed indicated that the majority of fellowship graduates continued to hold positions in industry after program completion. The majority of industry fellowships and subsequent job placements occurred in the areas of medical affairs, clinical research, and regulatory affairs.

Impact of reduction in working hours for doctors in training on postgraduate medical education and patients' outcomes: systematic review.

Science.gov (United States)

Moonesinghe, S R; Lowery, J; Shahi, N; Millen, A; Beard, J D

2011-03-22

To determine whether a reduction in working hours of doctors in postgraduate medical training has had an effect on objective measures of medical education and clinical outcome. Systematic review. Medline, Embase, ISI Web of Science, Google Scholar, ERIC, and SIGLE were searched without language restriction for articles published between 1990 and December 2010. Reference lists and citations of selected articles. Studies that assessed the impact of a change in duty hours using any objective measure of outcome related to postgraduate medical training, patient safety, or clinical outcome. Any study design was eligible for inclusion. 72 studies were eligible for inclusion: 38 reporting training outcomes, 31 reporting outcomes in patients, and three reporting both. A reduction in working hours from greater than 80 hours a week (in accordance with US recommendations) does not seem to have adversely affected patient safety and has had limited effect on postgraduate training. Reports on the impact of European legislation limiting working hours to less than 56 or 48 a week are of poor quality and have conflicting results, meaning that firm conclusions cannot be made. Reducing working hours to less than 80 a week has not adversely affected outcomes in patient or postgraduate training in the US. The impact of reducing hours to less than 56 or 48 a week in the UK has not yet been sufficiently evaluated in high quality studies. Further work is required, particularly in the European Union, using large multicentre evaluations of the impact of duty hours' legislation on objective educational and clinical outcomes.

What European gynaecologists need to master : Consensus on medical expertise outcomes of pan-European postgraduate training in obstetrics & gynaecology

NARCIS (Netherlands)

van der Aa, Jessica E; Tancredi, Annalisa; Goverde, Angelique J; Velebil, Petr; Feyereisl, Jaroslav; Benedetto, Chiara; Teunissen, Pim W; Scheele, Fedde

OBJECTIVE: European harmonisation of training standards in postgraduate medical education in Obstetrics and Gynaecology is needed because of the increasing mobility of medical specialists. Harmonisation of training will provide quality assurance of training and promote high quality care throughout

The predictive validity of selection for entry into postgraduate training in general practice: evidence from three longitudinal studies.

Science.gov (United States)

Patterson, Fiona; Lievens, Filip; Kerrin, Máire; Munro, Neil; Irish, Bill

2013-11-01

The selection methodology for UK general practice is designed to accommodate several thousand applicants per year and targets six core attributes identified in a multi-method job-analysis study To evaluate the predictive validity of selection methods for entry into postgraduate training, comprising a clinical problem-solving test, a situational judgement test, and a selection centre. A three-part longitudinal predictive validity study of selection into training for UK general practice. In sample 1, participants were junior doctors applying for training in general practice (n = 6824). In sample 2, participants were GP registrars 1 year into training (n = 196). In sample 3, participants were GP registrars sitting the licensing examination after 3 years, at the end of training (n = 2292). The outcome measures include: assessor ratings of performance in a selection centre comprising job simulation exercises (sample 1); supervisor ratings of trainee job performance 1 year into training (sample 2); and licensing examination results, including an applied knowledge examination and a 12-station clinical skills objective structured clinical examination (OSCE; sample 3). Performance ratings at selection predicted subsequent supervisor ratings of job performance 1 year later. Selection results also significantly predicted performance on both the clinical skills OSCE and applied knowledge examination for licensing at the end of training. In combination, these longitudinal findings provide good evidence of the predictive validity of the selection methods, and are the first reported for entry into postgraduate training. Results show that the best predictor of work performance and training outcomes is a combination of a clinical problem-solving test, a situational judgement test, and a selection centre. Implications for selection methods for all postgraduate specialties are considered.

Qualitative analysis on the field training program for clinical school counselling―Interview survey on psychology department of the universities having post graduate field training program―

OpenAIRE

岡本, 淳子; 佐藤, 秀行; 金, 亜美; 水﨑, 光保

2016-01-01

　In this study, we have interviewed 20 universities with psychology departments that have the postgraduate field training programs of clinical school counselling for more than a year to find out the currentsituation. The results of the study revealed that the field training programs are implementedthrough various channels, largely categorized into the following types: 1）counselling support to thelocal schools through the board of education; 2）counselling support to the individual students thr...

Towards healthy learning climates in postgraduate medical education: exploring the role of hospital-wide education committees

NARCIS (Netherlands)

Silkens, Milou E. W. M.; Lombarts, Kiki M. J. M. H.; Scherpbier, Albert J. J. A.; Heineman, Maas Jan; Arah, Onyebuchi A.

2017-01-01

Background: Postgraduate medical education prepares residents for delivery of high quality patient care during training as well as for later practice, which makes high quality residency training programs crucial to safeguard patient care. Healthy learning climates contribute to high quality

Postgraduate nurses' self-assessment of clinical competence and need for further training. A European cross-sectional survey.

Science.gov (United States)

Wangensteen, Sigrid; Finnbakk, Elisabeth; Adolfsson, Annsofie; Kristjansdottir, Gudrun; Roodbol, Petrie; Ward, Helen; Fagerström, Lisbeth

2018-03-01

Nursing practice requires application of knowledge, skills and values in various combinations and has undergone substantial changes the last decades. An increased focus on inter-professional collaboration and possible new and more independent roles for nurses are described. A variety of programs have been developed in order to educate registered nurses (RN) to meet the changes and demands in health and nursing care throughout the world. The aims were to 1) describe nurses' self-assessment of clinical competence and need for further training, and 2) explore possible differences between nurses in specialist vs master's programs. A cross-sectional survey design was applied. 97 nurses in postgraduate programs from five countries responded (response rate 45%). A revised version of the Professional Nurse Self-Assessment Scale of clinical core competencies (PROFFNurseSASII) was used for data collection. Independent student t-test and regression analyses were carried out. The respondents rated their competence highest in taking full responsibility, cooperation with other health professionals and in acting ethically. Items where they considered themselves needing further training most were competence on medications, interaction and side effects and differential diagnoses. For all items, nurses in master's programs rated their competence higher than nurses in the specialist programs. Nurses in specialist programs rated their need for more training for all items higher than nurses in master's degree programs, and for 47 out of the 50 items these differences were statistically significant. Even though the nurses rated their competence high for important competence aspects such as taking responsibility and cooperation with other health professionals, it is worrying that their need for further training was highest for effects and interaction of various types of medications. Further studies are needed to conclude if and how master's education improves patient outcome. Copyright �

Sensitization to group direction in the postgraduate training on Group-Analysis

Directory of Open Access Journals (Sweden)

Simone Bruschetta

2014-09-01

Full Text Available The psychodynamic training group here introduced is a part of the General Training on Group Analysis of the Centre of Palermo of COIRAG Postgraduate School on Analytic Psychotherapy. The training project’s aim, built for the class of the third year, develops a sensitization device which provide a unique set of aquarium. The aim of that methodological artifice is not to engage students on specific group management techniques, but to allow the whole class group to bring into play the complexity of relations, of which is necessary to have awareness in order to lead a group within an institutional context: The main clinical referents that we chose to monitor in this experience are the relationship between conductors and participants and the relationship between group, task and setting. The brief description of this methodology is also including the reporting of two "cases" treated in the course of training. Keywords: Group leadership, Founding dimension, Cultural themes 

Training for disaster recovery: a review of training programs for social workers after the tsunami.

Science.gov (United States)

Rowlands, Allison

2006-01-01

This paper describes a range of training programs for social workers and other recovery workers following the Indian Ocean Tsunami of December 2004. These programs were developed and implemented by the author in Singapore, and with collaboration from Indonesian colleagues, in Indonesia. The content is outlined and the rationale behind the development of the programs is presented. The theoretical bases for the diversity of interventions are argued. A course module for both undergraduate and postgraduate social work education is also described, as inclusion of crisis and disaster recovery management in professional courses is necessary to prepare practitioners for their inevitable involvement in responding to emergencies.

Entrustable professional activities in post-licensure training in primary care pediatrics: Necessity, development and implementation of a competency-based post-graduate curriculum

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Fehr, Folkert

2017-11-01

Full Text Available There is an absence of broad-based and binding curricular requirements for structured competency-based post-graduate medical training in Germany, and thus no basis for comparing the competencies of physicians undergoing training in a medical specialty (. In response, the German Society of Primary Care Pediatrics’ working group on post-graduate education (DGAAP has identified realistic entrustable professional activities (EPAs in primary care, defined their number, scope and content, selected competency domains, specified required knowledge and skills, and described appropriate assessment methods. These guidelines are referred to as and can be accessed electronically by educators in pediatric medicine; the use and effectiveness of these guidelines are monitored by the German Association for Medical Education’s committee on post-graduate education (GMA. Teaching and training in pediatric medicine should take EPAs into consideration. To accomplish this, phases dedicated to primary care should be integrated into formal medical specialty training. Primary care pediatrics must enhance the sites where such training takes place into learning environments that prepare physicians trainees and turn the practicing specialists into mentoring educators.

International electives in neurology training: a survey of US and Canadian program directors.

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Lyons, Jennifer L; Coleman, Mary E; Engstrom, John W; Mateen, Farrah J

2014-01-14

To ascertain the current status of global health training and humanitarian relief opportunities in US and Canadian postgraduate neurology programs. There is a growing interest among North American trainees to pursue medical electives in low- and middle-income countries. Such training opportunities provide many educational and humanitarian benefits but also pose several challenges related to organization, human resources, funding, and trainee and patient safety. The current support and engagement of neurology postgraduate training programs for trainees to pursue international rotations is unknown. A survey was distributed to all program directors in the United States and Canada (December 2012-February 2013) through the American Academy of Neurology to assess the training opportunities, institutional partnerships, and support available for international neurology electives. Approximately half of responding programs (53%) allow residents to pursue global health-related electives, and 11% reported that at least 1 trainee participated in humanitarian relief during training (survey response rate 61%, 143/234 program directors). Canadian programs were more likely to allow residents to pursue international electives than US programs (10/11, 91% vs 65/129, 50%, p = 0.023). The number of trainees participating in international electives was low: 0%-9% of residents (55% of programs) and 10%-19% of residents (21% of programs). Lack of funding was the most commonly cited reason for residents not participating in global health electives. If funding was available, 93% of program directors stated there would be time for residents to participate. Most program directors (75%) were interested in further information on global health electives. In spite of high perceived interest, only half of US neurology training programs include international electives, mostly due to a reported lack of funding. By contrast, the majority of Canadian programs that responded allow international

Evaluation of the Effectiveness of Postgraduate General Medicine Training by Objective Structured Clinical Examination—Pilot Study and Reflection on the Experiences of Kaohsiung Medical University Hospital

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Jer-Chia Tsai

2008-12-01

Full Text Available Objective structured clinical examination (OSCE is an effective assessment method to evaluate medical students' clinical competencies performance. Postgraduate year 1 (PGY1 residents have been initiated in a general medicine training program in Taiwan since 2003. However, little is known about the learning effectiveness of trainees from this program. This pilot study aimed to evaluate the clinical core competencies of PGY1 residents using OSCE, and to reflect on the strengths and weaknesses of this pilot assessment project. OSCE was conducted for five PGY1 examinees (4 men, 1 woman with five stations covering core themes, including history taking, physical examination, clinical procedure of airway intubation, clinical reasoning, and communication skills for informing bad news. Itemized checklists and five-point Likert scale global ratings were used for evaluating performance. The results showed that the performance of our PGY1 residents on history taking was significantly better after about 2 months of postgraduate training on general internal medicine. Self-evaluation on performance by examinees revealed significantly lower global ratings on post-course OSCE (4.14 ± 0.80 vs. 3.68 ± 0.66; p < 0.02. Surveys from tutors and standardized patients (SPs completed at pre- and post-course OSCEs showed consistently favorable responses on the purposes, content, process, and environment of this assessment (4.0 ± 0.17 vs. 4.0 ± 0.12, nonsignificant. However, a survey of the examinees completed at preand post-course OSCEs showed relatively unfavorable responses to the same aspects, and to tutors and SPs (4.1 ± 0.09 vs. 3.7 ± 0.18; p < 0.05. Qualitative information revealed that tutors and SPs remarked that PGY1 residents' medical knowledge performance was satisfactory but their clinical reasoning performance, communication skills (giving bad news and self-confidence were unsatisfactory. In conclusion, this pilot study has demonstrated that OSCE is a

Propuesta de una guía de autoevaluación para programas de posgrado Proposal of a self-evaluation guide for postgraduate programs

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Rosalba Roque González

2010-03-01

Full Text Available En la actualidad el mejoramiento de la calidad de los programas de posgrado es una prioridad para las universidades y los centros de posgrado que se encargan de la formación integral de los educandos y el perfeccionamiento de su competencia y desempeño. Se diseñó una guía de autoevaluación para medir la calidad de la impartición de los programas de posgrado que se realizan en el Centro de Estudios de Posgrado de Cirugía de Mínimo Acceso, de La Habana. La consulta a expertos y el análisis de contenido permitió seleccionar las variables cualitativas, los criterios y la ponderación que se utilizarían para la confección de la guía. La propuesta presentada es novedosa, por cuanto en el centro no existe un instrumento que permita valorar la calidad de la superación profesional, la experiencia institucional y del claustro profesoral para el perfeccionamiento de los recursos humanos.Nowadays the improvement of postgraduate programs quality is as priority for universities and postgraduate center to be in charge of student integral training and the improvement of its competence and performance. A self-evaluation guide was designed to measure the teaching the postgraduate programs in the Center of Postgraduate Studies on Minimal-Access Surgery of The Habana City. The experts consultation and the content analysis allowed us to select the qualitative variables, criteria and weighting used for designing of this guide. This proposal is novel, but in our center it is not available a tool allowing to value the professional training quality, the institutional experience and the educational staff for the improvement of human resources.

[Stability of long-term professional objectives of young physicians during postgraduate training. Results of a multicenter cohort study].

Science.gov (United States)

Birck, S; Gedrose, B; Robra, B-P; Schmidt, A; Schultz, J-H; Stosch, C; Wagner, R; Janßen, N; Scherer, M; van den Bussche, H

2014-10-01

We investigated persistences and changes of career preferences of medical residents in Germany after two years of postgraduate training with regard to future working place and position. The results are compared with those forwarded at graduation from medical school in a gender comparative perspective. The study is based on a standardized postal survey among the participants in the "KarMed" study, originally based on 1012 graduates of the medical faculties of Erlangen, Giessen, Hamburg, Heidelberg, Cologne, Leipzig and Magdeburg in 2009. 2107 persons were contacted. The return rate at baseline was 48 %, and the two surveys after the baseline reached return rates of 87 % and 89 % respectively. In all samples 2/3 were women as in actual medical undergraduate education. Descriptive statistics and regression analysis were performed. After 2 years of residency, residents after 2 years of postgraduate training still preferred the hospital over private practice as their final workplace after postgraduate training. The attractiveness of leading positions in the hospital declined among men, whereas it was already low for women at graduation. A large proportion of those physicians preferring the ambulatory sector, especially women, wishes to work as employee instead of private practice. At the personal level, almost 60 % forwarded the same preferences as those at graduation. Gender, parenthood and region of study (East vs. West Germany) did not influence stability or change of preferences. The results demonstrate the persistence of professional preferences regarding future sector and position of medical work during postgraduate training. These preferences do neither match with principles of gender equality nor with future workforce needs (e. g. in primary care). © Georg Thieme Verlag KG Stuttgart · New York.

A Mode of Government-Enterprise-University-Institute-Employer Cooperation for Innovative Postgraduate Cultivation

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Tu, Yaqing; Yang, Huiyue; Shu, Li; Tu, Wangshu; Chen, Baoxin

2015-01-01

Innovative talent training is an important task of postgraduate education. From the survey of innovative postgraduate training in China, we conclude that there is still much room for improvement in the innovative postgraduate cultivation. The survey shows that insufficient professional practice, simplex training mode and a mismatch between…

[Empathy, inter-professional collaboration, and lifelong medical learning in Spanish and Latin-American physicians-in-training who start their postgraduate training in hospitals in Spain. Preliminary outcomes].

Science.gov (United States)

San-Martín, Montserrat; Roig-Carrera, Helena; Villalonga-Vadell, Rosa M; Benito-Sevillano, Carmen; Torres-Salinas, Miquel; Claret-Teruel, Gemma; Robles, Bernabé; Sans-Boix, Antonia; Alcorta-Garza, Adelina; Vivanco, Luis

2017-01-01

To identify similarities and differences in empathy, abilities toward inter-professional collaboration, and lifelong medical learning, between Spanish and Latin-American physicians-in-training who start their posgraduate training in teaching hospitals in Spain. Observational study using self-administered questionnaires. Five teaching hospitals in the province of Barcelona, Spain. Spanish and Latin-American physicians-in-training who started their first year of post-graduate medical training. Empathy was measured using the Jefferson scale of empathy. Abilities for inter-professional collaboration were measured using the Jefferson scale attitudes towards nurse-physician collaboration. Learning was measured using the Jefferson scale of medical lifelong learning scale. From a sample of 156 physicians-in-training, 110 from Spain and 40 from Latin America, the Spanish group showed the highest empathy (pempathy and inter-professional collaboration for the whole sample (r=+0.34; pempathy in the development of inter-professional collaboration abilities. In Latin-American physicians who start posgraduate training programs, lifelong learning abilities have a positive influence on the development of other professional competencies. Copyright © 2016 Elsevier España, S.L.U. All rights reserved.

Protocol for a realist review of workplace learning in postgraduate medical education and training.

Science.gov (United States)

Wiese, Anel; Kilty, Caroline; Bergin, Colm; Flood, Patrick; Fu, Na; Horgan, Mary; Higgins, Agnes; Maher, Bridget; O'Kane, Grainne; Prihodova, Lucia; Slattery, Dubhfeasa; Bennett, Deirdre

2017-01-19

Postgraduate medical education and training (PGMET) is a complex social process which happens predominantly during the delivery of patient care. The clinical learning environment (CLE), the context for PGMET, shapes the development of the doctors who learn and work within it, ultimately impacting the quality and safety of patient care. Clinical workplaces are complex, dynamic systems in which learning emerges from non-linear interactions within a network of related factors and activities. Those tasked with the design and delivery of postgraduate medical education and training need to understand the relationship between the processes of medical workplace learning and these contextual elements in order to optimise conditions for learning. We propose to conduct a realist synthesis of the literature to address the overarching questions; how, why and in what circumstances do doctors learn in clinical environments? This review is part of a funded projected with the overall aim of producing guidelines and recommendations for the design of high quality clinical learning environments for postgraduate medical education and training. We have chosen realist synthesis as a methodology because of its suitability for researching complexity and producing answers useful to policymakers and practitioners. This realist synthesis will follow the steps and procedures outlined by Wong et al. in the RAMESES Publication Standards for Realist Synthesis and the Realist Synthesis RAMESES Training Materials. The core research team is a multi-disciplinary group of researchers, clinicians and health professions educators. The wider research group includes experts in organisational behaviour and human resources management as well as the key stakeholders; doctors in training, patient representatives and providers of PGMET. This study will draw from the published literature and programme, and substantive, theories of workplace learning, to describe context, mechanism and outcome configurations for

Residency Training in Robotic General Surgery: A Survey of Program Directors.

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George, Lea C; O'Neill, Rebecca; Merchant, Aziz M

2018-01-01

Robotic surgery continues to expand in minimally invasive surgery; however, the literature is insufficient to understand the current training process for general surgery residents. Therefore, the objectives of this study were to identify the current approach to and perspectives on robotic surgery training. An electronic survey was distributed to general surgery program directors identified by the Accreditation Council for Graduate Medical Education website. Multiple choice and open-ended questions regarding current practices and opinions on robotic surgery training in general surgery residency programs were used. 20 program directors were surveyed, a majority being from medium-sized programs (4-7 graduating residents per year). Most respondents (73.68%) had a formal robotic surgery curriculum at their institution, with 63.16% incorporating simulation training. Approximately half of the respondents believe that more time should be dedicated to robotic surgery training (52.63%), with simulation training prior to console use (84.21%). About two-thirds of the respondents (63.16%) believe that a formal robotic surgery curriculum should be established as a part of general surgery residency, with more than half believing that exposure should occur in postgraduate year one (55%). A formal robotics curriculum with simulation training and early surgical exposure for general surgery residents should be given consideration in surgical residency training.

A methodology for evaluating social impact of Environmental Education Master Training Program

Directory of Open Access Journals (Sweden)

Loret de Mola, E.

2014-01-01

Full Text Available The paper is intended to describe a methodology for evaluating social impact of Environmental Education master training program by presenting its main stages. The framework serving as starting point and other empirical methods lead to systematized and define the terms of environmental professional training, professional performance of the environmental educator, evaluation, evaluation of professional performance of environmental educators and impact evaluation; as well as distinguishing the functions of impact evaluation in the postgraduate program favoring professor, tutors and trainees development. Previously appraised by consulting experts who gave it high ranks, this methodology is currently being used in evaluating second and third editions.

Credentialing and retention of visa trainees in post-graduate medical education programs in Canada.

Science.gov (United States)

Mathews, Maria; Kandar, Rima; Slade, Steve; Yi, Yanqing; Beardall, Sue; Bourgeault, Ivy; Buske, Lynda

2017-06-12

Visa trainees are international medical graduates (IMG) who come to Canada to train in a post-graduate medical education (PGME) program under a student or employment visa and are expected to return to their country of origin after training. We examined the credentialing and retention of visa trainees who entered PGME programs between 2005 and 2011. Using the Canadian Post-MD Education Registry's National IMG Database linked to Scott's Medical Database, we examined four outcomes: (1) passing the Medical Council of Canada Qualifying Examination Part 2 (MCCQE2), (2) obtaining a specialty designation (CCFP, FRCPC/SC), and (3) working in Canada after training and (4) in 2015. The National IMG Database is the most comprehensive source of information on IMG in Canada; data were provided by physician training and credentialing organizations. Scott's Medical Database provides data on physician locations in Canada. There were 233 visa trainees in the study; 39.5% passed the MCCQE2, 45.9% obtained a specialty designation, 24.0% worked in Canada after their training, and 53.6% worked in Canada in 2015. Family medicine trainees (OR = 8.33; 95% CI = 1.69-33.33) and residents (OR = 3.45; 95% CI = 1.96-6.25) were more likely than other specialist and fellow trainees, respectively, to pass the MCCQE2. Residents (OR = 7.69; 95% CI = 4.35-14.29) were more likely to obtain a specialty credential than fellows. Visa trainees eligible for a full license were more likely than those not eligible for a full license to work in Canada following training (OR = 3.41; 95% CI = 1.80-6.43) and in 2015 (OR = 3.34; 95% CI = 1.78-6.27). Visa training programs represent another route for IMG to qualify for and enter the physician workforce in Canada. The growth in the number of visa trainees and the high retention of these physicians warrant further consideration of the oversight and coordination of visa trainee programs in provincial and in pan

Merely a stepping stone? Professional identity and career prospects following postgraduate mental health nurse training.

Science.gov (United States)

McCrae, N; Askey-Jones, S; Laker, C

2014-01-01

Accelerated mental health nurse training attracts talented graduates, many with a psychology degree. Our study shows that such trainees feel incompatible with the nursing culture. Consequently, professional identification is inhibited, and on qualifying these nurses may choose to develop their careers elsewhere. Nurse educators and mentors should pay greater attention to nurturing a positive professional identity in trainees. Alongside their attainment of knowledge and skills, nursing trainees are moulded by a professional culture and inculcated to norms of beliefs and behaviour. The process of professional identification may be inhibited by accelerated nurse training and an influx of psychology graduates potentially using mental health nursing qualification as a springboard to other career opportunities. This study explored facilitators and barriers to professional identification in newly qualified nurses of accelerated postgraduate training. Qualitative interviews were conducted with 10 nurses who had recently completed a postgraduate diploma in mental health nursing at King's College London. Participants identified more with the mental health field than with the broader profession of nursing. They defined their practice in terms of values rather than skills and found difficulty in articulating a distinct role for mental health nursing. Although participants had found experience in training and as a registered practitioner rewarding, they were concerned that nursing may not fulfil their aspirations. Professional identity is likely to be a major factor in satisfaction and retention of nurses. Training and continuing professional development should promote career advancement within clinical nursing practice. © 2014 John Wiley & Sons Ltd.

New regulations regarding Postgraduate Medical Training in Spain: perception of the tutor's role in the Murcia Region

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Saura-Llamas José

2010-06-01

Full Text Available Abstract Background Recently introduced regulatory changes have expanded the Tutor role to include their primary responsibility for Postgraduate Medical Training (PMT. However, accreditation and recognition of that role has been devolved to the autonomic regions. The opinions of the RT may be relevant to future decisions; Methods A comprehensive questionnaire, including demographic characteristics, academic and research achievement and personal views about their role, was sent to 201 RTs in the Murcia Region of Spain. The responses are described using median and interquartile ranges (IQR; Results There were 147 replies (response rate 73%, 69% male, mean age 45 ± 7 yrs. RTs perception of the residents' initial knowledge and commitment throughout the program was 5 (IQR 4-6 and 7 (IQR 5-8, respectively. As regards their impact on the PMT program, RTs considered that their own contribution was similar to that of senior residents. RTs perception of how their role was recognised was 5 (IQR 3-6. Only 16% did not encounter difficulties in accessing specific RT training programs. Regarding the RTs view of their various duties, supervision of patient care was accorded the greatest importance (64% while the satisfactory completion of the PMT program and supervision of day-to-day activities were also considered important (61% and 59% respectively. The main RT requirements were: a greater professional recognition (97%, protected time (95%, specific RT training programs (95% and financial recognition (86%; Conclusions This comprehensive study, reflecting the feelings of our RTs, provides a useful insight into the reality of their work and the findings ought to be taken into consideration in the imminent definitive regulatory document on PMT.

[Psychological features of the motivation component in the training of doctors in the system of postgraduate education].

Science.gov (United States)

Koshova, Svitlana; Horachuk, Viktoriia; Pishchykov, Valerii

2018-01-01

Introduction: Тhe problem of motivating adult learning in postgraduate education has so far been the subject of study primarily in methodological and pedagogical studies. They focus on the analysis of the content side of the motivation of adult learning activities. As for the problem of the dynamics of motivation for adult learning activities, including for doctors in the system of postgraduate medical education with continuous professional development, it has not been sufficiently studied so far. The aim: This work is to analyze information and psychological features of the motivational sphere of doctors, which contribute to their successful training during continuous professional development in the system of postgraduate medical education. Materials and methods: In the work is used a range of methods: content analysis, bibliosemantic, systematic approach, analysis of products of activity. Review: At the present stage of social and economic transformations in Ukraine, the development of the general abilities of a person, his professional self-awareness, motivation for postgraduate education and obtaining a new specialization (E.О. Klimov, N.S. Glukhanyuk, I.V. Dubrovin, D.N. Zabrodin, T.V. Kudryavtsev, V.D. Shadrikov, etc.) The existing system of professional retraining does not pay enough attention to the study of conscious motives in adult learning activity. The practical relevance of this problem is determined, on the one hand, by the dynamic processes in the system of vocational training and retraining, the requirements for high efficiency of the results of the work of trained specialists. On the other hand, there is need to create conditions in the system of continuing education, the result of which is the effectiveness of adult learning activities. Conclusions: The study of the dynamics of motivation of adult learning activities is, in our opinion, relevant and has great theoretical as well as practical interest. It will allow to expand the idea of

Neurology expertise and postgraduate training programmes in the Arab world: a survey.

Science.gov (United States)

Benamer, Hani T S

2010-01-01

Neurological disorders are increasingly recognised as a major public health problem, especially in the developing world. Having adequate neurology expertise to tackle this issue is essential. A 17-item survey was conducted to gather information about the number, training and location of neurologists and supportive facilities available to them in the 16 middle- and high-income Arab countries. Data about the availability of postgraduate training programmes was collected. Surveys were returned from all targeted countries. The population per neurologist ranges from 35,000 to just over two million, and the most neurologists are based in large cities. Most of the practising neurologists had received extensive training in neurology and/or passed specialty exams. The majority had all or part of their training abroad. Neuro-radiological and neuro-physiological investigations are generally available in most surveyed countries but neuro-genetics and neuro-immunology services are lacking. Neurology training programmes are available in ten Arab countries with a total of 504-524 trainees. The availability of neurologists, supportive services and training programmes varies between Arab countries. Further development of neurology expertise and local training programmes are needed. Copyright 2010 S. Karger AG, Basel.

[Graduates from a postgraduate program in cardiology: are the results of almost 30 years adequate?].

Science.gov (United States)

Brock, Luana; Cunha, Edileuza; Tavares, José Roberto; Gonçalves, Iran; Paola, Angelo A V de; Moisés, Valdir; Carvalho, Antonio Carlos

2010-04-01

Stricto sensu post-graduation in Brazil was implemented in 1965 to increase university professors' teaching quality and to prepare full, independent researchers. The brazilian share in ISI publications has increased significantly since then, but little information is available on postgraduate quality. To review 29 years of the postgraduate programs in cardiology at the Federal University of São Paulo and to analyze master and doctorate graduates' characteristics regarding their origin, publications and subsequent career. We developed a questionnaire to evaluate 168 postgraduates who produced 196 theses (116 master's and 80 doctorate) over the period 1975-2004 and contacted 95.9% of them. Information on publications were obtained through the usual science databases. 30% of graduates came from the North-Northeast-Central West regions and only 50% returned to their original area. Mean age at admission was 32.5 and 34.9 years old for master and doctorate students, respectively; average program duration was, respectively, 39.0 and 43.2 months and approximately 50% went through it without any grants. Thesis publications throughout these 29 years averaged 36.5% for master's and 61.9% for doctorate, but any publishing afterwards occurred in 70.2 and 90.6% of the cases. The average impact factor of the published theses was 1.3 for master's degree and 3.1 for doctorate programs with 65.5% and 87.5% of Qualis A, respectively. Currently, there are graduates in 17 states of the country and 12 have became full professors. Although the stricto sensu program, especially the master's degree program, has many areas that need improvement, they seem to be contributing to improve professional quality and the number of brazilian indexed publications.

Residency Training in Robotic General Surgery: A Survey of Program Directors

Directory of Open Access Journals (Sweden)

Lea C. George

2018-01-01

Full Text Available Objective. Robotic surgery continues to expand in minimally invasive surgery; however, the literature is insufficient to understand the current training process for general surgery residents. Therefore, the objectives of this study were to identify the current approach to and perspectives on robotic surgery training. Methods. An electronic survey was distributed to general surgery program directors identified by the Accreditation Council for Graduate Medical Education website. Multiple choice and open-ended questions regarding current practices and opinions on robotic surgery training in general surgery residency programs were used. Results. 20 program directors were surveyed, a majority being from medium-sized programs (4–7 graduating residents per year. Most respondents (73.68% had a formal robotic surgery curriculum at their institution, with 63.16% incorporating simulation training. Approximately half of the respondents believe that more time should be dedicated to robotic surgery training (52.63%, with simulation training prior to console use (84.21%. About two-thirds of the respondents (63.16% believe that a formal robotic surgery curriculum should be established as a part of general surgery residency, with more than half believing that exposure should occur in postgraduate year one (55%. Conclusion. A formal robotics curriculum with simulation training and early surgical exposure for general surgery residents should be given consideration in surgical residency training.

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

DEFF Research Database (Denmark)

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

2006-01-01

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

A competency based selection procedure for Dutch postgraduate GP training: a pilot study on validity and reliability

NARCIS (Netherlands)

Vermeulen, M.I.; Tromp, F.; Zuithoff, N.P.; Pieters, R.H.; Damoiseaux, R.A.; Kuyvenhoven, M.M.

2014-01-01

Abstract Background: Historically, semi-structured interviews (SSI) have been the core of the Dutch selection for postgraduate general practice (GP) training. This paper describes a pilot study on a newly designed competency-based selection procedure that assesses whether candidates have the

A Summary of the Naval Postgraduate School Research Program, 1982

OpenAIRE

Faculty of the Naval Postgraduate School

1982-01-01

Approved For Public Release; Distribution Unlimited This report contains 224 summaries on research projects which were carried out under funding to the Naval Postgraduate School Research Program. This research was carried out in the areas of Computer Science, Mathematics, Administrative Sciences, Operations Research, National Security Affairs, Physics and Chemistry, Electrical Engineering, Meterology, Aeronautics, Oceanography and Mechanical Engineering. The Table of Content...

A Summary of the Naval Postgraduate School Research Program, 1981

OpenAIRE

Faculty of the Naval Postgraduate School

1981-01-01

Approved for public release; distribution unlimited. This report contains 230 summaries on research projects which were carried out under funding to the Naval Postgraduate School Research Program. This research was carried out in the areas of Computer Science, Mathematics, Administrative Sciences, Defense Resources Management, Operations Resear-h, National Security Affairs, Physics and Chemistry, Electrical Engineering, Meterology, Aeronautics, Oceanography and Mechanical...

A Summary of the Naval Postgraduate School Research Program, 1983

OpenAIRE

Faculty of the Naval Postgraduate School

1983-01-01

Approved For Public Release; Distribution Unlimited This report contains 249 summaries on research projects which were carried out under funding to the Naval Postgraduate School Research Program. This research was carried out in the areas of Computer Science, Mathematics, Administrative Sciences, Operations Research, National Security Affairs, Physics, Electrical Engineering, Meterology, Aeronautics, Oceanography and Mechanical Engineering. The Table of Contents identifies t...

A Summary of the Naval Postgraduate School Research Program, 1984

OpenAIRE

Faculty of the Naval Postgraduate School

1984-01-01

Approved for public release; distribution unlimited. This report contains 221 summaries on research projects which were carried out under funding to the Naval Postgraduate School Research Program. This research was carried out in the areas of Computer Science, Mathematics, Administrative Sciences, Operations Research, National Security Affairs, Physics, Electrical Engineering, Meterology, Aeronautics, Oceanography and Mechanical Engineering. The Table of Contents identifies ...

Profiling exiting postgraduate students\\' performance and experiences

African Journals Online (AJOL)

Transitions in an era of globalisation and universal change impact on postgraduate training of students at higher education institutions. This study aimed to determine completion rates for postgraduate programmes in Education at one higher education institution, to identify the students\\' needs and to investigate their ...

WHAT MOTIVATES POLISH COMMUNITY PHARMACISTS TO PURSUIT OF POSTGRADUATE EDUCATION?.

Science.gov (United States)

Jasinska-Stroschein, Magdalena; Kurczewska, Urszula; Orszulak-Michalak, Daria

2017-03-01

Due to increasing importance of the advisory role for physicians and patients played by the pharmacist over the last decade, it seems appropriate to evaluate if and why pharmacists are interested in postgraduate medical education. The purpose of the study was to develop and validate an instrument to assess such motives, with special interest to Polish community pharmacists. A self-administered questionnaire was completed by a sample of participants of community pharmacist specialization programs and it was analyzed in relation to participants of other postgraduate courses. They were asked to rank their motives on a Likert-like scale and the underlying dimensions for study motives were identified using exploratory and confirmatory techniques. The reasons for taking specialization for community pharmacists were similar as compared to participants of other postgraduate studies. However, the autotelic factor was not so strong and the crucial reason was that such postgraduate training was required to be promoted in work. Basing on Polish results, we propose the division of motives into three groups - autotelic, instrumental and coincidental. The validated self-administered questionnaire based on this division displayed acceptable construct validity and internal consistency, and therefore can be proposed as an example tool to assess the particular motives and expectations of potential postgraduate students and employees in the pharmaceutical job market. The promotion of postgraduate education among pharmacists can improve the quality of pharmaceutical service.

Scholarships for scientific initiation encourage post-graduation degree.

Science.gov (United States)

Pinto, Gabriela S; Nascimento, Gustavo G; Mendes, Matheus S; Ogliari, Fabrício A; Demarco, Flávio F; Correa, Marcos B

2014-01-01

This study aimed to evaluate the factors associated with the decision to attend an academic post-graduation program by dental students. A cross-sectional study was conducted in 2012, last-year undergraduate students from Dental Schools of Southern Brazil. A closed questionnaire was applied including questions grouped in three different blocks: pre-graduate, undergraduate period and future perspectives. The outcome was the decision to pursuit an academic post-graduation degree. Associations were tested using chi-squared test and chi-squared test for linear trends when appropriate. Multivariate Poisson regression was also performed. The sample was composed by 671 students (response rate of 69.9%, n=467). In relation to future perspectives, 68% of the interviewed students intended to attend a post-graduation program, but only 17.5% would choose a program with academic and research post-graduation program (Master and PhD programs). In the final model, students from public universities (PR 2.08, 95%CI 1.41-3.08) and students that received scientific initiation scholarship (PR 1.93 95%CI 1.14-3.27) presented a twice greater prevalence to seek academic post-graduate programs. Students with higher family incomes showed a lower prevalence to seek these programs (PR 0.50, 95%IC 0.28-0.90). Scholarships seem to encourage undergraduate students to pursue stricto sensu post-graduation.

Doctoral Theses from Nursing Postgraduate Programs in Brazil and their Association with the Millennium Development Goals.

Science.gov (United States)

Rodrigues, Rosalina Aparecida Partezani; Robazzi, Maria Lúcia do Carmo Cruz; Erdmann, Alacoque Lorenzini; Fernandes, Josicélia Dumet; de Barros, Alba Lucia Bottura Leite; Ramos, Flávia Regina Souza

2015-01-01

The Millennium Development Goals are centered around combatting poverty and other social evils all over the world. Thus, this study seeks to identify the Millennium Development Goals as an object of study in theses from Postgraduate Nursing Programs in Brazil scoring 5 (national excellence) and 6 or 7 (international excellence), and evaluate the association between the score for the program and achieving the Millennium Development Goals. Exploratory descriptive document research. Data were collected from the Notes on Indicators/Coordination for Higher Education Personnel Improvement for the 15 Postgraduate Nursing Courses scoring between 5 and 7 in the three-year-period of 2010/2012. of the 8 Millennium Development Objectives, 6 were dealt with in the theses. There was an association (Fisher's exact test p-value=0.0059) between the distribution of the theses and the program scores in relation to the Millennium Development Objectives (p-valor=0.0347)CONCLUSION: the doctoral theses were slightly related to the Millennium Development Objectives, covering the population's economic development, health conditions and quality of life. It is recommended that Postgraduate Programs in Nursing pay closer attention to the Millennium Development Objectives.

Doctoral Theses from Nursing Postgraduate Programs in Brazil and their Association with the Millennium Development Goals

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Rosalina Aparecida Partezani Rodrigues

2015-06-01

Full Text Available OBJECTIVES: The Millennium Development Goals are centered around combatting poverty and other social evils all over the world. Thus, this study seeks to identify the Millennium Development Goals as an object of study in theses from Postgraduate Nursing Programs in Brazil scoring 5 (national excellence and 6 or 7 (international excellence, and evaluate the association between the score for the program and achieving the Millennium Development Goals.METHOD: Exploratory descriptive document research. Data were collected from the Notes on Indicators/Coordination for Higher Education Personnel Improvement for the 15 Postgraduate Nursing Courses scoring between 5 and 7 in the three-year-period of 2010/2012.RESULTS: of the 8 Millennium Development Objectives, 6 were dealt with in the theses. There was an association (Fisher's exact test p-value=0.0059 between the distribution of the theses and the program scores in relation to the Millennium Development Objectives (p-valor=0.0347CONCLUSION: the doctoral theses were slightly related to the Millennium Development Objectives, covering the population's economic development, health conditions and quality of life. It is recommended that Postgraduate Programs in Nursing pay closer attention to the Millennium Development Objectives..

QUESTIONNAIRE SURVEY ON CRANIOMANDIBULAR DISORDER ISSUES IN STUDENTS' AND POST-GRADUATE TRAINING IN BULGARIA.

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Mariana Dimova

2015-03-01

Full Text Available The prevalence of craniomandibular disorders (CMD among the Bulgarian population as well as the risk factors for unlocking bruxism and bruxomania mechanisms pose a demand for education on these issues reflecting modern science. The authors' aim is to examine the subjective assessment of participants in “DAYS OF PROSTHETICS, Sofia, 15 -16 March 2014”, regarding: 1.Prevelance of CMD in the country; 2. Education and training of students and post-graduates in the issues related to diagnostics and treatment of craniomandibular disorders; 3. Theoretical background for successful treatment of patients with bruxism and bruxomania. Materials and methods: For the purpose of the present research 192 participants have been surveyed - among them 163 are dentists and 29 are students in the 4th and 5th year of study. The survey feedback has been obtained via an anonymous questionnaire consisting of 8 questions targeted at dentists' assessment of CMD prevalence and distribution, training in CMD issues in Bulgaria and the treatment of patients with bruxism and bruxomania. The results obtained indicate that 84.0% - 93.1% (95% CI of respondents, working as dentists in the country, expressed the view that students' curriculum lacks an overall concept for training them in the diagnostics and treatment of CMD. 79.6% - 90.2% (95% CI of participants, dentists in the country, define post-graduate training in CMD as insufficient or lacking. Conclusion: The development and promotion of a working platform for early screening, diagnostics and treatment of CMD for timely referral to a specialized treatment is necessary and expected by the professional community in our country.

E-Coaching, E-Mentoring for Lifelong Professional Development of Teachers within the System of Post-Graduate Pedagogical Education

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Vasyl KOVALCHUCK

2017-07-01

Full Text Available The research considers the readiness of teachers and postgraduate pedagogical educational establishments to use e-coaching and e-mentoring which can provide continuous professional development of teachers. The use of theoretical methods of systematization and comparison of scientific statements, experience in implementing e-coaching, e-mentoring has identified the possibility of using e-coaching and e-mentoring in postgraduate pedagogical education in continuous professional development of teachers. Monitoring and questioning have proved the idea that teachers require the new content of postgraduate education for their own professional development. They are interested in mastering new technologies, delivering master-classes and demonstration lessons. The results of the discussion in focus groups including representatives of the administration of educational establishments, teachers and lecturers of postgraduate pedagogical educational establishments are shown in the SWOT-analysis. The experts confirmed the need and possibility of the e-coaching and e-mentoring implementation in postgraduate pedagogical education. The major risks of e-coaching and e-mentoring implementation in postgraduate pedagogical education are e-coaches’ and e-mentors’ training and ICT competence. The Internet services, e-coaching and e-mentoring applications and programs are able to provide continuous professional development of teachers. The educational and professional e-coaching and e-mentoring programs require further studying in postgraduate pedagogical education.

Factors predictive of successful learning in postgraduate medical education

NARCIS (Netherlands)

Smits, P. B. A.; Verbeek, J. H. A. M.; Nauta, M. C. E.; ten Cate, Th J.; Metz, J. C. M.; van Dijk, F. J. H.

2004-01-01

PURPOSE To establish which personal and contextual factors are predictive of successful outcomes in postgraduate medical education. METHOD We performed a follow-up study of 118 doctors on a postgraduate occupational health training programme on the management of mental health problems. The following

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

Science.gov (United States)

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

2007-01-01

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

Advanced training for primary care and general practice nurses: enablers and outcomes of postgraduate education.

Science.gov (United States)

Hallinan, Christine M; Hegarty, Kelsey L

2016-01-01

The aims of the present study were to understand enablers to participation in postgraduate education for primary care nurses (PCNs), and to explore how postgraduate education has advanced their nursing practice. Cross-sectional questionnaires were mailed out in April 2012 to current and past students undertaking postgraduate studies in primary care nursing at The University of Melbourne, Victoria, Australia. Questionnaires were returned by 100 out of 243 nurses (response rate 41%). Ninety-one per cent (91/100) of the respondents were first registered as nurses in Australia. Fifty-seven per cent were hospital trained and 43% were university educated to attain their initial nurse qualification. The respondents reported opportunities to expand scope of practice (99%; 97/98), improve clinical practice (98%; 97/99), increase work satisfaction (93%; 91/98) and increase practice autonomy (92%; 89/97) as factors that most influenced participation in postgraduate education in primary care nursing. Major enablers for postgraduate studies were scholarship access (75%; 71/95) and access to distance education (74%; 72/98). Many respondents reported an increased scope of practice (98%; 95/97) and increased job satisfaction (71%; 70/98) as an education outcome. Only 29% (28/97) cited an increase in pay-rate as an outcome. Of the 73 PCNs currently working in general practice, many anticipated an increase in time spent on the preparation of chronic disease management plans (63%; 45/72), multidisciplinary care plans (56%; 40/72) and adult health checks (56%; 40/72) in the preceding 12 months. Recommendations emerging from findings include: (1) increased access to scholarships for nurses undertaking postgraduate education in primary care nursing is imperative; (2) alternative modes of course delivery need to be embedded in primary care nursing education; (3) the development of Australian primary care policy, including policy on funding models, needs to more accurately reflect the

Perceived causes of differential attainment in UK postgraduate medical training: a national qualitative study.

Science.gov (United States)

Woolf, Katherine; Rich, Antonia; Viney, Rowena; Needleman, Sarah; Griffin, Ann

2016-11-25

Explore trainee doctors' experiences of postgraduate training and perceptions of fairness in relation to ethnicity and country of primary medical qualification. Qualitative semistructured focus group and interview study. Postgraduate training in England (London, Yorkshire and Humber, Kent Surrey and Sussex) and Wales. 137 participants (96 trainees, 41 trainers) were purposively sampled from a framework comprising: doctors from all stages of training in general practice, medicine, obstetrics and gynaecology, psychiatry, radiology, surgery or foundation, in 4 geographical areas, from white and black and minority ethnic (BME) backgrounds, who qualified in the UK and abroad. Most trainees described difficult experiences, but BME UK graduates (UKGs) and international medical graduates (IMGs) could face additional difficulties that affected their learning and performance. Relationships with senior doctors were crucial to learning but bias was perceived to make these relationships more problematic for BME UKGs and IMGs. IMGs also had to deal with cultural differences and lack of trust from seniors, often looking to IMG peers for support instead. Workplace-based assessment and recruitment were considered vulnerable to bias whereas examinations were typically considered more rigorous. In a system where success in recruitment and assessments determines where in the country you can get a job, and where work-life balance is often poor, UK BME and international graduates in our sample were more likely to face separation from family and support outside of work, and reported more stress, anxiety or burnout that hindered their learning and performance. A culture in which difficulties are a sign of weakness made seeking support and additional training stigmatising. BME UKGs and IMGs can face additional difficulties in training which may impede learning and performance. Non-stigmatising interventions should focus on trainee-trainer relationships at work and organisational changes to

Enhancing Postgraduate Learning and Teaching: Postgraduate Summer School in Dairy Science

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Pietro Celi

2014-01-01

Full Text Available Dairy science is a multidisciplinary area of scientific investigation and Ph.D. students aiming to do research in the field of animal and/or veterinary sciences must be aware of this. Ph.D. students often have vast spectra of research interests, and it is quite challenging to satisfy the expectation of all of them. The aim of this study was to establish an international Ph.D. training program based on research collaboration between the University of Sydney and the University of Padova. The core component of this program was a two-week Postgraduate Summer School in Dairy Science, which was held at the University of Padova, for Ph.D. students of both universities. Therefore, we designed a program that encompassed seminars, workshops, laboratory practical sessions, and farm visits. Participants were surveyed using a written questionnaire. Overall, participants have uniformly praised the Summer School calling it a rewarding and valuable learning experience. The Ph.D. Summer School in Dairy Science provided its participants a positive learning experience, provided them the opportunity to establish an international network, and facilitated the development of transferable skills.

Communication Skills Training in Ophthalmology: Results of a Needs Assessment and Pilot Training Program.

Science.gov (United States)

Mishra, Anuradha; Browning, David; Haviland, Miriam J; Jackson, Mary Lou; Luff, Donna; Meyer, Elaine C; Talcott, Katherine; Kloek, Carolyn E

To conduct a needs assessment to identify gaps in communication skills training in ophthalmology residency programs and to use these results to pilot a communication workshop that prepares residents for difficult conversations. A mixed-methods design was used to perform the needs assessment. A pre-and postsurvey was administered to workshop participants. Mass Eye and Ear Infirmary, Harvard Medical School (HMS), Department of Ophthalmology. HMS ophthalmology residents from postgraduate years 2-4 participated in the needs assessment and the workshop. Ophthalmology residency program directors in the United States participated in national needs assessment. Ophthalmology program directors across the United States were queried on their perception of resident communication skills training through an online survey. A targeted needs assessment in the form of a narrative exercise captured resident perspectives on communication in ophthalmology from HMS residents. A group of HMS residents participated in the pilot workshop and a pre- and postsurvey was administered to participants to assess its effectiveness. The survey of program directors yielded a response rate of 40%. Ninety percent of respondents agreed that the communication skills training in their programs could be improved. Fifteen of 24 residents (62%) completed the needs assessment. Qualitative analysis of the narrative material revealed four themes; (1) differing expectations, (2) work role and environment, (3) challenges specific to ophthalmology, and (4) successful strategies adopted. Nine residents participated in the workshop. There was a significant improvement post-workshop in resident reported scores on their ability to manage their emotions during difficult conversations (p = 0.03). There is an opportunity to improve communication skills training in ophthalmology residency through formalized curriculum. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights

Growth of self-perceived clinical competence in postgraduate training for general practice and its relation to potentially influencing factors.

NARCIS (Netherlands)

Kramer, A.W.M.; Zuithoff, P.; Jansen, J.J.; Tan, L.H.; Grol, R.P.T.M.; Vleuten, C.P.M. van der

2007-01-01

OBJECTIVE: To examine the increase in self-perceived clinical competence during a three-year postgraduate training in general practice and to explore the relation between the growth of self-perceived competence and several background variables. DESIGN: Cohort, 1995-1998. SETTING: Three-year

Embedding Evidence-based Practice Education into a Post-graduate Physiotherapy Program: Eight Years of pre-Post Course Evaluations.

Science.gov (United States)

Perraton, L; Machotka, Z; Grimmer, K; Gibbs, C; Mahar, C; Kennedy, K

2017-04-01

Little has been published about the effectiveness of training postgraduate physiotherapy coursework students in research methods and evidence-based practice (EBP) theory. Graduate qualities in most universities include lifelong learning. Inclusion of EBP in post-graduate coursework students' training is one way for students to develop the knowledge and skills needed to implement current best evidence in their clinical practice after graduation, thereby facilitating lifelong learning. This paper reports on change in confidence and anxiety in knowledge of statistical terminology and concepts related to research design and EBP in eight consecutive years of post-graduate physiotherapy students at one Australian university. Pre-survey/post-survey instruments were administered to students in an intensive 3-week post-graduate course, which taught health research methods, biostatistics and EBP. This course was embedded into a post-graduate physiotherapy programme from 2007 to 2014. The organization and delivery of the course was based on best pedagogical evidence for effectively teaching adult physiotherapists. The course was first delivered each year in the programme, and no other course was delivered concurrently. There were significant improvements in confidence, significantly decreased anxiety and improvements in knowledge of statistical terminology and concepts related to research design and EBP, at course completion. Age, gender and country of origin were not confounders on learning outcomes, although there was a (non-significant) trend that years of practice negatively impacted on learning outcomes (p = 0.09). There was a greater improvement in confidence in statistical terminology than in concepts related to research design and EBP. An intensive teaching programme in health research methods and biostatistics and EBP, based on best practice adult physiotherapy learning principles, is effective immediately post-course, in decreasing anxiety and increasing

Preparedness for practice : A systematic cross-specialty evaluation of the alignment between postgraduate medical education and independent practice

NARCIS (Netherlands)

Dijkstra, Ids S.; Pols, Jan; Remmelts, Pine; Brand, Paul L. P.

Background: Postgraduate medical education training programs strive to prepare their trainees optimally for independent practice. Several studies have shown, however, that new consultants feel inadequately prepared for practice, and that this increases the risk of stress and burnout. Aim: To analyze

The views of key stakeholders in Zimbabwe on the introduction of postgraduate family medicine training: A qualitative study.

Science.gov (United States)

Sururu, Cherifa; Mash, Robert

2017-09-12

Strengthening primary health care (PHC) is a priority for all effective health systems, and family physicians are seen as a key member of the PHC team. Zimbabwe has joined a number of African countries that are seriously considering the introduction of postgraduate family medicine training. Implementation of training, however, has not yet happened. To explore the views of key stakeholders on the introduction of postgraduate family medicine training. Key academic, governmental and professional stakeholders in Zimbabwean health and higher education systems. Twelve semi-structured interviews were conducted with purposively selected key stakeholders. Data were recorded, transcribed and analysed using the framework method. Anticipated benefits: More effective functioning of PHC and district health services with reduced referrals, improved access to more comprehensive services and improved clinical outcomes. Opportunities: International trend towards family medicine training, government support, availability of a small group of local trainers, need to revise PHC policy. Anticipated barriers: Family medicine is unattractive as a career choice because it is largely unknown to newly qualified doctors and may not be recognised in private sector. There is concern that advocacy is mainly coming from the private sector. Threats: Economic conditions, poor remuneration, lack of funding for resources and new initiatives, resistance from other specialists in private sector. Stakeholders anticipated significant benefits from the introduction of family medicine training and identified a number of opportunities that support this, but also recognised the existence of major barriers and threats to successful implementation.

HOW TO ACHIEVE AND MAINTAIN NOTE 6: POSTGRADUATE PROGRAM IN TRANSLATIONAL SURGERY - UNIFESP

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Miguel Sabino-Neto

Full Text Available Objective: To show the way to reach and stay in note 6 in the evaluation process of Medicine III of CAPES. Methods: Capes determinations were reviewed concerning this topic, grades 6 and 7, and also the difficulties and facilities of running a program that amounted to Note 6 after restructuring and being in compliance with regulations. Results: The main points to achieve and maintain Note 6 were: 1 regular production of master's and doctoral theses with appropriate distribution among all teachers; 2 average time of appropriate titration, as well as strict selection of students who resets the withdrawals and cancellations; 3 production of scientific articles in high impact journals and with academic and student participation in most part; 4 progressive and substantial increase in fundraising and patent search; 5 progressive increase in international exchanges with joint production; 6 visibility through new bilingual website and updated weekly; 7 numerous solidarity activities in research, but also in health services for the population and even in basic education; 8 rigorous selection of students (through design analysis, curriculum and teacher training program; 9 maintenance of high levels teachers production; 10 preparing new teachers for guidance through participation as co-supervision and involvement in the program to fit the needs. Conclusion: The Postgraduate Program in Translational Surgery went through difficult times; was submitted to a series of measures, adjustments, cooperation and understanding of the teaching staff, that took the program from note 3 - and almost closing - to a level of excellence keeping note 6 for three consecutive three-year periods of evaluation.

Russian First Department of Roentgenology (on the occasion of 80th anniversary of Department of Roentgenology with a Course of Pediatric Roentgenology, Saint Petersburg Medical Academy for Postgraduate Training

International Nuclear Information System (INIS)

Trofimova, T.N.; Parizhskij, Z.M.

1999-01-01

Historical retrospective analysis is given for Oldest Russian (1898) - Department of Roentgenology of S.-Petersburg Medical Academy for Postgraduate Training permitting t assess the development of mentioned discipline in scientific, clinical, training, technical and organizational directions. For the period of existence of the Department the way was passed from biomedical radiography room to powerful Department based in many treatment-and-prophylactic establishments of the city carrying out large research work being a leading centre for postgraduate training on radiodiagnosis in the Northern-Western part of Russia [ru

Exodus? The training paths and plans of postgraduate medical trainees, under the Royal College of Physicians of Ireland.

LENUS (Irish Health Repository)

Bennett, D

2014-03-09

In 2006, the Buttimer report highlighted the paucity of demographic data on those applying for and entering postgraduate medical education and training (PGMET) in Ireland. Today, concerns that there is an "exodus" of graduates of Irish medical schools are at the forefront of national discussion, however, published data on PGMET remains inadequate.

Determinants of Postgraduate Students' Choices of Speciality

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Bikash Shrestha

2016-03-01

Conclusions: Various factors affect the choices for preferred specialty. Policy makers should look at the needs of the nation, and ensure that specialty postgraduate education programs reflect those needs. Keywords: career choices; likert scale; medical education; postgraduate specialty. | PubMed

Postgraduate training in radiological protection by e-learning the technological platforms

Energy Technology Data Exchange (ETDEWEB)

Verdu, G., E-mail: gverdu@iqn.upv.es [Departamento de Ingeniera Quimica y Nuclear, Universidad Politcnica de Valencia (Spain); Mayo, P.; Alcaraz, D., E-mail: p.mayo@titaniast.com, E-mail: d.alcaraz@titaniast.com [TITANIA Servicios Teconologicos, Grupo Dominguis, Valencia (Spain); Campayo, J.M., E-mail: j.campayo@lainsa.com [LAINSA, Grupo Dominguis, Valencia, (Spain)

2011-07-01

The companies that are working in decontamination, dismantling and assessment in nuclear power plants, usually have their employees in different facilities far from its central offices. When there is a training in radiological protection applied to the nuclear field, it is difficult for these people the attendance to the course because of different reasons as the location of the formation centres which sometimes are not near from the nuclear facilities, so they usually cannot attend their daily work with the same effectiveness. In this work we present a postgraduate training in radiological protection supervised by Polytechnical University of Valencia (Spain) applied to nuclear and radioactive facilities by a technological platform developed in collaboration with the university. This platform is adapted and designed to different high level contents and applications in different areas and sections, related to a general part, radioactive facilities, nuclear facilities and advanced concepts. When the student finishes an area, an evaluation has to be done to prove the understanding of the lessons. We have included films of different activities as decontamination devices, radiation detectors..etc with the contents to make the explanations more understandable to the student. The course is complemented with a final review and exam that are not online to guarantee that the training is well finished. In addition the student has some practice related with different items explained during the training as the use of equipment in radiological protection tasks. This type of training is more flexitime and can be adapted to the necessities of each user, avoiding high costs and unnecessary displacements. (author)

Postgraduate training in radiological protection by e-learning the technological platforms

International Nuclear Information System (INIS)

Verdu, G.; Mayo, P.; Alcaraz, D.; Campayo, J.M.

2011-01-01

The companies that are working in decontamination, dismantling and assessment in nuclear power plants, usually have their employees in different facilities far from its central offices. When there is a training in radiological protection applied to the nuclear field, it is difficult for these people the attendance to the course because of different reasons as the location of the formation centres which sometimes are not near from the nuclear facilities, so they usually cannot attend their daily work with the same effectiveness. In this work we present a postgraduate training in radiological protection supervised by Polytechnical University of Valencia (Spain) applied to nuclear and radioactive facilities by a technological platform developed in collaboration with the university. This platform is adapted and designed to different high level contents and applications in different areas and sections, related to a general part, radioactive facilities, nuclear facilities and advanced concepts. When the student finishes an area, an evaluation has to be done to prove the understanding of the lessons. We have included films of different activities as decontamination devices, radiation detectors..etc with the contents to make the explanations more understandable to the student. The course is complemented with a final review and exam that are not online to guarantee that the training is well finished. In addition the student has some practice related with different items explained during the training as the use of equipment in radiological protection tasks. This type of training is more flexitime and can be adapted to the necessities of each user, avoiding high costs and unnecessary displacements. (author)

Craniofacial orthodontics and postgraduate orthodontic training in Nigeria.

Science.gov (United States)

Isiekwe, G I; Oguchi, C O; daCosta, O O; Utomi, I L

2016-01-01

Craniofacial orthodontics has been shown to be a critical component of the care of patients with craniofacial anomalies such as cleft lip and palate. Thus, the purpose of this study was to assess the perceptions and clinical experience in cleft and craniofacial care, of orthodontic residents in Nigeria. Questionnaires were sent out to orthodontic residents in the six Postgraduate Orthodontic Training Centers in the country at that time. The questionnaires were self-administered and covered areas in beliefs in cleft care and the clinical experience and challenges faced by the residents in the provision of craniofacial orthodontic care at their various institutions. Thirty-three respondents returned completed questionnaires, with a response rate of 97%. All the respondents believed that residents should be involved in cleft and craniofacial care. Postnatal counseling was the clinical procedure in which the residents reported the highest level of clinical experience (47.4%). The least clinical experience was recorded in pre-bone graft orthodontics (7.4%) and orthodontic preparation for orthognathic surgery (5.5%). Some of the challenges highlighted by the residents were low patients turn out for orthodontic care and the absence of multidisciplinary treatment for craniofacial patients in their centers. Orthodontic residents in Nigeria believe that they should be involved in the management of patients with craniofacial anomalies and cleft lip and palate. However, majority of the residents have limited clinical experience in the management of these patients. A lot more needs to be done, to expose orthodontic residents in training, to all aspects of the orthodontic and multidisciplinary team care required for the cleft/craniofacial patient.

Attitudes toward statistics in medical postgraduates: measuring, evaluating and monitoring.

Science.gov (United States)

Zhang, Yuhai; Shang, Lei; Wang, Rui; Zhao, Qinbo; Li, Chanjuan; Xu, Yongyong; Su, Haixia

2012-11-23

In medical training, statistics is considered a very difficult course to learn and teach. Current studies have found that students' attitudes toward statistics can influence their learning process. Measuring, evaluating and monitoring the changes of students' attitudes toward statistics are important. Few studies have focused on the attitudes of postgraduates, especially medical postgraduates. Our purpose was to understand current attitudes regarding statistics held by medical postgraduates and explore their effects on students' achievement. We also wanted to explore the influencing factors and the sources of these attitudes and monitor their changes after a systematic statistics course. A total of 539 medical postgraduates enrolled in a systematic statistics course completed the pre-form of the Survey of Attitudes Toward Statistics -28 scale, and 83 postgraduates were selected randomly from among them to complete the post-form scale after the course. Most medical postgraduates held positive attitudes toward statistics, but they thought statistics was a very difficult subject. The attitudes mainly came from experiences in a former statistical or mathematical class. Age, level of statistical education, research experience, specialty and mathematics basis may influence postgraduate attitudes toward statistics. There were significant positive correlations between course achievement and attitudes toward statistics. In general, student attitudes showed negative changes after completing a statistics course. The importance of student attitudes toward statistics must be recognized in medical postgraduate training. To make sure all students have a positive learning environment, statistics teachers should measure their students' attitudes and monitor their change of status during a course. Some necessary assistance should be offered for those students who develop negative attitudes.

Workshop on postgraduate training in nuclear medicine in Europe, Innsbruck, April 1984, sponsored by the Council of Europe, the Society of Nuclear Medicine Europe and the Medical Faculty of the University of Innsbruck

International Nuclear Information System (INIS)

Anon.

1985-01-01

The aims of the workshop were the following ones: 1) to give a definition of the actual status of Nuclear Medicine in Europe and existing postgraduate training programs, 2) to provide a training catalogue in Nuclear Medicine which must be realistic and yet adequate and which can be implemented in all Member states of the Council of Europe, 3) to achieve a conclusion which could serve as recommendation for the European authorities in Strasbourg and should hopefully lead to appropriate legal actions by the governments represented at the Council of Europe. (orig./MG)

Needs assessment for developing a program to help train advanced-practice pharmacists for research.

Science.gov (United States)

Bulkley, Christina F; Miller, Michael J; Bush, Colleen G; Nussbaum, Barbara B; Draugalis, JoLaine R

2017-12-01

Results of a needs assessment to determine priority topics and preferred formats for research training in pharmacy residency programs are reported. For pharmacists seeking advanced-practice positions in academia, the ability to conduct practice-based research is expected. Pharmacy residency programs are a primary recruitment source for these positions, but research training varies by residency site and available expertise. To help define the optimal content and format of resident research training, ASHP and the ASHP Research and Education Foundation conducted a needs assessment targeting postgraduate year 1 (PGY1) pharmacy residency directors (RPDs). The response rate was 36.5% (271 of 743 invitees); the information obtained was used to guide development of a Web-based training series. Only 12% of the RPDs who participated in the survey indicated that currently available research training resources within their residency programs were sufficient. Sixty-seven percent of surveyed RPDs agreed that a Web-based training program would be a useful resource, and 81% agreed that the target audience should be pharmacy residents. Training topics of greatest interest to RPDs included (1) components of a resident research plan, (2) identifying research questions, (3) study design and sample selection, (4) project management, (5) data acquisition, cleaning, management, and analysis, and (6) presenting and publishing project results. This needs assessment clearly identified opportunities for improving the infrastructure and content of PGY1 residency research training. At a minimum, training programs should focus on practice-based research concepts using readily accessible health-system data systems and provide universal accessibility and sufficient flexibility to allow residency programs to integrate the training in a manner that works best for the program. Copyright © 2017 by the American Society of Health-System Pharmacists, Inc. All rights reserved.

Attitudes toward statistics in medical postgraduates: measuring, evaluating and monitoring

Science.gov (United States)

2012-01-01

Background In medical training, statistics is considered a very difficult course to learn and teach. Current studies have found that students’ attitudes toward statistics can influence their learning process. Measuring, evaluating and monitoring the changes of students’ attitudes toward statistics are important. Few studies have focused on the attitudes of postgraduates, especially medical postgraduates. Our purpose was to understand current attitudes regarding statistics held by medical postgraduates and explore their effects on students’ achievement. We also wanted to explore the influencing factors and the sources of these attitudes and monitor their changes after a systematic statistics course. Methods A total of 539 medical postgraduates enrolled in a systematic statistics course completed the pre-form of the Survey of Attitudes Toward Statistics −28 scale, and 83 postgraduates were selected randomly from among them to complete the post-form scale after the course. Results Most medical postgraduates held positive attitudes toward statistics, but they thought statistics was a very difficult subject. The attitudes mainly came from experiences in a former statistical or mathematical class. Age, level of statistical education, research experience, specialty and mathematics basis may influence postgraduate attitudes toward statistics. There were significant positive correlations between course achievement and attitudes toward statistics. In general, student attitudes showed negative changes after completing a statistics course. Conclusions The importance of student attitudes toward statistics must be recognized in medical postgraduate training. To make sure all students have a positive learning environment, statistics teachers should measure their students’ attitudes and monitor their change of status during a course. Some necessary assistance should be offered for those students who develop negative attitudes. PMID:23173770

Perspectives and Practices of Academics and Students of English Language Teaching Post-Graduate Programs within the Mediation Theory

Science.gov (United States)

Asmali, Mehmet

2018-01-01

Due to unsatisfactory number of researches investigating ELT post-graduate programs, and perceptions of academics and students in these programs regarding mediation theory of Feuerstein, this study attempted to investigate the aspects of this theory in doctorate and master programs in ELT department of a state university. Methodologically, this…

[Virtual microscopy in pathology teaching and postgraduate training (continuing education)].

Science.gov (United States)

Sinn, H P; Andrulis, M; Mogler, C; Schirmacher, P

2008-11-01

As with conventional microscopy, virtual microscopy permits histological tissue sections to be viewed on a computer screen with a free choice of viewing areas and a wide range of magnifications. This, combined with the possibility of linking virtual microscopy to E-Learning courses, make virtual microscopy an ideal tool for teaching and postgraduate training in pathology. Uses of virtual microscopy in pathology teaching include blended learning with the presentation of digital teaching slides in the internet parallel to presentation in the histology lab, extending student access to histology slides beyond the lab. Other uses are student self-learning in the Internet, as well as the presentation of virtual slides in the classroom with or without replacing real microscopes. Successful integration of virtual microscopy depends on its embedding in the virtual classroom and the creation of interactive E-learning content. Applications derived from this include the use of virtual microscopy in video clips, podcasts, SCORM modules and the presentation of virtual microscopy using interactive whiteboards in the classroom.

New study program: Interdisciplinary Postgraduate Specialist Study in Medical Informatics.

Science.gov (United States)

Hercigonja-Szekeres, Mira; Simić, Diana; Božikov, Jadranka; Vondra, Petra

2014-01-01

Paper presents an overview of the EU funded Project of Curriculum Development for Interdisciplinary Postgraduate Specialist Study in Medical Informatics named MEDINFO to be introduced in Croatia. The target group for the program is formed by professionals in any of the areas of medicine, IT professionals working on applications of IT for health and researchers and teachers in medical informatics. In addition to Croatian students, the program will also provide opportunity for enrolling students from a wider region of Southeast Europe. Project partners are two faculties of the University of Zagreb - Faculty of Organization and Informatics from Varaždin and School of Medicine, Andrija Štampar School of Public Health from Zagreb with the Croatian Society for Medical Informatics, Croatian Chamber of Economy, and Ericsson Nikola Tesla Company as associates.

Nuclear medicine training and practice in Poland

International Nuclear Information System (INIS)

Teresinska, Anna; Birkenfeld, Bozena; Krolicki, Leszek; Dziuk, Miroslaw

2014-01-01

In Poland, nuclear medicine (NM) has been an independent specialty since 1988. At the end of 2013, the syllabus for postgraduate specialization in NM has been modified to be in close accordance with the syllabus approved by the European Union of Medical Specialists and is expected to be enforced before the end of 2014. The National Consultant in Nuclear Medicine is responsible for the specialization program in NM. The Medical Center of Postgraduate Training is the administrative body which accepts the specialization programs, supervises the training, organizes the examinations, and awards the specialist title. Specialization in NM for physicians lasts for five years. It consists of 36 months of training in a native nuclear medicine department, 12 months of internship in radiology, 3 months in cardiology, 3 months in endocrinology, 3 months in oncology, and 3 months in two other departments of NM. If a NM trainee is a specialist of a clinical discipline and/or is after a long residency in NM departments, the specialization in NM can be shortened to three years. During the training, there are obligatory courses to be attended which include the elements of anatomy imaging in USG, CT, and MR. Currently, there are about 170 active NM specialists working for 38.5 million inhabitants in Poland. For other professionals working in NM departments, it is possible to get the title of a medical physics specialist after completing 3.5 years of training (for those with a master's in physics, technical physics or biomedical engineering) or the title of a radiopharmacy specialist after completing 3 years of training (for those with a master's in chemistry or biology). At present, the specialization program in NM for nurses is being developed by the Medical Centre of Postgraduate Education. Continuing education and professional development are obligatory for all physicians and governed by the Polish Medical Chamber. The Polish Society of Nuclear Medicine (PTMN) organizes regular

Nuclear medicine training and practice in Poland

Energy Technology Data Exchange (ETDEWEB)

Teresinska, Anna [Institute of Cardiology, Department of Nuclear Medicine, Warsaw (Poland); Birkenfeld, Bozena [Pomeranian Medical University, Department of Nuclear Medicine, Szczecin (Poland); Krolicki, Leszek [Warsaw Medical University, Department of Nuclear Medicine, Warsaw (Poland); Dziuk, Miroslaw [Military Institute of Medicine, Department of Nuclear Medicine, Warsaw (Poland)

2014-10-15

In Poland, nuclear medicine (NM) has been an independent specialty since 1988. At the end of 2013, the syllabus for postgraduate specialization in NM has been modified to be in close accordance with the syllabus approved by the European Union of Medical Specialists and is expected to be enforced before the end of 2014. The National Consultant in Nuclear Medicine is responsible for the specialization program in NM. The Medical Center of Postgraduate Training is the administrative body which accepts the specialization programs, supervises the training, organizes the examinations, and awards the specialist title. Specialization in NM for physicians lasts for five years. It consists of 36 months of training in a native nuclear medicine department, 12 months of internship in radiology, 3 months in cardiology, 3 months in endocrinology, 3 months in oncology, and 3 months in two other departments of NM. If a NM trainee is a specialist of a clinical discipline and/or is after a long residency in NM departments, the specialization in NM can be shortened to three years. During the training, there are obligatory courses to be attended which include the elements of anatomy imaging in USG, CT, and MR. Currently, there are about 170 active NM specialists working for 38.5 million inhabitants in Poland. For other professionals working in NM departments, it is possible to get the title of a medical physics specialist after completing 3.5 years of training (for those with a master's in physics, technical physics or biomedical engineering) or the title of a radiopharmacy specialist after completing 3 years of training (for those with a master's in chemistry or biology). At present, the specialization program in NM for nurses is being developed by the Medical Centre of Postgraduate Education. Continuing education and professional development are obligatory for all physicians and governed by the Polish Medical Chamber. The Polish Society of Nuclear Medicine (PTMN) organizes

Quality specifications in postgraduate medical e-learning: an integrative literature review leading to a postgraduate medical e-learning model.

Science.gov (United States)

De Leeuw, R A; Westerman, Michiel; Nelson, E; Ket, J C F; Scheele, F

2016-07-08

E-learning is driving major shifts in medical education. Prioritizing learning theories and quality models improves the success of e-learning programs. Although many e-learning quality standards are available, few are focused on postgraduate medical education. We conducted an integrative review of the current postgraduate medical e-learning literature to identify quality specifications. The literature was thematically organized into a working model. Unique quality specifications (n = 72) were consolidated and re-organized into a six-domain model that we called the Postgraduate Medical E-learning Model (Postgraduate ME Model). This model was partially based on the ISO-19796 standard, and drew on cognitive load multimedia principles. The domains of the model are preparation, software design and system specifications, communication, content, assessment, and maintenance. This review clarified the current state of postgraduate medical e-learning standards and specifications. It also synthesized these specifications into a single working model. To validate our findings, the next-steps include testing the Postgraduate ME Model in controlled e-learning settings.

Development and validation of an instrument for measuring the quality of teamwork in teaching teams in postgraduate medical training (TeamQ)

NARCIS (Netherlands)

Slootweg, Irene A.; Lombarts, Kiki M. J. M. H.; Boerebach, Benjamin C. M.; Heineman, Maas Jan; Scherpbier, Albert J. J. A.; van der Vleuten, Cees P. M.

2014-01-01

Teamwork between clinical teachers is a challenge in postgraduate medical training. Although there are several instruments available for measuring teamwork in health care, none of them are appropriate for teaching teams. The aim of this study is to develop an instrument (TeamQ) for measuring

Modified task-based learning program promotes problem-solving capacity among Chinese medical postgraduates: a mixed quantitative survey.

Science.gov (United States)

Tian, Yanping; Li, Chengren; Wang, Jiali; Cai, Qiyan; Wang, Hanzhi; Chen, Xingshu; Liu, Yunlai; Mei, Feng; Xiao, Lan; Jian, Rui; Li, Hongli

2017-09-07

Despite great advances, China's postgraduate education faces many problems, for example traditional lecture-based learning (LBL) method provides fewer oppotunities to apply knowledge in a working situation. Task-based learning (TBL) is an efficient strategy for increasing the connections among skills, knowledge and competences. This study aimed to evaluate the effect of a modified TBL model on problem-solving abilities among postgraduate medical students in China. We allocated 228 first-year postgraduate students at Third Military Medical University into two groups: the TBL group and LBL group. The TBL group was taught using a TBL program for immunohistochemistry. The curriculum consisted of five phases: task design, self-learning, experimental operations, discussion and summary. The LBL group was taught using traditional LBL. After the course, learning performance was assessed using theoretical and practical tests. The students' preferences and satisfaction of TBL and LBL were also evaluated using questionnaires. There were notable differences in the mean score rates in the practical test (P 80) in the TBL group was higher than that in the LBL group. We observed no substantial differences in the theoretical test between the two groups (P > 0.05). The questionnaire results indicated that the TBL students were satisfied with teaching content, teaching methods and experiment content. The TBL program was also beneficial for the postgraduates in completing their research projects. Furthermore, the TBL students reported positive effects in terms of innovative thinking, collaboration, and communication. TBL is a powerful educational strategy for postgraduate education in China. Our modified TBL imparted basic knowledge to the students and also engaged them more effectively in applying knowledge to solve real-world issues. In conclusion, our TBL established a good foundation for the students' future in both medical research and clinical work.

Self-Assessment of competence during post-graduate training in general medicine: A preliminary study to develop a portfolio for further education

Science.gov (United States)

Huenges, Bert; Woestmann, Barbara; Ruff-Dietrich, Susanne; Rusche, Herbert

2017-01-01

Awareness of one’s own strengths and weaknesses is a key qualification for the specialist physician. We examined how physicians undergoing specialist training in general medicine rate themselves in different areas. For this purpose, 139 participants receiving post-graduate training in general practice offered by the Medical Association of Westfalen-Lippe assessed themselves regarding their subjective confidence in 20 core competencies and 47 situations involving patient counseling in general practice. Their self-assessments were recorded on a five-point Likert scale. The study questions addressed acceptance and practicability of self-assessment, mean values, reliability, stratification and plausibility of the results in group comparison. On average participants rated their subjective confidence with 3.4 out of 5 points. The results are self-consistent (Cronbach’s alpha >0.8), although there are considerable differences among competencies and among participants. The latter can be explained partly by biographical data, which supports the plausibility of the data. Participants stated that regularly gathering data on subjective learning needs and the discussion of these needs with mentors and trainers contributes to improving their specialist training. Elements for self-assessment are suitable for integration into a postgraduate training portfolio. These should be supplemented by formative assessment procedures. PMID:29226236

Is the modernisation of postgraduate medical training in the Netherlands successful? Views of the NVMO Special Interest Group on Postgraduate Medical Education

NARCIS (Netherlands)

Scheele, Fedde; Van Luijk, Scheltus; Mulder, Hanneke; Baane, Coby; Den Rooyen, Corry; De Hoog, Matthijs; Fokkema, Joanne; Heineman, Erik; Sluiter, Henk

Background: Worldwide, the modernisation of medical education is leading to the design and implementation of new postgraduate curricula. In this article, the Special Interest Group for postgraduate medical education of the Netherlands Association for Medical Education (NVMO) reports on the

Career paths in physicians' postgraduate training - an eight-year follow-up study.

Science.gov (United States)

Buddeberg-Fischer, Barbara; Stamm, Martina; Klaghofer, Richard

2010-10-06

To date, there are hardly any studies on the choice of career path in medical school graduates. The present study aimed to investigate what career paths can be identified in the course of postgraduate training of physicians; what factors have an influence on the choice of a career path; and in what way the career paths are correlated with career-related factors as well as with work-life balance aspirations. The data reported originates from five questionnaire surveys of the prospective SwissMedCareer Study, beginning in 2001 (T1, last year of medical school). The study sample consisted of 358 physicians (197 females, 55%; 161 males, 45%) participating at each assessment from T2 (2003, first year of residency) to T5 (2009, seventh year of residency), answering the question: What career do you aspire to have? Furthermore, personal characteristics, chosen specialty, career motivation, mentoring experience, work-life balance as well as workload, career success and career satisfaction were assessed. Career paths were analysed with cluster analysis, and differences between clusters analysed with multivariate methods. The cluster analysis revealed four career clusters which discriminated distinctly between each other: (1) career in practice, (2) hospital career, (3) academic career, and (4) changing career goal. From T3 (third year of residency) to T5, respondents in Cluster 1-3 were rather stable in terms of their career path aspirations, while those assigned to Cluster 4 showed a high fluctuation in their career plans. Physicians in Cluster 1 showed high values in extraprofessional concerns and often consider part-time work. Cluster 2 and 3 were characterised by high instrumentality, intrinsic and extrinsic career motivation, career orientation and high career success. No cluster differences were seen in career satisfaction. In Cluster 1 and 4, females were overrepresented. Trainees should be supported to stay on the career path that best suits his/her personal and

Is the modernisation of postgraduate medical training in the Netherlands successful? Views of the NVMO Special Interest Group on Postgraduate Medical Education

NARCIS (Netherlands)

Scheele, Fedde; van Luijk, Scheltus; Mulder, Hanneke; Baane, Coby; den Rooyen, Corry; de Hoog, Matthijs; Fokkema, Joanne; Heineman, Erik; Sluiter, Henk

2014-01-01

Worldwide, the modernisation of medical education is leading to the design and implementation of new postgraduate curricula. In this article, the Special Interest Group for postgraduate medical education of the Netherlands Association for Medical Education (NVMO) reports on the experiences in the

Postgraduate education for Chinese medicine practitioners: a Hong Kong perspective

Directory of Open Access Journals (Sweden)

Mercer Stewart W

2009-02-01

Full Text Available Abstract Background Despite Hong Kong government's official commitment to the development of traditional Chinese medicine (TCM over the last ten years, there appears to have been limited progress in public sector initiated career development and postgraduate training (PGT for public university trained TCM practitioners. Instead, the private TCM sector is expected to play a major role in nurturing the next generation of TCM practitioners. In the present study we evaluated TCM graduates' perspectives on their career prospects and their views regarding PGT. Method Three focus group discussions with 19 local TCM graduates who had worked full time in a clinical setting for fewer than 5 years. Results Graduates were generally uncertain about how to develop their career pathways in Hong Kong with few postgraduate development opportunities; because of this some were planning to leave the profession altogether. Despite their expressed needs, they were dissatisfied with the current quality of local PGT and suggested various ways for improvement including supervised practice-based learning, competency-based training, and accreditation of training with trainee involvement in design and evaluation. In addition they identified educational needs beyond TCM, in particular a better understanding of western medicine and team working so that primary care provision might be more integrated in the future. Conclusion TCM graduates in Hong Kong feel let down by the lack of public PGT opportunities which is hindering career development. To develop a new generation of TCM practitioners with the capacity to provide quality and comprehensive care, a stronger role for the government, including sufficient public funding, in promoting TCM graduates' careers and training development is suggested. Recent British and Australian experiences in prevocational western medicine training reform may serve as a source of references when relevant program for TCM graduates is planned in

An innovative approach to post-graduate education in veterinary public health.

Science.gov (United States)

Toribio, Jenny-Ann L M L; Forsyth, Hannah; Laxton, Ruth; Whittington, Richard J

2009-01-01

The past decade has seen a substantially increased need for animal health professionals who have advanced education in areas that impact on veterinary public health (VPH). The University of Sydney has made a significant contribution to the international capacity for training in this field by developing an online, distance program in Veterinary Public Health Management. This paper describes the distinctive characteristics of this program, which combines technical material in a range of units that influence VPH with leadership and project management. It then describes the educational model developed for delivery of its course material, including the four modalities that are structured to support engaged learning by busy animal health professionals who are working full-time (self-led, facilitator-led, peer-led, and assessment-led instructional approaches). Finally, having reflected on the efficacy of this model for post-graduate training in VPH, we discuss the progress of the program since its inception in 2002, reflecting on the challenges it has encountered and defining the factors that are critical to the success of this program.

The Study of Philosophy in Innovative Power Engineering Post-graduate Course

Science.gov (United States)

Sokolova, J. V.

2017-11-01

Training of highly qualified personnel for the innovative high-tech fields of power engineering is one of the most important tasks of modern education. A number of special features of modern power engineering necessitate not only a highly specialized training but a wider approach in teaching postgraduate students of this field. These special features include a high degree of integration of science, industry, economic and social spheres, and the breadth of interdisciplinary connections in high-tech industries. The postgraduate philosophical training plays an important role in the educational process. The breadth of the problem field and the universality of philosophical knowledge reveal the methods and mechanisms of integration of such sub-disciplines that have significant methodological and structural differences: science, logical-mathematical, socio-economic, technological and human knowledge. Appeal to the philosophy at the stage of postgraduate training has a number of reasons. First of all, it is aimed at integrating of the specific content of different areas of knowledge into a holistic worldview. Secondly, it contributes in developing a critical attitude towards reality and science. What is more, the study of philosophy helps young researches to acquire the definition of their ideological position.

[Postgraduate studies in public health: the problem of efficiency evaluation].

Science.gov (United States)

Boczkowski, Andrzej

2003-01-01

The satisfaction of customer is the main measure and the most important, generally recognized criterion for evaluating the quality of products and services. In the case of education and training, the quality is frequently understood as effectiveness, i.e., the degree to what educational objectives of a training institution are met; the objectives previously formulated on the basis of analyzed and defined demands and expectations of customers (clients). In the first part of the paper: (1) the problems related to the question who in fact is the customer in the context of an institution providing education in public health are discussed; (2) a proposal for resolving these problems is presented; and (3) the main directions of evaluation activities, which should be undertaken under monitoring and effectiveness assessment of postgraduate training in public health are pointed out. In the years 1998-2002, the students' assessment data on educational programs, curriculum contents and subject teachers in the field of postgraduate studies in the School of Public Health, Nofer Institute of Occupational Medicine, Łódź, were collected with the help of specially-designed evaluation questionnaires. The data on the students' self-assessment of gained professional competencies were also collected. All students who completed the School of Public Health in these years were subjected to the evaluation inquiries. The data collected were analyzed. Due to the analysis it was possible to define: the quality of the curriculum contents, as well as the professional and didactic skills of the teaching staff as perceived by the students; the degree to what particular curriculum in public health contributed to the increase in professional competence as perceived by the students; the degree to what particular teaching subjects influenced the students' knowledge of and skills in Public Health. The results obtained provided information very useful in the teaching process, designing of

Developing an Interdisciplinary, Team-Based Quality Improvement Leadership Training Program for Clinicians: The Partners Clinical Process Improvement Leadership Program.

Science.gov (United States)

Rao, Sandhya K; Carballo, Victoria; Cummings, Brian M; Millham, Frederick; Jacobson, Joseph O

Although there has been tremendous progress in quality improvement (QI) education for students and trainees in recent years, much less has been published regarding the training of active clinicians in QI. The Partners Clinical Process Improvement Leadership Program (CPIP) is a 6-day experiential program. Interdisciplinary teams complete a QI project framed by didactic sessions, interactive exercises, case-based problem sessions, and a final presentation. A total of 239 teams composed of 516 individuals have graduated CPIP. On completion, participant satisfaction scores average 4.52 (scale 1-5) and self-reported understanding of QI concepts improved. At 6 months after graduation, 66% of survey respondents reported sustained QI activity. Three opportunities to improve the program have been identified: (1) increasing faculty participation through online and tiered course offerings, (2) integrating the faculty-focused program with the trainee curriculum, and (3) developing a postgraduate curriculum to address the challenges of sustained improvement.

ASSESSMENT OF THE NEED FOR SPECIALISTS IN HEALTH CARE AND THEIR TRAINING IN THE POSTGRADUATE EDUCATION SYSTEM (Second post

Directory of Open Access Journals (Sweden)

Yu. V. Voronenko

2015-05-01

Full Text Available It’s proposed the basis of a new model of assessment of the human resources for health (HRH. There’s consi dered the possi bility of their prediction and study strategies related skills. It’s discusse d methodological features calculation training. These calculations are considered from th e standpoints of needs perspective of th e population in the health services and t h e d em and for them. There’s proposed a new gradient-nter mittent-step system for postgraduate medical training, in which educational content and responsibilities of specialists are congruent.

Medical Officers in Sierra Leone: Surgical Training Opportunities, Challenges and Aspirations.

Science.gov (United States)

Wilks, Lucy; Leather, Andrew; George, Peter Matthew; Kamara, Thaim Bay

2018-02-05

The critical shortage of human resources for healthcare falls most heavily on sub-Saharan nations such as Sierra Leone, where such workforce deficits have grave impacts on its burden of surgical disease. An important aspect in retention and development of the workforce is training. This study focuses on postgraduate surgical training (formal and short course) and perceptions of opportunities, challenges and aspirations, in a country where more than half of surgical procedures are performed by medical officers. The study presents findings from 12 in-depth semi-structured interviews conducted with medical officers by the primary investigator in Sierra Leone between April and June 2017. Each interview was transcribed alongside an introspective reflexive journal to acknowledge and account for researcher biases. Two interviewees had accessed postgraduate surgical training and 10 (83%) had accessed short course surgically relevant training. The number of short courses accessed grew higher the more recently the medical officers had graduated. Supervision, short length and international standards were the most appreciated aspects of short training courses. Some medical officers perceived the formal postgraduate surgical training programme to be ill-equipped, doubting its credibility. This demotivated some from applying. Training is an essential aspect of developing an adequate surgical workforce. Faith must be restored in the capabilities of Sierra Leone's Ministry of Health and Sanitation to provide adequate and sustainable training. This study advocates for the use of short courses to restore this faith and the expansion of postgraduate surgical training to the districts through developing a regional teaching complex to provide short courses and eventually formal postgraduate training in the future. Copyright © 2018 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

The transition to competency-based pediatric training in the United Arab Emirates.

Science.gov (United States)

Ibrahim, Halah; Al Tatari, Hossam; Holmboe, Eric S

2015-04-01

Although competency-based medical education has become the standard for physician training in the West, many developing countries have not yet adopted competency-based training. In 2009 in the United Arab Emirates, the government regulatory and operational authorities for healthcare in Abu Dhabi mandated a wide-scale reform of the emirate's postgraduate residency programs to the competency-based framework of the newly formed Accreditation Council for Graduate Medical Education-International (ACGME-I). This article briefly describes the rationale for competency-based medical education and provides an overview of the transition from traditional, time-based residency training to competency-based postgraduate medical education for the Pediatrics residency programs in Abu Dhabi. We will provide data on the initial impact of this transition on resident performance and patient outcomes in a Pediatrics residency program in an academic medical center in the United Arab Emirates.

What is the impact of a national postgraduate medical specialist education reform on the daily clinical training 3.5 years after implementation? A questionnaire survey

DEFF Research Database (Denmark)

Mortensen, Lene; Malling, Bente; Ringsted, Charlotte Vibeke

2010-01-01

Many countries have recently reformed their postgraduate medical education (PGME). New pedagogic initiatives and blueprints have been introduced to improve quality and effectiveness of the education. Yet it is unknown whether these changes improved the daily clinical training. The purpose...... was to examine the impact of a national PGME reform on the daily clinical training practice....

An Analysis of the Relationship Between the Professionalism of Defense Acquisition Program Managers and Program Outcomes

Science.gov (United States)

2011-11-30

concerns with profitability (Bartel, 2000; Phillips, 1996) or by HR specialists’ concerns to justify their budgets ( Geber , 1996; Institute of...Program, Naval Postgraduate School, Monterey, CA. Geber , B. (1996). Does training make a difference? Prove it! Training, 32(3), 27–34. General Accounting

Integrating bioethics into postgraduate medical education: the University of Toronto model.

Science.gov (United States)

Howard, Frazer; McKneally, Martin F; Levin, Alex V

2010-06-01

Bioethics training is a vital component of postgraduate medical education and required by accreditation organizations in Canada and the United States. Residency program ethics curricula should ensure trainees develop core knowledge, skills, and competencies, and should encourage lifelong learning and teaching of bioethics. Many physician-teachers, however, feel unprepared to teach bioethics and face challenges in developing and implementing specialty-specific bioethics curricula. The authors present, as one model, the innovative strategies employed by the University of Toronto Joint Centre for Bioethics. They postulate that centralized support is a key component to ensure the success of specialty-specific bioethics teaching, to reinforce the importance of ethics in medical training, and to ensure it is not overshadowed by other educational concerns.

Doctoral Theses from Nursing Postgraduate Programs in Brazil and their Association with the Millennium Development Goals

OpenAIRE

Rosalina Aparecida Partezani Rodrigues; Maria Lúcia do Carmo Cruz Robazzi; Alacoque Lorenzini Erdmann; Josicélia Dumet Fernandes; Alba Lucia Bottura Leite de Barros; Flávia Regina Souza Ramos

2015-01-01

OBJECTIVES: The Millennium Development Goals are centered around combatting poverty and other social evils all over the world. Thus, this study seeks to identify the Millennium Development Goals as an object of study in theses from Postgraduate Nursing Programs in Brazil scoring 5 (national excellence) and 6 or 7 (international excellence), and evaluate the association between the score for the program and achieving the Millennium Development Goals. METHOD: Exploratory descriptive document re...

[Problems in integrative postgraduate medical training of physicians at anthroposophic hospitals in Germany and Switzerland].

Science.gov (United States)

Heusser, Peter; Eberhard, Sabine; Weinzirl, Johannes; Orlow, Pascale; Berger, Bettina

2014-01-01

Anthroposophic hospitals provide integrative medical care by complementing conventional (CON) with anthroposophic medicine (AM). They teach integrative medicine in postgraduate medical training (PGMT). In a first evaluation of PGMT quality in AM, we analyzed the problems of this training from the perspectives of trainers and trainees. We conducted an anonymous cross-sectional full survey of all trainee and trainer physicians at the 15 AM hospitals in Germany (DE) and Switzerland (CH) with questionnaires of the Swiss Institute of Technology (ETH) Zürich, complemented by a module for AM. We also conducted descriptive statistics for questions with answering scales as well as calculations of group differences (two-tailed Mann-Whitney U test) and a qualitative content analysis (Mayring) of free text answers related to the problem analysis. The response rate in DE embraced 89 out of 215 (41.39%) surveyed trainees and 78 out of 184 (42.39%) trainers; in CH, the response rate comprised 19 out of 25 (76%) trainees and 22 out of 30 (73.33%) trainers. Free text answers related to problem analysis in DE and CH were given by 16 out of 108 (14.8%) trainees and by 20 out of 100 (20%) trainers, overall. Perceived main problems include work overload; shortcomings in work organization; delimitation of competences; interprofessional cooperation; financial resources (trainers); wages (trainees DE); practical relevance of AM (trainees and trainers in DE); professional or didactic competence of trainers; lack of interest in AM (trainees); problems with learning and practicing AM; no curriculum for postgraduate medical training in AM; tensions between AM and CON. Explanations for the differences between DE and CH include larger departments and the DRG system in DE, but also better structural conditions for AM PGMT in CH. Main problems of PGMT in AM include not only non-specific and systemic aspects, but also AM-specific issues. In order to develop a basis for concrete problem solving

FORMING THE READINESS OF UNIVERSITY TEACHERS TO WORK IN POSTGRADUATE PEDAGOGICAL EDUCATION

Directory of Open Access Journals (Sweden)

Iryna Trubavina

2017-04-01

Full Text Available The problem of teaching adult students in the system of postgraduate pedagogical education should be considered not only from the point of view of the students, but also from the point of teachers’ view. Training is a two-way process. In this article national studies on this problem are initially summarized. The methodology of research of postgraduate pedagogical education is singled out. These are such scientific approaches as synergetics and andragogics. The author proves the need for universities to train teachers specially for interaction with adult students who already work as teachers in schools, have very much motivation for study, their own personal and professional experience, may be older than their university teachers, require subject-subject communication. This all affects the specifics of teaching and requires a different willingness to work with such students and correspondent courses at universities. The article is devoted to forming modern university teachers’ readiness to work in postgraduate pedagogical education. The features of such readiness content are first determined by the author as the content, value and operational components of teacher readiness for work. This gives the article practical significance. The results can be extended to the training of all teachers of higher pedagogical educational institutions, that indicate the social significance of the article. The originality of the article is determining the specific content of the components of the teachers’ readiness to work in postgraduate pedagogical education. Forming the teacher’s readiness for training adult students in the system of postgraduate teacher education should include knowledge, skills and values of work. The prospects for research are building and implementing a model of forming the university teachers’ readiness for such work on the basis of andragogy and synergetics, taking into account the specified content of the components of teacher

Public Health Genomics education in post-graduate schools of hygiene and preventive medicine: a cross-sectional survey.

Science.gov (United States)

Ianuale, Carolina; Leoncini, Emanuele; Mazzucco, Walter; Marzuillo, Carolina; Villari, Paolo; Ricciardi, Walter; Boccia, Stefania

2014-10-10

The relevance of Public Health Genomics (PHG) education among public health specialists has been recently acknowledged by the Association of Schools of Public Health in the European Region. The aim of this cross-sectional survey was to assess the prevalence of post-graduate public health schools for medical doctors which offer PHG training in Italy. The directors of the 33 Italian public health schools were interviewed for the presence of a PHG course in place. We stratified by geographical area (North, Centre and South) of the schools. We performed comparisons of categorical data using the chi-squared test. The response rate was 73% (24/33 schools). Among respondents, 15 schools (63%) reported to have at least one dedicated course in place, while nine (38%) did not, with a significant geographic difference. Results showed a good implementation of courses in PHG discipline in Italian post-graduate public health schools. However further harmonization of the training programs of schools in public health at EU level is needed.

Online Platform as a Tool to Support Postgraduate Training in General Practice – A Case Report

Science.gov (United States)

Dini, Lorena; Galanski, Claire; Döpfmer, Susanne; Gehrke-Beck, Sabine; Bayer, Gudrun; Boeckle, Martin; Micheel, Isabel; Novak, Jasminko; Heintze, Christoph

2017-01-01

Objective: Physicians in postgraduate training (PPT) in General Practice (GP) typically have very little interaction with their peers, as there is usually only one resident physician working in their respective department or GP office at a given time. Therefore, the online platform KOLEGEA, presented here, aims to support postgraduate training in general practice (PT in GP) in Germany through virtual interaction. Methodology: In 2012, the interdisciplinary research project KOLEGEA set up an online platform that any physicians in PT in GP can use for free after registration with their unitary continuous education number (Einheitliche Fortbildungsnummer, EFN). It offers problem-based learning and allows to discuss self-published anonymized patient cases with the community that can be classified and discussed with experienced mentors (specialists in general practice - GPs) in small virtual groups. Results: An anonymous online survey carried out as part of the 2014 project evaluation showed a good acceptance of the platform, even though shortage of time was mentioned as a limiting factor for its use. Data analysis showed that KOLEGEA was used by PPT in GP in all federal states. Patterns of passive use were predominant (90%). This report also describes the further development of the platform (in 2015 and 2016) that integrates an activity monitor as part of a gamification concept. Conclusions: Due to a low response rate of the 2014 online survey and the preliminary evaluations of usage patterns we could identify only initial trends regarding the role of KOLEGEA in supporting PPT. The platform was perceived as a helpful supplement to better structure PT in GP. PMID:29226227

European initiatives in postgraduate education in gerontology

NARCIS (Netherlands)

van Rijsselt, R.J.T.; Parkatti, T.; Troisi, J.

2007-01-01

This paper describes three innovative European initiatives in postgraduate education in gerontology. The first is the European Masters Program in Gerontology (EuMaG), developed as an interdisciplinary joint program, supported and delivered by 22 European universities. Second, the Nordplus initiative

Palliative care education in Latin America: A systematic review of training programs for healthcare professionals.

Science.gov (United States)

Vindrola-Padros, Cecilia; Mertnoff, Rosa; Lasmarias, Cristina; Gómez-Batiste, Xavier

2018-02-01

The integration of palliative care (PC) education into medical and nursing curricula has been identified as an international priority. PC education has undergone significant development in Latin America, but gaps in the integration of PC courses into undergraduate and postgraduate curricula remain. The aim of our review was to systematically examine the delivery of PC education in Latin America in order to explore the content and method of delivery of current PC programs, identify gaps in the availability of education opportunities, and document common barriers encountered in the course of their implementation. We carried out a systematic review of peer-reviewed academic articles and grey literature. Peer-reviewed articles were obtained from the following databases: CINAHL Plus, Embase, the Web of Science, and Medline. Grey literature was obtained from the following directories: the International Association for Hospice and Palliative Care's Global Directory of Education in Palliative Care, the Worldwide Hospice Palliative Care Alliance's lists of palliative care resources, the Latin American Association for Palliative Care's training resources, and the Latin American Atlas of Palliative Care. The inclusion criteria were that the work: (1) focused on describing PC courses; (2) was aimed at healthcare professionals; and (3) was implemented in Latin America. The PRISMA checklist was employed to guide the reporting of methods and findings. We found 36 programs that were delivered in 8 countries. Most of the programs were composed of interdisciplinary teams, taught at a postgraduate level, focused on pain and symptom management, and utilized classroom-based methods. The tools for evaluating the courses were rarely reported. The main barriers during implementation included: a lack of recognition of the importance of PC education, a lack of funding, and the unavailability of trained teaching staff. Considerable work needs to be done to improve the delivery of PC

FORMATIVE ASSESSMENT IN A POSTGRADUATE TRAINING PROGRAM– DOES THE MODEL WORK?

Directory of Open Access Journals (Sweden)

Sonali Sarkar

2013-09-01

Full Text Available Background: Lack of assessment and feedback based on observation is one of the most serious deficiencies in the current medical education practice. Formative assessment strategies in postgraduate education can be affective when they are integral to the learning process. Seminars and journal club presentations are integral to the postgraduate education in all medical institutions. Methods: This study was done to assess a structured tool for evaluation of seminars and journal clubs by postgraduates in Community Medicine (as part of formative assessment based on rater reliability and efficacy of feedback. Results: The scale having five domains namely justification for the topic or the journal article, presentation skills, slide preparation, slide content and discussion, had high inter-rater reliability with intra class coefficient of 0.861 (95% CI 0.632 to 0.958, ‘p’ of 0.000. There was a significant improvement of the students over three journal club presentations in four out of five domains.Conclusions: This study has shown that use of rating scales during seminar and journal club presentations, when combined with feedback, can be an effective tool in formative assessment thereby supporting and enhancing the learning process.

[Recommendations for problem solving in integrative postgraduate medical training of physicians at anthroposophic hospitals in Germany and Switzerland].

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Eberhard, Sabine; Weinzirl, Johannes; Orlow, Pascale; Berger, Bettina; Heusser, Peter

2014-01-01

In the context of the first-time evaluation of the quality and problems of integrative postgraduate medical training (PGMT) at German and Swiss anthroposophic hospitals, all 240 trainees and all 214 trainers were asked to propose options for problem solutions. The study included a cross-sectional questionnaire survey with sections for further comments. The data were evaluated with qualitative content analysis (Mayring). 56 (51.8%) out of 108 responding trainees and 54 (54%) out of 100 responding trainers had given potential solutions. Both groups were analyzed together. On internal level, recommendations comprised re-orientation on a leadership basis, i.e. elevation of PGMT to a core element of hospital policy in anthroposophic medicine (AM), as well as better personnel policy; trainers with more professional and teaching competency in AM; structured and extended continual education program; coordination of PGMT with ward and hospital organization; and work load reduction for physicians through process optimization and resource planning. Externally, the recommendations embraced financial support; external training programs; networking of anthroposophic hospitals in PGMT; implementation of a common competence center for anthroposophic PGMT; conventional and anthroposophic PGMT curriculums; and improvement of science base and public discourse of AM. The proposed options for problem solving in PGMT at anthroposophic hospitals emerge from concrete problem perceptions of the trainers and trainees. They can serve as a basis for concrete improvements of PGMT in AM that could be implemented professionally and in an international context. The preconditions for this are given through the already existing establishment of AM at universities and through the good international connections of anthroposophic hospitals and anthroposophic physicians' associations.

Effectiveness of a training package for implementing a community-based occupational therapy program in dementia: a cluster randomized controlled trial.

Science.gov (United States)

Döpp, Carola M E; Graff, Maud J L; Teerenstra, Steven; Olde Rikkert, Marcel G M; Nijhuis-van der Sanden, Maria W G; Vernooij-Dassen, Myrra J F J

2015-10-01

Evaluate the effectiveness of a training package to implement a community occupational therapy program for people with dementia and their caregiver (COTiD). Cluster randomized controlled trial. A total of 45 service units including 94 occupational therapists, 48 managers, 80 physicians, treating 71 client-caregiver couples. Control intervention: A postgraduate course for occupational therapists only. A training package including the usual postgraduate course, additional training days, outreach visits, regional meetings, and access to a reporting system for occupational therapists. Physicians and managers received newsletters, had access to a website, and were approached by telephone. The intended adherence of therapists to the COTiD program. This was assessed using vignettes. clients' daily functioning, caregivers' sense of competence, quality of life, and self-perceived performance of daily activities of both clients and caregivers. Between-group differences were assessed using multilevel analyses with therapist and intervention factors as covariates. No significant between-group differences between baseline and 12 months were found for adherence (1.58, 95% CI -0.10 to 3.25), nor for any client or caregiver outcome. A higher number of coaching sessions and higher self-perceived knowledge of dementia at baseline positively correlated with adherence scores. In contrast, experiencing more support from occupational therapy colleagues or having conducted more COTiD treatments at baseline negatively affected adherence scores. The training package was not effective in increasing therapist adherence and client-caregiver outcomes. This study suggests that coaching sessions and increasing therapist knowledge on dementia positively affect adherence. NCT01117285. © The Author(s) 2014.

Training courses for Latin American human resources in subjects related to RERTR program

International Nuclear Information System (INIS)

Perez, T.E.; Harriague, S.; Perez, E.E.

1987-01-01

Between 1984 and 1986, the Atomic Energy Commission of Argentina organized three post-graduate courses on research reactors, aimed at the Latin American region. Twenty one university graduates from Brazil, Colombia, Chile, Mexico, Peru, Uruguay and Venezuela, and six from Argentina, attended the courses. Lecturers were in all cases staff members of CNEA. These activities of Manpower Development in the Latin American Region are part of an overall program starting in the early sixties at CNEA's Development Branch. The interest shown by many Latin American countries in these courses, the technical training received and the technical cooperation established among the participants, are taken as a measure of the success obtained. (Author)

Physicians in Postgraduate Training Characteristics and Support of Palliative Sedation for Existential Distress.

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Cripe, Larry D; Perkins, Susan M; Cottingham, Ann; Tong, Yan; Kozak, Mary Ann; Mehta, Rakesh

2017-09-01

Palliative sedation for refractory existential distress (PS-ED) is ethically troubling but potentially critical to quality end-of-life (EOL) care. Physicians' in postgraduate training support toward PS-ED is unknown nor is it known how empathy, hope, optimism, or intrinsic religious motivation (IRM) affect their support. These knowledge gaps hinder efforts to support physicians who struggle with patients' EOL care preferences. One hundred thirty-four postgraduate physicians rated their support of PS for refractory physical pain (PS-PP) or PS-ED, ranked the importance of patient preferences in ethically challenging situations, and completed measures of empathy, hope, optimism, and IRM. Predictors of PS-ED and PS-PP support were examined using binary and multinomial logistic regression. Only 22.7% of residents were very supportive of PS-ED, and 82.0% were very supportive of PS-PP. Support for PS-PP or PS-ED did not correlate with levels of empathy, hope, optimism, or IRM; however, for residents with lower IRM, greater optimism was associated with greater PS-ED support. In contrast, among residents with higher IRM, optimism was not associated with PS-ED support. Comparing current results to published surveys, a similar proportion of residents and practicing physicians support PS-ED and PS-PP. In contrast to practicing physicians, however, IRM does not directly influence residents' supportiveness. The interaction between optimism and IRM suggests residents' beliefs and characteristics are salient to their EOL decisions. End-of-life curricula should provide physicians opportunities to reflect on the personal and ethical factors that influence their support for PS-ED.

Education and training of medical physicists in radiology

International Nuclear Information System (INIS)

Todorov, V.; Vassileva, J.

2006-01-01

Full text: Medical radiology is chronologically the first and widest field of work of medical physicists. Therefore the education and training of medical radiological physicists is of big importance for both diagnostics and therapy. The education of medical radiological physicists in Bulgaria is organized in two levels: university and postgraduate, which is a good achievement of Bulgarian educational system. University education is in the framework of the M. Sc. program in Medical physics with a prevalent training in medical radiological physics. Three universities in the country have been carrying out this education since more than ten years. Postgraduate education covers specialties Medical Radiological Physics and Radiation Hygiene. It is organized by the Medical University but the training is opened also to specialists outside the health care system. The interests in both levels of education and training in Medical Physics is increasing with about 40 trainees in last years. The university and postgraduate education has good quality in theory but still inadequate in practical aspects. The continuous training and qualification of medical physicists has also difficulties; the main reasons are insufficient technical and financial resources as well as the lack of interest of the staff of the training centers. The responsibilities for education and training of medical physicists in radiology should be shared between physicists and physicians in the country

Self-assessment of the competences in occupational medicine as an instrument for improving postgraduate training.

Science.gov (United States)

Boczkowski, A

2000-01-01

The main goal of the postgraduate training in occupational medicine is to make already experienced students develop appropriate competences to deal with health problems existing and emerging in the realities of different spheres of occupational health. The task requires checking on and evaluation of the students' learning process and its results. Thirteen types of competence transmitted to the students were made the points of reference in a special self-assessment questionnaire. The respondents were asked to assess the contribution of particular lectures and seminars to the acquirement or improvement of each type of competence. The results obtained in a group of students suggest that some modifications and improvements in the educational objectives and programmes should be introduced.

Journal club: Integrating research awareness into postgraduate nurse training

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Clare Davis

2014-12-01

Full Text Available Background: Evidence-based nursing requires nurses to maintain an awareness of recently published research findings to integrate into their clinical practice. In the South African setting keeping up with recent literature has additional challenges, including the diversity of nurses’ home language, geographically foreign origins of published work, and limited economic resources. Students enrolled in a postgraduate programme came from various paediatric settings and displayed limited awareness of nursing literature as an evidence base for practice. Objectives: The study aimed to design and introduce a journal club as an educational strategy into the postgraduate programmes in children’s nursing at the University of Cape Town (UCT, and then to refine the way it is used to best serve programme outcomes and facilitate student learning whilst still being an enjoyable activity. Method: An action research methodology using successive cycles of ‘assess-plan-act-observe’ was used to design, implement and refine the structure of a journal club within the postgraduate diploma programme over four academic years. Six educators actively tracked and reflected on journal club sessions, and then analysed findings during and after each annual cycle to plan improvement and increasing programme alignment. Results: Considerable refinement of the intervention included changing how it was structured, the preparation required by both students and educators, the article selection process and the intervention’s alignment with other learning activities in the programme. Conclusion: Journal club facilitated an increase in student awareness and reading of nursing literature, offering the opportunity to consider application of published research to current nursing practice. Another benefit was enabling students to become familiar with the specialised and technical language of research, children’s nursing and the critical care of children and neonates, by speaking

International electives in neurology training

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Lyons, Jennifer L.; Coleman, Mary E.; Engstrom, John W.

2014-01-01

Objective: To ascertain the current status of global health training and humanitarian relief opportunities in US and Canadian postgraduate neurology programs. Background: There is a growing interest among North American trainees to pursue medical electives in low- and middle-income countries. Such training opportunities provide many educational and humanitarian benefits but also pose several challenges related to organization, human resources, funding, and trainee and patient safety. The current support and engagement of neurology postgraduate training programs for trainees to pursue international rotations is unknown. Methods: A survey was distributed to all program directors in the United States and Canada (December 2012–February 2013) through the American Academy of Neurology to assess the training opportunities, institutional partnerships, and support available for international neurology electives. Results: Approximately half of responding programs (53%) allow residents to pursue global health–related electives, and 11% reported that at least 1 trainee participated in humanitarian relief during training (survey response rate 61%, 143/234 program directors). Canadian programs were more likely to allow residents to pursue international electives than US programs (10/11, 91% vs 65/129, 50%, p = 0.023). The number of trainees participating in international electives was low: 0%–9% of residents (55% of programs) and 10%–19% of residents (21% of programs). Lack of funding was the most commonly cited reason for residents not participating in global health electives. If funding was available, 93% of program directors stated there would be time for residents to participate. Most program directors (75%) were interested in further information on global health electives. Conclusions: In spite of high perceived interest, only half of US neurology training programs include international electives, mostly due to a reported lack of funding. By contrast, the majority

European online postgraduate educational programme in neonatology-the way forward?

DEFF Research Database (Denmark)

Hall, Michael A; Cuttini, Marina; Flemmer, Andreas W

2008-01-01

The provision of specialist postgraduate training is increasingly challenging for the acute medical specialties. There are often small numbers of trainees and tutors in any one centre, and service commitments may limit attendance at educational activities. Online learning can provide high-quality...... education to trainees from large geographical areas. We report the outcomes of an experimental educational project which provided an online postgraduate programme in neonatology. Ninety trainees from 14 countries, primarily European, participated. Six educational modules in neonatal topics were delivered...... participation followed a similar pattern. Eighty-six trainees were contactable at the end of the programme, and 67 (78%) completed an evaluation questionnaire. Of these, 92% reported that participation had "added value" to their training, attributable to the high-quality curriculum, the educational resources...

Preliminary exploration of the postgraduate education reform in interventional radiology

International Nuclear Information System (INIS)

Ni Caifang; Ouyang Yong

2012-01-01

Interventional radiology now is facing many challenges. The education quality has declined, and the high-level professional talents have been lost. This paper aims to analyze the present situation of the postgraduate education and the relevant issues in the field of interventional radiology, and to make a preliminary exploration into how we can train the postgraduates to become qualified interventional radiologists with high comprehensive quality in order to meet the urgent requirements demanded by the development of interventional radiology. (authors)

Geoinformation postgraduate education at Universiti Teknologi Malaysia - towards a centre of high quality postgraduate education and research

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Peters, S.; Kanniah, K. D.; Rahman, A. A.

2015-10-01

Studying at Universiti Teknologi Malaysia (UTM) will ensure academic and technological excellence. The Faculty of Geoinformation and Real Estate (FGHT), established in 1972, focus on education and research for undergraduate as well as postgraduate programs in the related disciplines such as geomatic engineering, geoinformatics, remote sensing, property management and land administration & development. FGHT strives to be a leading academic center in geoinformation and real estate in Southeast Asia. Graduates and alumni form major strong professional societies and work force in the related industries. Many of our graduates end up with good jobs not just in Malaysia but also in other countries (Asian, Middle East, Africa and Europe). The strong team and knowledgeable academic members in this faculty provide excellent ingredients for the success of the programs (i.e. with the relevant and up-to-date curriculum and syllabus). FGHT is continuously working to provide and offer first-class geoinformation and real estate education and research in the country and be at a par with other leading institutions in other parts of the globe. The Department of Geoinformation at FGHT runs a Bachelor of Engineering in Geomatic and a Bachelor of Science in Geoinformatics. At the postgraduate levels, namely M.Sc. and PhD programs, the offered disciplines are Geomatic Engineering, Geoinformatics and Remote Sensing. In the following, the state of the art of FGHT's postgraduate education in Geoinformation is presented, including a comparison with other universities in Malaysia, program content and curriculum information, alumni statistics as well as future strategies.

Education and training in nuclear materials

International Nuclear Information System (INIS)

Falcon, S.; Marco, M.

2014-01-01

CIEMAT participates in the European project Matisse (Materials Innovations for a Safe and Sustainable nuclear in Europe) belonging to FP7, whose main objective is to promote the link between the respective national research programs through networking and integration of activities for innovation in materials for advanced nuclear systems, sharing among partners best practices and implementation of training tools and efficient communication. The draft four years, from 2013 to 2017, includes aspects such as the interaction between infrastructure, R and D programs and postgraduate education and training. (Author)

Surgeons' attitude toward a competency-based training and assessment program: results of a multicenter survey.

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Hopmans, Cornelis J; den Hoed, Pieter T; Wallenburg, Iris; van der Laan, Lijkckle; van der Harst, Erwin; van der Elst, Maarten; Mannaerts, Guido H H; Dawson, Imro; van Lanschot, Jan J B; Ijzermans, Jan N M

2013-01-01

Currently, most surgical training programs are focused on the development and evaluation of professional competencies. Also in the Netherlands, competency-based training and assessment programs were introduced to restructure postgraduate medical training. The current surgical residency program is based on the Canadian Medical Education Directives for Specialists (CanMEDS) competencies and uses assessment tools to evaluate residents' competence progression. In this study, we examined the attitude of surgical residents and attending surgeons toward a competency-based training and assessment program used to restructure general surgical training in the Netherlands in 2009. In 2011, all residents (n = 51) and attending surgeons (n = 108) in 1 training region, consisting of 7 hospitals, were surveyed. Participants were asked to rate the importance of the CanMEDS competencies and the suitability of the adopted assessment tools. Items were rated on a 5-point Likert scale and considered relevant when at least 80% of the respondents rated an item with a score of 4 or 5 (indicating a positive attitude). Reliability was evaluated by calculating the Cronbach's α, and the Mann-Whitney test was applied to assess differences between groups. The response rate was 88% (n = 140). The CanMEDS framework demonstrated good reliability (Cronbach's α = 0.87). However, the importance of the competencies 'Manager' (78%) and 'Health Advocate' (70%) was undervalued. The assessment tools failed to achieve an acceptable reliability (Cronbach's α = 0.55), and individual tools were predominantly considered unsuitable for assessment. Exceptions were the tools 'in-training evaluation report' (91%) and 'objective structured assessment of technical skill' (82%). No significant differences were found between the residents and the attending surgeons. This study has demonstrated that, 2 years after the reform of the general surgical residency program, residents and attending surgeons in a large

Knowledge management: Postgraduate Alternative Evaluation Model (MAPA in Brazil

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Deisy Cristina Corrêa Igarashi

2013-07-01

Full Text Available The Brazilian stricto sensu postgraduate programs that include master and / or doctorate courses are evaluated by Coordination for the Improvement of Higher Education Personnel (CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior. The evaluation method used by CAPES is recognized in national and international context. However, several elements of the evaluation method can be improved. For example: to consider programs diversity, heterogeneity and specificities; to reduce subjectivity and to explain how indicators are grouped into different dimensions to generate a final result, which is scoring level reached by a program. This study aims to analyze the evaluation process by CAPES, presenting questions, difficulties and objections raised by researchers. From the analysis, the study proposes an alternative evaluation model for postgraduate (MAPA - Modelo de Avaliação para Pós graduação Alternativo which incorporates fuzzy logic in result analysis to minimize limitations identified. The MAPA was applied in three postgraduate programs, allowing: (1 better understanding of procedures used for the evaluation, (2 identifying elements that need regulation, (3 characterization of indicators that generate local evaluation, (4 support in medium and long term planning.

Integration of simulation in postgraduate studies in Saudi Arabia: The current practice in anesthesia training program

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Abeer Arab

2017-01-01

Full Text Available The educational programs in the Saudi Commission for Health Specialties are developing rapidly in the fields of technical development. Such development is witnessed, particularly in the scientific areas related to what is commonly known as evidence-based medicine. This review highlights the critical need and importance of integrating simulation into anesthesia training and assessment. Furthermore, it describes the current utilization of simulation in anesthesia and critical care assessment process.

Postgraduate Wage Premiums and the Gender Wage Gap in Canada

Science.gov (United States)

Waite, Sean

2017-01-01

Since the 1990s, enrolment in postgraduate programs has increased significantly in Canada. In more recent years, this has led to concerns regarding overproduction and the labour market outcomes of those with postgraduate education. Women have played an important role in this growth, but questions remain as to whether women's progress into the…

European Initiatives in Postgraduate Education in Gerontology

Science.gov (United States)

van Rijsselt, Rene J. T.; Parkatti, Terttu; Troisi, Joseph

2007-01-01

This paper describes three innovative European initiatives in postgraduate education in gerontology. The first is the European Masters Program in Gerontology (EuMaG), developed as an interdisciplinary joint program, supported and delivered by 22 European universities. Second, the Nordplus initiative to increase mobility of students and staff in…

Motivational factors influencing nurses to undertake postgraduate hospital-based education.

Science.gov (United States)

Kinsella, Danny; Fry, Margaret; Zecchin, Alison

2018-05-01

Specialist postgraduate education improves patient health outcomes, and assists in meeting the emerging specialisation of nursing practice. The aim of this study was to investigate the motivational factors that influence nurses' engagement with hospital-based postgraduate education. The research design was descriptive and exploratory, using a survey method. The survey consisted of demographic details, the Participation Reasons Scale (PRS) and open-ended questions. Thirty-four participants (100%) completed the survey. Of the PRS extrinsic and intrinsic factors, Professional Improvement and Development (Factor 1) and Professional Service (Factor 2), both intrinsic factors, ranked the highest. Therefore, this study identified that intrinsic motivation factors influenced engagement with postgraduate specialty programs for early career nurses. These results highlight the importance of intrinsic motivation factors for a nursing workforce and how this can potentially drive behaviour and decision making. A better understanding of motivation factors across a nurse's career could lead to educational strategies that optimise postgraduate program engagement to better support healthcare delivery and a culture of lifelong learning. Copyright © 2018. Published by Elsevier Ltd.

Training Accreditation Program

International Nuclear Information System (INIS)

1989-01-01

The Training Accreditation Program establishes the objectives and criteria against which DOE nuclear facility training is evaluated to determine its readiness for accreditation. Training programs are evaluated against the accreditation objectives and criteria by facility personnel during the initial self-evaluation process. From this self-evaluation, action plans are made by the contractor to address the scope of work necessary in order to upgrade any deficiencies noted. This scope of work must be formally documented in the Training Program Accreditation Plan. When reviewed and approved by the responsible Head of the Field Organization and cognizant Program Secretarial Office, EH-1 concurrence is obtained. This plan then becomes the document which guides accreditation efforts for the contractor

Evaluation of sex- and gender-based medicine training in post-graduate medical education: a cross-sectional survey study.

Science.gov (United States)

Kling, Juliana M; Rose, Steven H; Kransdorf, Lisa N; Viggiano, Thomas R; Miller, Virginia M

2016-01-01

Addressing healthcare disparities is a national priority for initiatives in precision and individualized medicine. An essential component of precision medicine is the understanding that sex and gender influence health and disease. Whether these issues are addressed in post-graduate medical education curricula is unknown. A questionnaire was designed and administered to residents across the Mayo Clinic enterprise to assess current knowledge of sex and gender medicine in a large program of post-graduate medical education and to identify barriers and preferred teaching methods for addressing sex and gender issues in health and disease. Descriptive and qualitative thematic analyses of the survey responses were compiled and analyzed. Responses were collected from 271 residents (response rate 17.2 %; 54 % female; 46 % male). A broad cross-section of training programs on all Mayo Clinic campuses (Arizona, Minnesota, and Florida) was represented. Sixteen percent of the respondents reported they had never had an instructor or preceptor discuss how a patient's sex or gender impacted their care of a patient; 55 % said this happened only occasionally. Of medical knowledge questions about established sex- and gender-related differences, 48 % were answered incorrectly or "unsure." Qualitative thematic analysis showed that many trainees do not understand the potential impact of sex and gender on their clinical practice and/or believe it does not pertain to their specialty. A higher percentage of female participants agreed it was important to consider a patient's sex and gender when providing patient care (60.4 vs. 38.7 %, p  =  0.02), and more male than female participants had participated in research that included sex and/or gender as a variable (59.6 vs. 39.0 %, p  based medicine, and residents often do not fully understand how these concepts impact their patients' care. Reviewing the definition of sex- and gender-based medicine and integrating these concepts into

Educational contracts in family medicine residency training.

OpenAIRE

Mahood, S.; Rojas, R.; Andres, D.; Zagozeski, C.; White, G.; Bradel, T.

1994-01-01

An educational contract for family medicine residency training and evaluation addresses many of the difficulties and challenges of current postgraduate medical education. This article identifies important principles for developing a contractual approach; describes the contract used in one program and its implementation; and discusses its theory, advantages, and limitations.

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

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Marlon Danilewitz

2016-10-01

Conclusions: While there is strong recognition of the importance of training future physician leaders, the nature and design of PGME leadership training is highly variable. These data can be used to potentially inform future PGME leadership training curricula.

Postgraduate residents' perception of the clinical learning environment; use of postgraduate hospital educational environment measure (PHEEM) in Pakistani context.

Science.gov (United States)

Bari, Attia; Khan, Rehan Ahmed; Rathore, Ahsan Waheed

2018-03-01

To evaluate the perception of postgraduate residents about the clinical educational environment and to investigate the association of their perception with different specialities and years of residency. The study was conducted in August 2016 at The Children's Hospital, Lahore, Pakistan, and comprised postgraduate residents who were asked to complete postgraduate hospital educational environment measure questionnaire. The residents' individual perception scores were calculated and the means of both individual domain and global score of the questionnaire were compared by different specialities and different levels of residency training year. SPSS 20 was used for statistical analysis. Of the 160 residents who completed the questionnaire, 114(71.3%) were related to paediatric medicine. The residents perceived their educational environment positive with a global mean score of 88.16±14.18. Autonomy and teaching were rated most highly by paediatric diagnostic residents, i.e. 32.23±8.148 and 36.23±9.010, respectively. Social support was rated the highest by paediatric surgery residents 24.36±4.653. There was no significant difference of perception between different specialities (p=0.876) or different years of residency (p=0.474). Postgraduate hospital educational environment measure can be used to identify areas of strengths and weaknesses in a hospital environment. Educational environment of study site was more positive than negative.

Emergency medicine program targets "brain drain" in Ethiopia ...

International Development Research Centre (IDRC) Digital Library (Canada)

2016-04-29

Apr 29, 2016 ... ... (TAAAC-EM) project, access to emergency medicine is increasing for Ethiopians. With IDRC support, the TAAAC-EM postgraduate emergency medicine training program ... From hospitals to herbalists: Rx herbal medicines.

Demand Response at the Naval Postgraduate School

National Research Council Canada - National Science Library

Stouffer, Dean; Wilson, Daryl

2008-01-01

The purpose of this MBA project is to assist the Naval Postgraduate School's Public Works department to assimilate into a Demand Response program that will not only benefit the school but also the community...

Does a web-based feedback training program result in improved reliability in clinicians' ratings of the Global Assessment of Functioning (GAF) Scale?

Science.gov (United States)

Støre-Valen, Jakob; Ryum, Truls; Pedersen, Geir A F; Pripp, Are H; Jose, Paul E; Karterud, Sigmund

2015-09-01

The Global Assessment of Functioning (GAF) Scale is used in routine clinical practice and research to estimate symptom and functional severity and longitudinal change. Concerns about poor interrater reliability have been raised, and the present study evaluated the effect of a Web-based GAF training program designed to improve interrater reliability in routine clinical practice. Clinicians rated up to 20 vignettes online, and received deviation scores as immediate feedback (i.e., own scores compared with expert raters) after each rating. Growth curves of absolute SD scores across the vignettes were modeled. A linear mixed effects model, using the clinician's deviation scores from expert raters as the dependent variable, indicated an improvement in reliability during training. Moderation by content of scale (symptoms; functioning), scale range (average; extreme), previous experience with GAF rating, profession, and postgraduate training were assessed. Training reduced deviation scores for inexperienced GAF raters, for individuals in clinical professions other than nursing and medicine, and for individuals with no postgraduate specialization. In addition, training was most beneficial for cases with average severity of symptoms compared with cases with extreme severity. The results support the use of Web-based training with feedback routines as a means to improve the reliability of GAF ratings performed by clinicians in mental health practice. These results especially pertain to clinicians in mental health practice who do not have a masters or doctoral degree. (c) 2015 APA, all rights reserved.

Collaborative Teaching in a Linguistically and Culturally Diverse Higher Education Setting: A Case Study of a Postgraduate Accounting Program

Science.gov (United States)

Evans, Elaine; Tindale, Jen; Cable, Dawn; Mead, Suzanne Hamil

2009-01-01

The Language for Professional Communication in Accounting project has changed teaching practice in a linguistically and culturally diverse postgraduate accounting program at Macquarie University in Australia. This paper reflects on the project's interdisciplinary and collaborative approach to diversity in the classroom by tracing its growth and…

POSTGRADUATE EDUCATION FUNCTIONING PATTERNS OF TOURISM SPHERE SPECIALISTS IN SWITZERLAND

Directory of Open Access Journals (Sweden)

Наталія Закордонець

2014-04-01

Full Text Available Functioning patterns of postgraduate education of tourism sphere specialists in Switzerland have been established. The competences of tourism sphere specialist, the formation of which programs of postgraduate education are focused on have been considered. The benefits of educational qualification of Masters in Business Administration with a major specialization in tourism have been outlined. The characteristics of the core curriculum of the Doctor of Management of leading universities in the field of tourism education have been determined. The performance criteria of postgraduate education system functioning of tourism sphere specialists in Switzerland have been revealed.

Recent Naval Postgraduate School Publications.

Science.gov (United States)

1984-06-01

U.S. Army Training & Doctrine Ccmmand, Fort Monroe, Va. Naval Postgraduate School, (NPS-55-80-023), June, 1980. 42 p. Hartman, J K Grcund movement ... movement Elmsford, N.Y., Pergamon, 1980. 300 p. Amos, J W Deception and the Middle East war IN D. C. Daniel and K. L. Herbig, eds.: Strategic military...Service, (NOAA), i6 p., (1980). * Moose, P B The qradient maqnetC- telluric method at the sea floor IEE Trans. Geoscience and Remote Sensing, vol. 19, no. 1

Gaps in the existing public health informatics training programs: a challenge to the development of a skilled global workforce.

Science.gov (United States)

Joshi, Ashish; Perin, Douglas Marcel Puricelli

2012-01-01

The objective of this study was to explore public health informatics (PHI) training programs that currently exist to meet the growing demand for a trained global workforce. We used several search engines, scientific databases, and the websites of informatics organizations; sources included PubMed, Google, the American Medical Informatics Organization, and the International Medical Informatics Organization. The search was conducted from May to July 2011 and from January to February 2012 using key words such as informatics, public health informatics, or biomedical informatics along with academic programs, training, certificate, graduate programs, or postgraduate programs. Course titles and catalog descriptions were gathered from the program or institution websites. Variables included PHI program categories, location and mode of delivery, program credits, and costs. Each course was then categorized based on its title and description as available on the Internet. Finally, we matched course titles and descriptions with the competencies for PHIs determined by Centers for Disease Control and Prevention (CDC). Descriptive analysis was performed to report means and frequency distributions for continuous and categorical variables. Stratified analysis was performed to explore average credits and cost per credit among both the public and private institutions. Fifteen PHI programs were identified across 13 different institutions, the majority of which were US-based. The average number of credits and the associated costs required to obtain PHI training were much higher in private as compared to public institutions. The study results suggest that a need for online contextual and cost-effective PHI training programs exists to address the growing needs of professionals worldwide who are using technology to improve public health in their respective countries.

Development of a Post-Graduate Year 2 Pharmacy Residency in Clinical Pharmacogenetics

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Hoffman, James M.; Gammal, Roseann S.; Relling, Mary V.; Crews, Kristine R.

2017-01-01

Purpose The structure and development of an innovative clinical pharmacogenetics post-graduate year 2 (PGY2) ASHP-accredited residency program is described. Summary The advent of the era of genomics has left practitioners wondering how to interpret the data obtained from sequencing and genotyping patients. In order to train the next leaders in the area of implementing pharmacogenetics, St. Jude Children’s Research Hospital established the first accredited residency program in clinical pharmacogenetics. The 12-month long PGY2 residency was created in accordance with the ASHP standards for advanced practice residencies. The resident learns to optimize patient outcomes through the expert provision of evidence-based, patient-centered precision medicine as an integral part of an interdisciplinary team. The resident gains hands-on experience in a dynamic environment regarding all aspects of running a clinical pharmacogenetics service. Since the first resident graduated in 2012, the program has graduated one resident each year. Conclusion To fill a need for pharmacists trained in pharmacogenetics, an innovative PGY2 residency in clinical pharmacogenetics was successfully developed. Upon completion of the program, residents are equipped with the clinical skills and necessary experience to drive precision medicine forward and lead the implementation of pharmacogenetics in various healthcare settings. PMID:28274984

Psychometric properties of the postgraduate hospital educational environment measure in an Iranian hospital setting.

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Shokoohi, Shahrzad; Hossein Emami, Amir; Mohammadi, Aeen; Ahmadi, Soleiman; Mojtahedzadeh, Rita

2014-01-01

Students' perceptions of the educational environment are an important construct in assessing and enhancing the quality of medical training programs. Reliable and valid measurement, however, can be problematic - especially as instruments developed and tested in one culture are translated for use in another. This study sought to explore the psychometric properties of the Postgraduate Hospital Educational Environment Measure (PHEEM) for use in an Iranian hospital training setting. We translated the instrument into Persian and ensured its content validity by back translation and expert review prior to administering it to 127 residents of Urmia University of Medical Science. Overall internal consistency of the translated measure was good (a=0.94). Principal components analysis revealed five factors accounting for 52.8% of the variance. The Persian version of the PHEEM appears to be a reliable and potentially valid instrument for use in Iranian medical schools and may find favor in evaluating the educational environments of residency programs nationwide.

Psychometric properties of the Postgraduate Hospital Educational Environment Measure in an Iranian hospital setting

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Shahrzad Shokoohi

2014-08-01

Full Text Available Background: Students’ perceptions of the educational environment are an important construct in assessing and enhancing the quality of medical training programs. Reliable and valid measurement, however, can be problematic – especially as instruments developed and tested in one culture are translated for use in another. Materials and method: This study sought to explore the psychometric properties of the Postgraduate Hospital Educational Environment Measure (PHEEM for use in an Iranian hospital training setting. We translated the instrument into Persian and ensured its content validity by back translation and expert review prior to administering it to 127 residents of Urmia University of Medical Science. Results: Overall internal consistency of the translated measure was good (a=0.94. Principal components analysis revealed five factors accounting for 52.8% of the variance. Conclusion: The Persian version of the PHEEM appears to be a reliable and potentially valid instrument for use in Iranian medical schools and may find favor in evaluating the educational environments of residency programs nationwide.

Reaching national consensus on the core clinical skill outcomes for family medicine postgraduate training programmes in South Africa.

Science.gov (United States)

Akoojee, Yusuf; Mash, Robert

2017-05-26

Family physicians play a significant role in the district health system and need to be equipped with a broad range of clinical skills in order to meet the needs and expectations of the communities they serve. A previous study in 2007 reached national consensus on the clinical skills that should be taught in postgraduate family medicine training prior to the introduction of the new speciality. Since then, family physicians have been trained, employed and have gained experience of working in the district health services. The national Education and Training Committee of the South African Academy of Family Physicians, therefore, requested a review of the national consensus on clinical skills for family medicine training. A Delphi technique was used to reach national consensus in a panel of 17 experts: family physicians responsible for training, experienced family physicians in practice and managers responsible for employing family physicians. Consensus was reached on 242 skills from which the panel decided on 211 core skills, 28 elective skills and 3 skills to be deleted from the previous list. The panel was unable to reach consensus on 11 skills. The findings will guide training programmes on the skills to be addressed and ensure consistency across training programmes nationally. The consensus will also guide formative assessment as documented in the national portfolio of learning and summative assessment in the national exit examination. The consensus will be of interest to other countries in the region where training programmes in family medicine are developing.

Optimization programs of radiation protection applied to post-graduation and encouraging research; Programas de otimizacao da protecao radiologica aplicados a pos-graduacao e o incentivo a pesquisa

Energy Technology Data Exchange (ETDEWEB)

Levy, Denise S., E-mail: denise@omiccron.com.br [Omiccron Programacao Grafica, Sao Paulo, Atibaia, SP (Brazil); Sordi, Gian Maria A.A., E-mail: adelia@atomo.com.br [Instituto de Pesquisas Energeticas e Nucleares (IPEN/CNEN-SP), Sao Paulo, SP (Brazil)

2013-07-01

In 2011 we started the automation and integration of radiological protection optimization programs, in order to offer unified programs and inter-related information in Portuguese, providing Brazilian radioactive facilities a complete repository for research, consultation and information. The authors of this project extended it to postgraduate education, in order to encourage postgraduate students researches, expanding methods for enhancing student learning through the use of different combined resources, such as educational technology, information technology and group dynamics. This new methodology was applied in a postgraduate discipline at Instituto de Pesquisas Energeticas e Nucleares (IPEN), Brazil, in the postgraduate discipline entitled Fundamental Elements of Radiological Protection (TNA-5732). Students have six weeks to assimilate a complex content of optimization, considering national and international standards, guidelines and recommendations published by different organizations over the past decades. Unlike traditional classes, in which students receive prompt responses, this new methodology stimulates discussion, encouraging collective thinking processes and promoting ongoing personal reflection and researches. Case-oriented problem-solving permitted students to play different roles, promoting whole-group discussions and cooperative learning, approaching theory and practical applications. Students discussed different papers, published in international conferences, and their implications according to current standards. The automation of optimization programs was essential as a research tool during the course. The results of this experience were evaluated in two consecutive years. We had excellent results compared to the previous 14 years. The methodology has exceeded expectations and will be also applied in 2013 to ionizing radiation monitoring postgraduate classes. (author)

Postgraduate Education for Nurses: The Middlesex Model.

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Caldwell, Kay

2001-01-01

A British university's curriculum model for master's and postgraduate diploma nursing education is characterized by structured collaboration among students, clinical mentors, and academic supervisors. A professional development portfolio individualizes the program and facilitates autonomous learning. (Contains 21 references.) (SK)

The national portfolio for postgraduate family medicine training in South Africa: a descriptive study of acceptability, educational impact, and usefulness for assessment.

Science.gov (United States)

Jenkins, Louis; Mash, Bob; Derese, Anselme

2013-07-25

Since 2007 a portfolio of learning has become a requirement for assessment of postgraduate family medicine training by the Colleges of Medicine of South Africa. A uniform portfolio of learning has been developed and content validity established among the eight postgraduate programmes. The aim of this study was to investigate the portfolio's acceptability, educational impact, and perceived usefulness for assessment of competence. Two structured questionnaires of 35 closed and open-ended questions were delivered to 53 family physician supervisors and 48 registrars who had used the portfolio. Categorical and nominal/ordinal data were analysed using simple descriptive statistics. The open-ended questions were analysed with ATLAS.ti software. Half of registrars did not find the portfolio clear, practical or feasible. Workshops on portfolio use, learning, and supervision were supported, and brief dedicated time daily for reflection and writing. Most supervisors felt the portfolio reflected an accurate picture of learning, but just over half of registrars agreed. While the portfolio helped with reflection on learning, participants were less convinced about how it helped them plan further learning. Supervisors graded most rotations, suggesting understanding the summative aspect, while only 61% of registrars reflected on rotations, suggesting the formative aspects are not yet optimally utilised. Poor feedback, the need for protected academic time, and pressure of service delivery impacting negatively on learning. This first introduction of a national portfolio for postgraduate training in family medicine in South Africa faces challenges similar to those in other countries. Acceptability of the portfolio relates to a clear purpose and guide, flexible format with tools available in the workplace, and appreciating the changing educational environment from university-based to national assessments. The role of the supervisor in direct observations of the registrar and dedicated

TAP 1, Training Program Manual

International Nuclear Information System (INIS)

1991-01-01

Training programs at DOE nuclear facilities should provide well-trained, qualified personnel to safely and efficiently operate the facilities in accordance with DOE requirements. A need has been identified for guidance regarding analysis, design, development, implementation, and evaluation of consistent and reliable performance-based training programs. Accreditation of training programs at Category A reactors and high-hazard and selected moderate-hazard nonreactor nuclear facilities will assure consistent, appropriate, and cost-effective training of personnel responsible for the operation, maintenance, and technical support of these facilities. Training programs that are designed and based on systematically determined job requirements, instead of subjective estimation of trainee needs, yield training activities that are consistent and develop or improve knowledge, skills, and abilities that can be directly related to the work setting. Because the training is job-related, the content of these programs more efficiently meets the needs of the employee. Besides a better trained work force, a greater level of operational reactor safety can be realized. This manual is intended to provide an overview of the accreditation process and a brief description of the elements necessary to construct and maintain training programs that are based on the requirements of the job. Two companion manuals provide additional information to assist contractors in their efforts to accredit training programs

PECULIARITIES OF ORGANIZATION OF POST-SPEAKED ASSOCIATION OF ALUMNI STUDY TRAINING PROGRAMS IN THE CONTEXT OF LIFE CYCLE SUPPORT OF THE TEACHER PROFESSION

Directory of Open Access Journals (Sweden)

E. Y. Ilaltdinova

2017-01-01

Full Text Available The article reveals the peculiarities of the organization of graduate support of graduates of the targeted training program in the context of supporting the life cycle of the teacher's profession. Important stages of the life cycle of the pedagogical profession are described. The model of the teacher's special training and contract employment is offered, the mechanisms of its implementation in the context of the trajectory of the entrance, promotion and exit after the completion of the targeted training program are defined. The mechanism of graduate support of graduates as one of the elements of the model of targeted training of teachers is presented, its priority goals and tasks are described, as well as the fundamental principles that determine the logic of the graduate's graduate support process. The tools of the mechanism of postgraduate accompaniment are developed, among which the defining role is played by the electronic interactive multifunctional online support service. The article describes the results obtained during the approbation of the developed mechanism for graduate support of graduates of the targeted training program and their impact on the solution of the problem of updating the teaching staff.

Postgraduate education in radiodiagnostics. The state over the world and in Czechoslovakia

International Nuclear Information System (INIS)

Heger, L.; Hlava, A.; Elias, P.; Keller, F.S.

1991-01-01

The system of postgraduate education in the USA is outlined. Its advantages include concentration of the education into university or major accredited hospitals, from which the physicians go to smaller hospitals already as specialists. Owing to their long-term systematic postgraduate education and training, they acquire their professional skills faster and at a higher standard. In Czechoslovakia, physicians after graduation frequently have to work without cooperation or supervision at health institutions lacking opportunities to pursue the whole discipline. (author). 2 refs

Training in radioprotection at undergraduate and postgraduate level at the school of pharmacy and biochemistry, Buenos Aires University

International Nuclear Information System (INIS)

Bergoc, R.; Caro, R.A.; Rivera, E.S.; Menossi, C.

2000-01-01

The advancement of knowledge in physics studies, medicine, pharmacology, cell biology and other disciplines that take place during the last 60 years is principally due to radioisotopes techniques. For this reason, the importance to teach radioisotopes methodologies at undergraduate and postgraduate levels kept growing. At the same time it was necessary to harmonize the use of these methodologies with environmental preservation. The School of Pharmacy and Biochemistry of the University of Buenos Aires offers four different Courses on Methodology of Radioisotopes in which the Radiological Protection is focalized under different aspects: 1) A Course for students in the Biochemistry Cycle; 2) A Course for post-Graduate in Medicine, Biochemistry, Biology, Chemists or other disciplines related to the health. 3) Another one for professionals wishing to up-date their knowledge; and finally, 4) one for Technicians in Nuclear Medicine and/or Biomedicine. The aims for teaching Radiological Protection are different for the four levels; in 1), the subject was done from 1960, (optional or mandatory) and with a arrived number of students. In some aspects the teaching of radioprotection is formative and in others informative, because the approval of the a signature does not habitable to ask from the Nuclear Regulatory Authority the authorization to work with radioactive material; in 2), the Course begun in 1962 and 1520 professionals have approved it. In this case the training in radioprotection aspects is theoretical and practical and very intensive, encompassing: dosimetric magnitudes and units, internal and external dosimetry of 125 I, 131 I, 201 Tl, 99M Tc, 60 Co and other isotopes, qualification of area, working conditions, contamination barriers, shielding; justification, optimization and dose limits; radioactive wastes; legal aspects; national and international legislation. The intensity of the training is in accord with that required by each professional and their

Experience with Emergency Ultrasound Training by Canadian Emergency Medicine Residents

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Daniel J. Kim

2014-05-01

Full Text Available Introduction: Starting in 2008, emergency ultrasound (EUS was introduced as a core competency to the Royal College of Physicians and Surgeons of Canada (Royal College emergency medicine (EM training standards. The Royal College accredits postgraduate EM specialty training in Canada through 5-year residency programs. The objective of this study is to describe both the current experience with and the perceptions of EUS by Canadian Royal College EM senior residents. Methods: This was a web-based survey conducted from January to March 2011 of all 39 Canadian Royal College postgraduate fifth-year (PGY-5 EM residents. Main outcome measures were characteristics of EUS training and perceptions of EUS. Results: Survey response rate was 95% (37/39. EUS was part of the formal residency curriculum for 86% of respondents (32/37. Residents most commonly received training in focused assessment with sonography for trauma, intrauterine pregnancy, abdominal aortic aneurysm, cardiac, and procedural guidance. Although the most commonly provided instructional material (86% [32/37] was an ultrasound course, 73% (27/37 of residents used educational resources outside of residency training to supplement their ultrasound knowledge. Most residents (95% [35/37] made clinical decisions and patient dispositions based on their EUS interpretation without a consultative study by radiology. Residents had very favorable perceptions and opinions of EUS. Conclusion: EUS training in Royal College EM programs was prevalent and perceived favorably by residents, but there was heterogeneity in resident training and practice of EUS. This suggests variability in both the level and quality of EUS training in Canadian Royal College EM residency programs.

Transition to Postgraduate Study: Postgraduate Ecological Systems and Identity

Science.gov (United States)

Tobbell, Jane; O'Donnell, Victoria L.

2013-01-01

This paper explores and examines the distal and proximal systems which construct social science postgraduate study in the UK and analyses the emergent identities of postgraduate students as they negotiate the multiple and interacting practices in their transition to study. The data represent part of a one-year research project, funded by the…

An assessment of implementation of Community Oriented Primary Care in Kenyan family medicine postgraduate medical education programmes

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Ian J. Nelligan

2016-12-01

Full Text Available Background and objectives: Family medicine postgraduate programmes in Kenya are examining the benefits of Community-Oriented Primary Care (COPC curriculum, as a method to train residents in population-based approaches to health care delivery. Whilst COPC is an established part of family medicine training in the United States, little is known about its application in Kenya. We sought to conduct a qualitative study to explore the development and implementation of COPC curriculum in the first two family medicine postgraduate programmes in Kenya. Method: Semi-structured interviews of COPC educators, practitioners, and academic stakeholders and focus groups of postgraduate students were conducted with COPC educators, practitioners and academic stakeholders in two family medicine postgraduate programmes in Kenya. Discussions were transcribed, inductively coded and thematically analysed. Results: Two focus groups with eight family medicine postgraduate students and interviews with five faculty members at two universities were conducted. Two broad themes emerged from the analysis: expected learning outcomes and important community-based enablers. Three learning outcomes were (1 making a community diagnosis, (2 understanding social determinants of health and (3 training in participatory research. Three community-based enablers for sustainability of COPC were (1 partnerships with community health workers, (2 community empowerment and engagement and (3 institutional financial support. Conclusions: Our findings illustrate the expected learning outcomes and important communitybased enablers associated with the successful implementation of COPC projects in Kenya and will help to inform future curriculum development in Kenya.

Introduction of Ambulatory Medical Training in a Veterans Administration Hospital.

Science.gov (United States)

Casciato, Dennis A.

1979-01-01

The implementation of a continuity of a care clinic in a highly subspecialized Veterans Administration internal medicine training program for postgraduate medical students is described, with focus on resolving problems created by the idiosyncratic administrative features and resource limitations of the hospital. (Author/JMD)

Robotic surgical education: a collaborative approach to training postgraduate urologists and endourology fellows.

Science.gov (United States)

Mirheydar, Hossein; Jones, Marklyn; Koeneman, Kenneth S; Sweet, Robert M

2009-01-01

Currently, robotic training for inexperienced, practicing surgeons is primarily done vis-à-vis industry and/or society-sponsored day or weekend courses, with limited proctorship opportunities. The objective of this study was to assess the impact of an extended-proctorship program at up to 32 months of follow-up. An extended-proctorship program for robotic-assisted laparoscopic radical prostatectomy was established at our institution. The curriculum consisted of 3 phases: (1) completing an Intuitive Surgical 2-day robotic training course with company representatives; (2) serving as assistant to a trained proctor on 5 to 6 cases; and (3) performing proctored cases up to 1 year until confidence was achieved. Participants were surveyed and asked to evaluate on a 5-point Likert scale their operative experience in robotics and satisfaction regarding their training. Nine of 9 participants are currently performing robotic-assisted laparoscopic radical prostatectomy (RALP) independently. Graduates of our program have performed 477 RALP cases. The mean number of cases performed within phase 3 was 20.1 (range, 5 to 40) prior to independent practice. The program received a rating of 4.2/5 for effectiveness in teaching robotic surgery skills. Our robotic program, with extended proctoring, has led to an outstanding take-rate for disseminating robotic skills in a metropolitan community.

Preparedness for tobacco control among postgraduate residents of a medical college in Bangalore

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Prem K Mony

2011-01-01

Full Text Available Background: Tobacco use is a major cause of avoidable mortality. Postgraduate doctors in training are an important group of physicians likely to influence patients′ tobacco use/cessation. Objective: To assess preparedness for tobacco control among clinical postgraduate residents of a medical college in southern India. Materials and Methods: A cross-sectional study was undertaken among all clinical postgraduate residents enrolled in St. John′s Medical College, Bangalore, to assess knowledge, attitude, and practice regarding tobacco cessation in their patients. A self-administered, anonymous questionnaire was used. Simple descriptive analysis was undertaken. Results: The overall response rate was 66% (76/116. Mean (S.D. knowledge score on tobacco use prevalence and disease burden was 6.2 (2.0 out of 10. About 25% of them were not aware of nicotine replacement therapy as a treatment option for tobacco cessation. Nearly two thirds of them expected their patients to ask for assistance with quitting and nearly half were sceptical about patients′ ability to quit. While 80% of them enquired routinely about tobacco use in their patients, only 50% offered advice on quitting and less than a third assessed readiness to quit or offered assistance with quitting in their patients. Conclusion: Our study revealed suboptimal levels of knowledge and tobacco cessation practice among postgraduate residents. Attitudes toward tobacco cessation by their patients was however generally positive and there was substantial interest in further training in tobacco control. Reorienting postgraduate medical education to include tobacco control interventions would enable future physicians to be better equipped to deal with nicotine addiction.

Association between postgraduate year 2 residency program characteristics and primary project publication.

Science.gov (United States)

Swanson, Joseph M; Shafeeq, Hira; Hammond, Drayton A; Li, Chenghui; Devlin, John W

2018-03-15

The association among residency program and research mentor characteristics, program director perceptions, and the publication of the primary research project for postgraduate year 2 (PGY2) graduates was assessed. Using a validated electronic survey, residency program directors (RPDs) of critical care PGY2 graduates were asked about primary research project publication success, program and research project mentor characteristics, and RPDs' perceptions surrounding project completion. All 55 RPDs surveyed responded; 44 (79%) reported being a research project mentor. PGY2 research project publications in 2011 and 2012 totaled 26 (37%) and 27 (35%), respectively. A significant relationship existed between research project publication and the number of residents in the program ( p project publication is important to their employer ( p projects versus no publications included the number of graduates in the PGY2 program (odds ratio [OR], 5.6; p project publication (OR, 10.2; p project versus no research projects was also independently associated with the RPD's perception that the employer valued research project publication (OR, 5.1; p = 0.04). A survey of RPDs of critical care PGY2 residents found that the number of PGY2 residents, the number of publications by the least experienced research mentor, and the perception that publishing the residents' research projects is important to the employer were independently associated with publication rates of residency research projects. Copyright © 2018 by the American Society of Health-System Pharmacists, Inc. All rights reserved.

Expanding rural access to mental health care through online postgraduate nurse practitioner education.

Science.gov (United States)

Kverno, Karan; Kozeniewski, Kate

2016-12-01

Workforce shortages in mental health care are especially relevant to rural communities. People often turn to their primary care providers for mental healthcare services, yet primary care providers indicate that more education is needed to fill this role. Rural primary care nurse practitioners (NPs) are ideal candidates for educational enhancement. Online programs allow NPs to continue living and working in their communities while developing the competencies to provide comprehensive and integrated mental healthcare services. This article presents a review of current online postgraduate psychiatric mental health NP (PMHNP) options. Website descriptions of online PMHNP programs were located using keywords: PMHNP or psychiatric nurse practitioner, postgraduate or post-master's, and distance or online. Across the United States, 15 online postgraduate certificate programs were located that are designed for primary care NPs seeking additional PMHNP specialization. For rural primary care NPs who are ready, willing, and able, a postgraduate PMHNP specialty certificate can be obtained online in as few as three to four semesters. The expected outcome is a cadre of dually credentialed NPs capable of functioning in an integrated role and of increasing rural access to comprehensive mental healthcare services. ©2016 American Association of Nurse Practitioners.

Education and training initiatives for crisis management in the European Union: a web-based analysis of available programs.

Science.gov (United States)

Ingrassia, Pier Luigi; Foletti, Marco; Djalali, Ahmadreza; Scarone, Piercarlo; Ragazzoni, Luca; Corte, Francesco Della; Kaptan, Kubilay; Lupescu, Olivera; Arculeo, Chris; von Arnim, Gotz; Friedl, Tom; Ashkenazi, Michael; Heselmann, Deike; Hreckovski, Boris; Khorram-Manesh, Amir; Khorrram-Manesh, Amir; Komadina, Radko; Lechner, Kostanze; Patru, Cristina; Burkle, Frederick M; Fisher, Philipp

2014-04-01

Education and training are key elements of disaster management. Despite national and international educational programs in disaster management, there is no standardized curriculum available to guide the European Union (EU) member states. European- based Disaster Training Curriculum (DITAC), a multiple university-based project financially supported by the EU, is charged with developing a holistic and highly-structured curriculum and courses for responders and crisis managers at a strategic and tactical level. The purpose of this study is to qualitatively assess the prevailing preferences and characteristics of disaster management educational and training initiatives (ETIs) at a postgraduate level that currently exist in the EU countries. An Internet-based qualitative search was conducted in 2012 to identify and analyze the current training programs in disaster management. The course characteristics were evaluated for curriculum, teaching methods, modality of delivery, target groups, and funding. The literature search identified 140 ETIs, the majority (78%) located in United Kingdom, France, and Germany. Master level degrees were the primary certificates granted to graduates. Face-to-face education was the most common teaching method (84%). Approximately 80% of the training initiatives offered multi- and cross-disciplinary disaster management content. A competency-based approach to curriculum content was present in 61% of the programs. Emergency responders at the tactical level were the main target group. Almost all programs were self-funded. Although ETIs currently exist, they are not broadly available in all 27 EU countries. Also, the curricula do not cover all key elements of disaster management in a standardized and competency-based structure. This study has identified the need to develop a standardized competency-based educational and training program for all European countries that will ensure the practice and policies that meet both the standards of care and

A Questionnaire Cross-Sectional Study on Application of CBCT in Dental Postgraduate Students

International Nuclear Information System (INIS)

Lavanya, Reddy; Babu, D.B. Gandhi; Waghray, Shefali; Chaitanya, Nallan C.S.K.; Mamatha, Boring; Nithika, Madhireddy

2016-01-01

CBCT is a new emerging imaging technique which uses a cone-shaped radiation beam that is centered on a 2D detector. It is now routinely evaluated for oral and para-oral disorders. It has been widely accepted in practice in radiology in academic and hospital settings and included in the curricula of some countries. The present study aimed to evaluate the awareness of and knowledge on CBCT among postgraduates. After obtaining permission and ethical clearance from concerned authorities, an anonymous survey on CBCT was conducted in a dental college by using a close-ended validated questionnaire to get to know the knowledge on CBCT among postgraduates in a dental college in India. A total of 100 volunteers participated but only 88 postgraduates responded to the questionnaire. Among the respondents, 54.5% were not using CBCT for diagnostic purposes at their work place. A total of 68.2% of respondents were partially aware of common terminologies used in CBCT. Most of the respondents were unsure about radiation exposure of CBCT when compared to other types of imaging. Almost nobody had any idea on relative importance of image characteristics. Only half of the respondents were willing to attend a hands-on course on CBCT interpretations versus pathology. In the present study it was apparent that most of the respondents were lacking adequate knowledge on CBCT. Hence, there is an urgent need for more training programs on CBCT which would result in better diagnosis and treatment planning

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

Science.gov (United States)

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

2016-06-01

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

An explanation of workplace-based assessments in postgraduate dental training and a review of the current literature.

Science.gov (United States)

Kalsi, H K; Kalsi, J S; Fisher, N L

2013-11-01

Workplace-based assessments (WBAs) are trainee-led formative assessments that measure the highest level of competence of the ability to do a task. So far WBAs are the only available assessment tools to measure performance integrated into practice. Over the years, WBAs have become an integral part of dental foundation and specialty training. The numerous WBAs available can be broadly categorised into three types. The first type involves observation of clinical encounters, for example mini-clinical evaluation exercises; direct observation of procedural skills; and dental evaluation of performance and procedure-based assessments. The second type involves discussion of clinical cases, such as case-based discussions. Finally, the third type includes the mini-peer assessment tool, team assessment of behaviour, 360° assessments and multi-source feedback, and all involve receiving feedback from a combination of colleagues, staff and patients. This article describes the WBAs currently used in postgraduate dental training and explores their strengths, weaknesses, perceived value by trainees and trainers and how these tools can be used in a reliable and valid way.

The need for PGY2-trained clinical pharmacy specialists.

Science.gov (United States)

Ragucci, Kelly R; O'Bryant, Cindy L; Campbell, Kristin Bova; Buck, Marcia L; Dager, William E; Donovan, Jennifer L; Emerson, Kayleigh; Gubbins, Paul O; Haight, Robert J; Jackevicius, Cynthia; Murphy, John E; Prohaska, Emily

2014-06-01

The American College of Clinical Pharmacy and other stakeholder organizations seek to advance clinical pharmacist practitioners, educators, and researchers. Unfortunately, there remains an inadequate supply of residency-trained clinical specialists to meet the needs of our health care system, and nonspecialists often are called on to fill open specialist positions. The impact of clinical pharmacy specialists on pharmacotherapy outcomes in both acute care and primary care settings demonstrates the value of these specialists. This commentary articulates the need for postgraduate year two (PGY2)-trained clinical specialists within the health care system by discussing various clinical and policy rationales, interprofessional support, economic justifications, and their impact on quality of care and drug safety. The integrated practice model that has grown out of the American Society of Health-System Pharmacists Pharmacy Practice Model Initiative (PPMI) could threaten the growth and development of future clinical specialists. Therefore, the ways in which PGY2-trained clinical pharmacist specialists are deployed in the PPMI require further consideration. PGY2 residencies provide education and training opportunities that cannot be achieved in traditional professional degree programs or postgraduate year one residencies. These specialists are needed to provide direct patient care to complex patient populations and to educate and train pharmacy students and postgraduate residents. Limitations to training and hiring PGY2-trained clinical pharmacy specialists include site capacity limitations and lack of funding. A gap analysis is needed to define the extent of the mismatch between the demand for specialists by health care systems and educational institutions versus the capacity to train clinical pharmacists at the specialty level. © 2014 Pharmacotherapy Publications, Inc.

A multiple choice testing program coupled with a year-long elective experience is associated with improved performance on the internal medicine in-training examination.

Science.gov (United States)

Mathis, Bradley R; Warm, Eric J; Schauer, Daniel P; Holmboe, Eric; Rouan, Gregory W

2011-11-01

The Internal Medicine In-Training Exam (IM-ITE) assesses the content knowledge of internal medicine trainees. Many programs use the IM-ITE to counsel residents, to create individual remediation plans, and to make fundamental programmatic and curricular modifications. To assess the association between a multiple-choice testing program administered during 12 consecutive months of ambulatory and inpatient elective experience and IM-ITE percentile scores in third post-graduate year (PGY-3) categorical residents. Retrospective cohort study. One hundred and four categorical internal medicine residents. Forty-five residents in the 2008 and 2009 classes participated in the study group, and the 59 residents in the three classes that preceded the use of the testing program, 2005-2007, served as controls. A comprehensive, elective rotation specific, multiple-choice testing program and a separate board review program, both administered during a continuous long-block elective experience during the twelve months between the second post-graduate year (PGY-2) and PGY-3 in-training examinations. We analyzed the change in median individual percent correct and percentile scores between the PGY-1 and PGY-2 IM-ITE and between the PGY-2 and PGY-3 IM-ITE in both control and study cohorts. For our main outcome measure, we compared the change in median individual percentile rank between the control and study cohorts between the PGY-2 and the PGY-3 IM-ITE testing opportunities. After experiencing the educational intervention, the study group demonstrated a significant increase in median individual IM-ITE percentile score between PGY-2 and PGY-3 examinations of 8.5 percentile points (p ITE performance.

A Simulation-Based Program to Train Medical Residents to Lead and Perform Advanced Cardiovascular Life Support

Science.gov (United States)

Stefan, Mihaela S.; Belforti, Raquel K.; Langlois, Gerard; Rothberg, Michael B.

2014-01-01

Background Medical residents are often responsible for leading and performing cardiopulmonary resuscitation; however, their levels of expertise and comfort as leaders of advanced cardiovascular life support (ACLS) teams vary widely. While the current American Heart Association ACLS course provides education in recommended resuscitative protocols, training in leadership skills is insufficient. In this article, we describe the design and implementation in our institution of a formative curriculum aimed at improving residents’ readiness for being leaders of ACLS teams using human patient simulation. Human patient simulation refers to a variety of technologies using mannequins with realistic features, which allows learners to practice through scenarios without putting patients at risk. We discuss the limitations of the program and the challenges encountered in implementation. We also provide a description of the initiation and organization of the program. Case scenarios and assessment tools are provided. Description of the Institutional Training Program Our simulation-based training curriculum consists of 8 simulated patient scenarios during four 1-hour sessions. Postgraduate year–2 and 3 internal medicine residents participate in this program in teams of 4. Assessment tools are utilized only for formative evaluation. Debriefing is used as a teaching strategy for the individual resident leader of the ACLS team to facilitate learning and improve performance. To evaluate the impact of the curriculum, we administered a survey before and after the intervention. The survey consisted of 10 questions answered on a 5-point Likert scale, which addressed residents’ confidence in leading ACLS teams, management of the equipment, and management of cardiac rhythms. Respondents’ mean presimulation (ie, baseline) and postsimulation (outcome) scores were compared using a 2-sample t test. Residents’ overall confidence score improved from 2.8 to 3.9 (P simulation-based training

Evaluation of American Board of Orthodontics certification protocols in postgraduate orthodontic programs in the United States and Canada.

Science.gov (United States)

Park, Jae Hyun; Putrus, Raphael R; Pruzansky, Dawn P; Grubb, John

2017-03-01

The objective of this study was to identify the board certification protocols that hospital and university-based postgraduate orthodontic programs have in place to prepare residents for the American Board of Orthodontics (ABO) certification examination. An electronic survey was sent to the program directors of each of the 72 postgraduate orthodontic programs in the United States and Canada. The survey consisted of 49 questions about demographics, resident case assignment protocols, and ABO examination preparation methods. The response rate was 81%. Most programs were 30 to 36 months in length (72.7%). Many residents had a case load of 51 to 75 during their first year (50.9%), with an average maximum case load of 70 to 109. There was a positive correlation with both the number of cases that first-year residents start and the length of the program (Spearman correlation coefficient = 0.379; P <0.01) when compared with maximum case load. Approximately 72% of the programs do not offer a written mock board examination; however, 72% reported offering a clinical mock board examination. ABO cases are identified within the first 6 months of most programs. About 88% of respondents believe that residents take advantage of the banking system, and that over the past 5 years ABO Initial Certification Examination applications have increased. Most program directors (89.1%) believe that their program length is sufficient for board preparation. Subjects tested in the written examination are integrated into the didactic curriculum and strengthened with ongoing literature reviews, with a passing rate over 90%. Clinical examination preparation varies, with most programs requiring a mock board examination for graduation. Total participation in both the Initial Certification Examination and banking has increased since 2010; better follow-up protocols are needed to track residents after graduation. Copyright © 2017 American Association of Orthodontists. Published by Elsevier Inc

VIOLENCE GENERATING PRACTICES IN A POSTGRADUATED ACADEMIC SPACE

Directory of Open Access Journals (Sweden)

María Esther Méndez-Cadena

2016-01-01

Full Text Available This work reflects the results from a study on institutional behavior and interaction between teachers and pupils that influence the overall academic performance of postgraduate students from an agronomic institution in Mexico, Postgraduated College (CP. The goal was to identify multiple practices, forms and behaviors where gender is perceived in such way that harassment or mistreat occurs in the form of inequalities expressed in postgraduate programs that have been, traditionally, of a higher masculine presence. The method of investigation used quantitative and qualitative tools; a poll was made through electronic devices aimed at both men and women students from 4 of the 7 campuses. These campuses are spread through several states of Mexico and form part of the Postgraduate College. The students identified behavior that is deemed sexist and/or discriminatory such as psychological abuse at school, use of sexist and non-inclusive language, undermining the academic work of female peers, exclusion, and subordination. All of the stated activities have strong repercussions on school performance, the perception of achievement, emotional stability and self- esteem of the alumni. What we see here is an urgent need to change the way the student body and the professors behave on the institution grounds. It is of essence to analyze gender inequality, from chain of command to the social and symbolic aspects of the postgraduate community. This means restructuring institutional culture, by proposing strategies that veer in favor of equity.

Privacy Training Program

Science.gov (United States)

Recognizing that training and awareness are critical to protecting agency Personally Identifiable Information (PII), the EPA is developing online training for privacy contacts in its programs and regions.

Mozambique field epidemiology and laboratory training program: a pathway for strengthening human resources in applied epidemiology.

Science.gov (United States)

Baltazar, Cynthia Semá; Taibo, Cátia; Sacarlal, Jahit; Gujral, Lorna; Salomão, Cristolde; Doyle, Timothy

2017-01-01

In the last decades, Mozambique has been undergoing demographic, epidemiological, economic and social transitions, which have all had a notable impact on the National Health System. New challenges have emerged, causing a need to expand the preparation and response to emerging disease threats and public health emergencies. We describe the structure and function of the Mozambique Field Epidemiology Training Program (MZ-FELTP) and the main outputs achieved during the first 6 years of program implementation (consisting of 3 cohorts). We also outline the contribution of the program to the National Health System and assess the retention of the graduates. The MZ-FELTP is a post-graduate in-service training program, based on the acquisition of skills, within two tracks: applied epidemiology and laboratory management. The program was established in 2010, with the objective of strengthening capacity in applied epidemiology and laboratory management, so that events of public health importance can be detected and investigated in a timely and effective manner. The program is in its seventh year, having successfully trained 36 health professionals in the advanced course. During the first six years of the program, more than 40 outbreaks were investigated, 37 surveillance system evaluations were conducted and 39 descriptive data analyses were performed. Surveillance activities were implemented for mass events and emergency situations. In addition, more than 100 oral and poster presentations were given by trainees at national and international conferences. The MZ-FELTP has helped provide the Ministry of Health with the human and technical resources and operational capacity, to rapidly and effectively respond to major public health challenges in the country. The continuous involvement of key stakeholders is necessary for the continuation, expansion and ongoing sustainability of the program.

[Views on the new psychiatric specialist certification system from the perspective of those experiencing the postgraduate psychiatric training system in Japan].

Science.gov (United States)

Umene-Nakano, Wakako; Uchida, Naoki; Kato, Takahiro; Tateno, Masaru; Matsumoto, Ryohei; Nakamura, Jun

2011-01-01

The psychiatric specialist certification system of the Japanese Society of Psychiatry and Neurology was established in 2005, with a transitional period that ran until 2008. A three-year postgraduate training scheme was started in connection with the new psychiatric specialist certification system, and the first formal examination under the new system was held in 2010. A resident desiring certification as a psychiatric specialist must purchase a psychiatric specialist certification handbook and present it when taking the examination. There are many differences between the new examination and the transitional period examination, in terms of both the handbook and the number of case reports to be submitted. Results of a survey conducted on 360 psychiatrists belonging to either university or national hospitals, all of whom had undergone psychiatric training within the past eight years, revealed that there was currently a lack of knowledge, and low rate of utilization, of the handbook. The primary author was in the first cohort of those who began postgraduate psychiatric training in a university hospital and subsequently took the first examination administered after the transition period. The author has maintained that, based on personal experience, a number of issues need improvement, such as the large number of grading items to be signed off on by supervising psychiatrists, and complications involving the outline of cases to be experienced. Additionally, it was thought to be difficult for supervisors who had obtained their specialist certification via the transitional period examination to have an adequate understanding of the outline of the new examination. Therefore, it is important that residents themselves take a more assertive attitude to becoming specialists. In the future, in order to establish a sound specialist certification system, the results of this survey of physicians who took the new examination should be taken into account.

NTC operator training program viewed from SAT-based training process

International Nuclear Information System (INIS)

Matsumoto, Yoshio

1996-01-01

The Nuclear Power Training Center Ltd. (NTC) was established in June 1972 to train PWR plant operators. Operator training was started in Apr. 1974. Presently we have three full-scope, control-room simulators. Recently IAEA recommended that its Systematic Approach to Training (SAT) be used for the training of NPP personnel. We thoroughly examined the SAT-based process and compared it against the NTC training program. As a result, we have recognized that the NTC training program satisfies the SAT-based training process. We now intend to improve the feedback step of the NTC training system. Our efforts continue to produce a relevant program at the forefront of our profession. (author)

Design, implementation and results of a social and emotional learning program for teacher training at undergraduate and postgraduate level

Directory of Open Access Journals (Sweden)

Raquel Palomera

2017-02-01

Full Text Available In the last decades, educational research has increased its interest on affects, not just in its relation to teacher´s health but in its relation to his/her implication to the professional performance and efficiency. At the same time, there is an increasing evidence on the role of the emotional and social skills regarding welfare and development of the children and youngsters. In this way, there are a great variety of educational programs that address the emotional education of school children. However, there are just a few initiatives on teacher training, and less on formal training. In this article, two pioneer proposals, that address the emotional education for pre-service and professional teachers, are presented. Several years after its implementation, and evaluation, important information on the most appropriate methodologies to reach these results has been gathered. It seems necessary to expand this training to other higher education institutions, because of the benefits for teachers and the potential positive consequences on the student’s development. So, the aim of this work is to inspire and guide future initiatives addressed to the emotional training of teachers.

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

Science.gov (United States)

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

2015-04-01

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

TAP 3, Training Program Support Manual

International Nuclear Information System (INIS)

1991-07-01

Training programs at DOE facilities should provide well-trained, qualified personnel to safely and efficiently operate the facilities in accordance with DOE requirements. A need has been identified for guidance regarding analysis, design, development, implementation, and evaluation of consistent and reliable performance-based training programs. Accreditation of training programs at Category A reactors and high-hazard and selected moderate-hazard nonreactor nuclear facilities will assure consistent, appropriate, and cost-effective training of personnel responsible for the operation, maintenance, and technical support of these facilities. Training programs that are designed and based on systematically determined job requirements, instead of subjective estimation of trainee needs, yield training activities that are consistent and develop or improve knowledge, skills, and abilities that can be directly related to the work setting. Because the training is job-related, the content of these programs more efficiently and effectively meets the needs of the employee. Besides a better trained work force, a greater level of operational reactor safety can be realized. This manual is intended to provide an overview of the accreditation process and a brief description of the elements necessary to construct and maintain training programs that are based on the requirements of the job. Two companion manuals provide additional information to assist contractors in their efforts to accredit training programs

A young surgeon's perspective on alternate surgical training pathways.

Science.gov (United States)

Sutherland, Michael J

2007-02-01

. Residents in general surgery training programs often do not make decisions on the type of fellowship that they will pursue until late in their residency. Many residents are apprehensive about these types of tracked training programs because it will accelerate the timeline for choosing a track. Changes in the structure of residency and fellowships would result in residents having to decide and "match" in their second or third postgraduate years of training instead of the fourth or fifth postgraduate year time frame. Many residents will not have been exposed to all of the types of tracks by their third postgraduate year and many voice concerns over being ready to make this decision that early in their training. Acceptance and enthusiasm about this concept among all residents will likely depend on the final version of any planned changes. A wholesale rewrite of surgical training in the United States would likely not be well received. However, the addition of alternate pathways, on a limited scale and under close scrutiny and supervision, could evaluate interest and ease into this type of program. Before embarking on massive changes in surgical training, scientific, statistically valid research determining the interest of residents in these types of programs will target changes to make these programs successful.

Training Accreditation Program

International Nuclear Information System (INIS)

1989-01-01

The cornerstone of safe operation of Department of Energy (DOE) nuclear facilities is personnel performing the day-to-day functions which accomplish the facility mission. Training that is conducted efficiently and effectively and is directly related to the needs of the job (i.e. performance-based training) is fundamental to safe operation. Responsibility for the safe operation of these facilities is a line management function. Therefore, achieving performance-based training requires commitment from the organization for which training is provided. This commitment includes making subject matter experts available for participation in and review of the products of the performance-based training process. It also includes budgeting and scheduling the time required for both initial and continuing training. This commitment must be made by corporate and facility senior management from the beginning. Management must get involved at the start to ensure that they are not only cognizant of ongoing activities, but are also involved to the degree necessary to thoroughly understand the process. Policies implemented and support demonstrated by senior management provide the driving force to ensure that training programs receive the attention that is imperative if facility training programs are to be successful

Radiological protection and nuclear safety postgraduate course

International Nuclear Information System (INIS)

Segado, R.C.; Menossi, C.A.

1998-01-01

Full text: The first Radiation Protection and Nuclear Safety Postgraduate Course was held in 1977, when the former Radioprotection and Nuclear Safety Branch of the National Atomic Energy Commission decided implement that course for the qualification of its professionals. After then, in 1980, by agreement between the CNEA, the National University of Buenos Aires and the Ministry of Health and Social Welfare got its present academic qualification as a Post-Graduate Course. Since then, it was sponsored by the IAEA. This Organization annually grants fellowships to fifteen students from different countries. Up to now, twenty consecutive courses have been delivered and more than five hundredth graduated, more than half of them coming from abroad. The aim of the course is the qualification and training in Radiological Protection and Nuclear Safety of those professionals involved in the design, construction, operation and decommissioning of Nuclear and Radioactive Installation and their related regulatory issues. (author) [es

Experience of international collaboration in preparation of masters in “Mechatronics” with call for funds from Tempus and Erasmus programs

Science.gov (United States)

Zhmud, V. A.; Frantsuzova, G. A.; Dimitrov, L. V.; Nosek, J.

2018-05-01

This paper reveals the main problems of creating and implementing double diploma programs between universities of Russia and Europe. Novosibirsk State Technical University implements such programs with Technical Universities of Sofia (Bulgaria) and Liberec (Czech Republic). The paper presents the latest results of this activity and discusses the possibilities of its development in the field of joint postgraduate training, as well as joint scientific research with the involvement of students and postgraduate.

Radiation oncology training in the United States: report from the Radiation Oncology Resident Training Working Group organized by the Society of Chairman of Academic Radiation Oncology Programs (SCAROP)

International Nuclear Information System (INIS)

1999-01-01

Purpose: In response to the major changes occurring in healthcare, medical education, and cancer research, SCAROP addressed issues related to post-graduate education that could enhance existing programs and complement the present system. Methods and Materials: SCAROP brought together a Working Group with a broad range of representatives organized in subcommittees to address: training, curriculum, and model building. Results: The Working Group emphasized the importance of training physicians with the necessary clinical, scientific, and analytical skills, and the need to provide expert radiation oncology services to patients throughout the United States. Opportunities currently exist for graduates in academic medicine, although there may be limited time and financial resources available to support academic pursuits. Conclusions: In the face of diminishing resources for training and education and the increased scope of knowledge required, a number of models for resident training are considered that can provide flexibility to complement the present system. This report is intended to initiate dialogue among the organizations responsible for radiation oncology resident education so that resident training can continually evolve to meet the needs of cancer patients and take advantage of opportunities for progress through innovative cancer care and research

Development and evaluation of a simulator-based laparoscopic training program for surgical novices.

Science.gov (United States)

Nugent, Emmeline; Shirilla, Nicole; Hafeez, Adnan; O'Riordain, Diarmuid S; Traynor, Oscar; Harrison, Anthony M; Neary, Paul

2013-01-01

The use of simulation to train novice surgeons in laparoscopic skills is becoming increasingly popular. To maximize benefit from simulation, training needs to be delivered and assessed in a structured manner. This study aimed to define performance goals, demonstrate construct validity of the training program, and evaluate whether novice surgeons could reach the preset performance goals. Nine expert laparoscopic surgeons established performance goals for three basic modules of an augmented-reality laparoscopic simulator. The three laparoscopic modules were used by 40 novice surgeons and 40 surgical trainees (postgraduate years [PGYs] 1-4). The performance outcomes were analyzed across the different groups (novice, PGYs 1 and 2, PGYs 3 and 4, expert) to determine construct validity. Then 26 recruited novices trained on the three modules with the aim of reaching the performance goals. The results demonstrated a significant difference in performance between all levels of experience for time (p < 0.001), motion analysis (p < 0.001), and error score (p < 0.001), thus demonstrating construct validity. All 26 novice surgeons significantly improved in performance with repetition for the metrics of time (p < 0.001) and motion analysis (p < 0.001). For two of the modules, the proficiency goals were reached in fewer than 10 trials by 80% of the study participants. Basic skills in laparoscopic surgery can be learned and improved using proficiency-based simulation training. It is possible for novice surgeons to achieve predefined performance goals in a reasonable time frame.

Association of Fellowship Training With Otolaryngology Training Examination Scores.

Science.gov (United States)

Akinboyewa, Ibukun; Cabrera-Muffly, Cristina

2016-03-01

No prior studies have evaluated whether residents who pursue fellowship training achieve higher performance on the Otolaryngology Training Examination (OTE) and whether a specific fellowship will demonstrate a correlation with the corresponding specialty-specific OTE score. To determine whether residents pursuing fellowship training achieve higher performance on the OTE and whether fellowship choice is correlated with higher scores on the related subspecialty section of the OTE. This retrospective analysis included 35 residents training in an academic otolaryngology residency program from July 1, 2003, to June 30, 2014. The OTE scores for postgraduate years 2 through 5 and the type of fellowship were collected for all residents meeting inclusion criteria. Data were collected from September 1 to October 15, 2014, and analyzed from October 16 to December 1, 2014. Residents were divided by whether they pursued fellowship training and by the type of fellowship chosen. Outcome measures included comparison of scores between residents who pursued vs those who did not pursue fellowship training and comparison of subspecialty OTE scores between residents who pursued the corresponding fellowship and those who did not. Of the 35 residents who met the inclusion criteria (24 men and 11 women), 17 (49%) pursued fellowship training. The 3 most common fellowship choices were facial plastic and reconstructive surgery, pediatric otolaryngology, and rhinology (4 residents each [24%]). For all residents, mean scores on the OTE improved each subsequent training year, but this difference was only significant between postgraduate years 2 and 3 (from 60.9% to 68.6% correct; P otolaryngology, 72.9% vs 71.3% [P = .79]; and for rhinology, 72.2% vs 71.2% [P = .91]). Residents who pursued fellowship training did not achieve higher scores on the OTE in any examination year compared with residents who did not pursue fellowship training and did not achieve higher scores within the OTE

Statistics Anxiety among Postgraduate Students

Science.gov (United States)

Koh, Denise; Zawi, Mohd Khairi

2014-01-01

Most postgraduate programmes, that have research components, require students to take at least one course of research statistics. Not all postgraduate programmes are science based, there are a significant number of postgraduate students who are from the social sciences that will be taking statistics courses, as they try to complete their…

Training programming: revisiting terminology

Directory of Open Access Journals (Sweden)

Mário C. Marques

2017-11-01

Full Text Available Does the way the literature presents the classic periodization or programming make sense? In our opinion, the answer is clearly no. To get started, periodization and programming are terms used interchangeably (as synonyms in scientific literature when they actually have different meanings. Thus, to periodize is to set periods for a process (e.g., to a season or the sports life, whereas programming is defined as to devise and order the necessary actions to carry out a project. Accordingly, coaches and physical conditioning professionals should divide or periodize the season in different cycles and then, within each cycle, programming the training sessions. The periodization should not only help to structure the training process, but also to express the goals to achieve, to control the training process evolution and allow a great execution of the action plan. When designing a plan, we simply organize all the “ingredients” that should be part of the work/training design in a concrete and detailed way. From a scientific point of view, the programming is nothing more than an adequate interpretation of the training biological laws (Tschione, 1992; Latonov, 1997, Issurin, 2008 and must have the performance improvement as the major reference criteria (Issurin 2010. In practice, during the last decades, we have followed a set of instructions mainly based on experienced coaches (Matveyev, 1981, Bompa, 1994, Zatsiorsky, 1995 who have obtained relevant results. As a consequence, it is very difficult to accept another solid scientific based vision or proposal since the accumulation of systematic experiences has led to the construction of a theoretical model, even though there are no scientific evidences. The multiplication and implementation of the traditional programming models (Matveyev, 1981, Bompa, 1994 have guided us to a set of erroneous terms, among which we highlight the “micro”, the “meso” and the “macro” cycles, that were never

Development of a training assurance program

International Nuclear Information System (INIS)

Palchinsky, J.; Waylett, W.J. Jr.

1987-01-01

The nuclear industry has made a significant commitment to improve training through the implementation of accredited performance-based training programs. Senior management expects that human performance will improve as a result of significant resource allocations. How do they know if training is effective in achieving improved human performance? Florida Power and Light Company is developing a Training Assurance Program to track indicators of training performance and future trends. Integrating the company's Quality Improvement Program processes with systematic training processes is resulting in personnel functioning in a proactive mode and increased customer satisfaction with training performance

FEATURES OF FORMATION AND TRENDS OF USING OF COMPUTER-ORIENTED LEARNING ENVIRONMENT OF AN INSTITUTE OF POSTGRADUATE PEDAGOGICAL EDUCATION IN UKRAINE

Directory of Open Access Journals (Sweden)

Kateryna Kolos

2016-07-01

Full Text Available Nowadays, characterized quick reforms makes identifying promising new educational trends in the training of teaching staff, which take account of the organization and implementation of teaching and educational process in institutions of postgraduate education will intensify the development of pre-school, secondary, higher and non-formal education systems. Research findings of Ukrainian scientists point to the reasonability of ICT and e-learning resources during the training courses and the need for up to date ICT training of teaching staff as an important part of their professional competence. System effective implementation of this is the implementation of computer-oriented learning environment of an Institute of Postgraduate Pedagogical Education and building effective methods of its use in courses of teaching staff training. As a result of the analysis of practices on the use of advanced information and communication technologies in the institutions of postgraduate education in Ukraine article highlighted the features of formation and development trends of computer-oriented learning environment of an Institute of Postgraduate Pedagogical Education, for example: publication on official websites of institutions of information of the results of their activities; establishing electronic communication via email and forum; implementation of electronic registration and diagnosing students before the courses begin; construction and implementation of practical realization of individual educational trajectories of training teaching staff; publication of electronic timetable; accumulation of professional experience teaching staff in the region by means of web-technologies; publication of the results of applied research on problems of education in educational electronic media or duplicate free publications in electronic versions and more. According to this in the design contributes to the formulation of advanced theoretical and methodological principles

Associations between quality indicators of internal medicine residency training programs

Science.gov (United States)

2011-01-01

Background Several residency program characteristics have been suggested as measures of program quality, but associations between these measures are unknown. We set out to determine associations between these potential measures of program quality. Methods Survey of internal medicine residency programs that shared an online ambulatory curriculum on hospital type, faculty size, number of trainees, proportion of international medical graduate (IMG) trainees, Internal Medicine In-Training Examination (IM-ITE) scores, three-year American Board of Internal Medicine Certifying Examination (ABIM-CE) first-try pass rates, Residency Review Committee-Internal Medicine (RRC-IM) certification length, program director clinical duties, and use of pharmaceutical funding to support education. Associations assessed using Chi-square, Spearman rank correlation, univariate and multivariable linear regression. Results Fifty one of 67 programs responded (response rate 76.1%), including 29 (56.9%) community teaching and 17 (33.3%) university hospitals, with a mean of 68 trainees and 101 faculty. Forty four percent of trainees were IMGs. The average post-graduate year (PGY)-2 IM-ITE raw score was 63.1, which was 66.8 for PGY3s. Average 3-year ABIM-CE pass rate was 95.8%; average RRC-IM certification was 4.3 years. ABIM-CE results, IM-ITE results, and length of RRC-IM certification were strongly associated with each other (p ITE scores were higher in programs with more IMGs and in programs that accepted pharmaceutical support (p < 0.05). RRC-IM certification was shorter in programs with higher numbers of IMGs. In multivariable analysis, a higher proportion of IMGs was associated with 1.17 years shorter RRC accreditation. Conclusions Associations between quality indicators are complex, but suggest that the presence of IMGs is associated with better performance on standardized tests but decreased duration of RRC-IM certification. PMID:21651768

Portfolio careers for medical graduates: implications for postgraduate training and workforce planning.

Science.gov (United States)

Eyre, Harris A; Mitchell, Rob D; Milford, Will; Vaswani, Nitin; Moylan, Steven

2014-06-01

Portfolio careers in medicine can be defined as significant involvement in one or more portfolios of activity beyond a practitioner's primary clinical role, either concurrently or in sequence. Portfolio occupations may include medical education, research, administration, legal medicine, the arts, engineering, business and consulting, leadership, politics and entrepreneurship. Despite significant interest among junior doctors, portfolios are poorly integrated with prevocational and speciality training programs in Australia. The present paper seeks to explore this issue. More formal systems for portfolio careers in Australia have the potential to increase job satisfaction, flexibility and retention, as well as diversify trainee skill sets. Although there are numerous benefits from involvement in portfolio careers, there are also risks to the trainee, employing health service and workforce modelling. Formalising pathways to portfolio careers relies on assessing stakeholder interest, enhancing flexibility in training programs, developing support programs, mentorship and coaching schemes and improving support structures in health services.

Teaching About the Doctor-Patient Relationship in the First Postgraduate Year.

Science.gov (United States)

Sledge, William H.; And Others

1987-01-01

Introduction of a course on the doctor-patient relationship in the clinically demanding first postgraduate year encountered two problems: student perceptions that the content was not necessary or was too burdensome, and the tendency of residents to feel guilty or inadequate in patient relationships at that stage of training. (MSE)

BWR Services maintenance training program

International Nuclear Information System (INIS)

Cox, J.H.; Chittenden, W.F.

1979-01-01

BWR Services has implemented a five-phase program to increase plant availability and capacity factor in operating BWR's. One phase of this program is establishing a maintenance training program on NSSS equipment; the scope encompasses maintenance on both mechanical equipment and electrical control and instrumentation equipment. The program utilizes actual product line equipment for practical Hands-on training. A total of 23 formal courses will be in place by the end of 1979. The General Electric Company is making a multimillion dollar investment in facilities to support this training. These facilities are described

E-health in graduate and postgraduate medical education: illusions, expectations and reality.

Science.gov (United States)

Bari, Ferenc; Forczek, Erzsébet; Hantos, Zoltán

2011-01-01

With the overall growth of informatics, the medical education system should also provide programs at both graduate and post-graduate levels. While there is a wide consensus as to the importance of this urgent need, several factors slow down the construction and operation of effective education programs in medical and nursing schools. The increasing need for better and more comprehensive training in informatics is strongly limited by several factors including undefined output skills, tight time frame etc. An efficient development of partnerships within the health care system assumes that all professionals involved must possess strong informatics and interpersonal knowledge, and skills reaching beyond their own individual fields. There is an emerging need to define the basic skills and knowledge for each level of the health care education. Trans-border cooperation offers a unique opportunity for the establishment of common criteria for basic skills and knowledge, via joint discussions, collaborative thinking and concerted action.

General Employee Radiological Training and Radiological Worker Training: Program management manual

International Nuclear Information System (INIS)

1992-10-01

This manual defines and describes the DOE General Employee Radiological Training (GERT) and Radiological Worker I and II (RW I and II) Training programs. It includes material development requirements, standards and policies, and program administration. This manual applies to General Employee Radiological Training and Radiological Worker Training at all DOE contractor sites. The training materials of both GERT and RW I and II training reflect the requirements identified in the DOE Radiological Control Manual and DOE Order 5480.11. The training programs represent the minimum requirement for the standardized core materials. Each contractor shall implement the program in its entirety and may augment the standardized core materials to increase the general employee and radiological worker level of competency

The subjectively perceived quality of postgraduate medical training in integrative medicine within the public healthcare systems of Germany and Switzerland: the example of anthroposophic hospitals

OpenAIRE

Heusser, Peter; Eberhard, Sabine; Berger, Bettina; Weinzirl, Johannes; Orlow, Pascale

2014-01-01

Background Integrative medicine (IM) integrates evidence-based Complementary and Alternative Medicine (CAM) with conventional medicine (CON). Medical schools offer basic CAM electives but in postgraduate medical training (PGMT) little has been done for the integration of CAM. An exception to this is anthroposophic medicine (AM), a western form of CAM based on CON, offering an individualized holistic IM approach. AM hospitals are part of the public healthcare systems in Germany and Switzerland...

Postgraduates' perceptions of preparedness for work as a doctor and making future career decisions: support for rural, non-traditional medical schools.

Science.gov (United States)

Eley, D S

2010-08-01

The intern year is a critical time for making career decisions and gaining confidence in clinical skills, communication and teamwork practices; this justifies an interest in junior doctors' perceptions of their level of preparedness for hospital work. This study explored Australian junior doctors' perspectives regarding the transition from student to doctor roles, their preparation as medical undergraduates within either traditional metropolitan schools or smaller, outer metropolitan-based (rural) programs such as Rural Clinical Schools (RCS), and the educational environment they experienced in their internship. A qualitative cross-sectional design used semi-structured interviews with postgraduate year one and two junior doctors (9 females and 11 males) within teaching hospitals in Queensland Australia. Interview questions focussed on four major content areas: preparedness for hospital work, undergraduate training, building confidence and career advice. Data were analyzed using a framework method to identify and explore major themes. Junior doctors who spent undergraduate years training at smaller, non-traditional medical schools felt more confident and better prepared at internship. More hands-on experience as students, more patient contact and a better grounding in basic sciences were felt by interns to be ideal for building confidence. Junior doctors perceived a general lack of career guidance in both undergraduate and postgraduate teaching environments to help them with the transition from the student to junior doctor roles. Findings are congruent with studies that have confirmed student opinion on the higher quality of undergraduate medical training outside a traditional metropolitan-based program, such as a RCS. The serious shortage of doctors in rural and remote Australia makes these findings particularly relevant. It will be important to gain a better understanding of how smaller non-traditional medical programs build confidence and feelings of work

Influence of Japan's 2004 postgraduate training on ophthalmologist location choice, supply and distribution.

Science.gov (United States)

Sakai-Bizmark, Rie; Goto, Rei; Hiragi, Shusuke; Tamura, Hiroshi

2018-03-27

Highly-competent patient care is paramount to medicine. Quality training and patient accessibility to physicians with a wide range of specializations is essential. Yet, poor quality of life for physicians cannot be ignored, being detrimental to patient care and leading to personnel leaving the medical profession. In 2004, the Japanese government reformed postgraduate training for medical graduates, adding a 2-year, hands-on rotation through different specialties before the specialization residency was begun. Residents could now choose practice location, but it sparked concerns that physician distribution disparities had been created. Japanese media reported that residents were choosing specialties deemed to offer a higher quality of life, like Ophthalmology or Dermatology, over underserved areas like Obstetrics or Cardiology. To explore the consequences of Japan's policy efforts, through the residency reform in 2004, to improve physician training, analyzing ophthalmologist supply and distribution in the context of providing the best possible patient care and access while maintaining physician quality of life. Using secondary data, we analyzed changes in ophthalmologist supply at the secondary tier of medical care (STM). We applied ordinary least-squares regression models to ophthalmologist density to reflect community factors such as residential quality and access to further professional development, to serve as predictors of ophthalmologist supply. Coefficient equality tests examined predictor differences before and after 2004. Similar analyses were conducted for all physicians excluding ophthalmologists (other physicians). Ophthalmologist coverage in top and bottom 10% of STMs revealed supply inequalities. Change in ophthalmologist supply was inversely associated with baseline ophthalmologist density before (P supply were not associated with baseline other physician density before 2004 (P = 0.5), but positively associated after 2004 (P supply in STMs were

The Prevalence of Postgraduate Education in Youth Health Among High School Clinicians and Associated Student Health Outcomes.

Science.gov (United States)

Denny, Simon; Farrant, Bridget; Utter, Jennifer; Fleming, Theresa; Bullen, Pat; Peiris-John, Roshini; Clark, Terryann

2016-11-01

Despite numerous calls to improve training in adolescent health, there is little known about the prevalence or effectiveness of specialized training in adolescent health. A two-stage random sampling cluster design was used to collect nationally representative data from 8,500 students from 91 high schools. Student data were linked to data from a survey of school health clinicians from participating schools on their level of training in youth health. Multilevel models accounting for demographic characteristics of students were used to estimate the association between nurses and physicians training in youth health and health outcomes among students. Almost all nurses and physicians reported some training in youth health, either having attended lectures or study days in youth health (n = 60, 80%) or completed postgraduate papers in youth health (n = 13, 17.3%). Students in schools where the nurses and physicians had received postgraduate training in youth health were less likely than students from schools with clinicians having attended lectures or study days in youth health to report emotional and behavior difficulties (11.8 vs. 12.7, p = .002) and binge drinking (19.6% vs. 24.9%, p = .03). There were no significant associations between depressive symptoms, suicide risk, cigarette, marijuana, contraception use, or motor vehicle risk behaviors among students and level of training among clinicians in their schools' health service. Postgraduate training in youth health among nurses and physicians in school health services is associated with fewer students reporting mental health difficulties and binge alcohol use. These findings support specialized training in youth health for clinicians working predominantly with young people. Copyright © 2016 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Weekly working hours for Norwegian hospital doctors since 1994 with special attention to postgraduate training, work–home balance and the European Working Time Directive: a panel study

Science.gov (United States)

Rosta, Judith; Aasland, Olaf G

2014-01-01

Objectives To examine the weekly working hours of Norwegian hospital doctors from 1994 to 2012 with special emphasis on the quality of postgraduate training and work–home balance, and in relation to the requirements of the European Working Time Directive (EWTD). Design Panel study based on postal questionnaires. Setting Norway. Participants Unbalanced cohort of 1300–1600 doctors in 1994, 1995, 1996, 1997, 2000, 2002, 2004, 2006, 2008, 2010 and 2012. Outcome measures Self-reported total weekly working hours and whether 45 weekly working hours are too short, sufficient, or too long to meet the quality requirements of obligatory postgraduate training for junior doctors. Results From 1994 to 2012, the number of weekly working hours was stable for senior (46–47 h) and junior (45–46 h) hospital doctors. In 2012, significantly more senior (27–35%) than junior (11–20%) doctors reported suboptimal work–home balance, defined as working more than 48 h a week. The majority perceived the present situation with an average of 45 h per week for juniors as sufficient for obligatory postgraduate specialist training, but doctors of higher age (OR 1.04, 95% CI 1.01 to 1.08), senior doctors (1.07, 1.04 to 1.11) and doctors working in surgical specialties (OR 1 vs laboratory medicine 0.03, 0.01 to 0.25, internal medicine 0.31, 0.17 to 0.58, psychiatry 0.12, 0.04 to 0.36, paediatrics 0.36, 0.12 to 1.07, anaesthesiology 0.08, 0.02 to 0.39, gynaecology 0.07, 0.01 to 0.56 and others 0.39, 0.04 to 3.56) were more likely to want the work-week to be longer. Conclusions The weekly working hours of Norwegian hospital doctors were always below the EWTD requirements. A significant growth of hospital doctor density over the past two decades, national regulations and cultural values might be important factors. Specialty differences in perception of sufficient training time may call for more flexibility in working time regulations. PMID:25311038

Weekly working hours for Norwegian hospital doctors since 1994 with special attention to postgraduate training, work-home balance and the European working time directive: a panel study.

Science.gov (United States)

Rosta, Judith; Aasland, Olaf G

2014-10-13

To examine the weekly working hours of Norwegian hospital doctors from 1994 to 2012 with special emphasis on the quality of postgraduate training and work-home balance, and in relation to the requirements of the European Working Time Directive (EWTD). Panel study based on postal questionnaires. Norway. Unbalanced cohort of 1300-1600 doctors in 1994, 1995, 1996, 1997, 2000, 2002, 2004, 2006, 2008, 2010 and 2012. Self-reported total weekly working hours and whether 45 weekly working hours are too short, sufficient, or too long to meet the quality requirements of obligatory postgraduate training for junior doctors. From 1994 to 2012, the number of weekly working hours was stable for senior (46-47 h) and junior (45-46 h) hospital doctors. In 2012, significantly more senior (27-35%) than junior (11-20%) doctors reported suboptimal work-home balance, defined as working more than 48 h a week. The majority perceived the present situation with an average of 45 h per week for juniors as sufficient for obligatory postgraduate specialist training, but doctors of higher age (OR 1.04, 95% CI 1.01 to 1.08), senior doctors (1.07, 1.04 to 1.11) and doctors working in surgical specialties (OR 1 vs laboratory medicine 0.03, 0.01 to 0.25, internal medicine 0.31, 0.17 to 0.58, psychiatry 0.12, 0.04 to 0.36, paediatrics 0.36, 0.12 to 1.07, anaesthesiology 0.08, 0.02 to 0.39, gynaecology 0.07, 0.01 to 0.56 and others 0.39, 0.04 to 3.56) were more likely to want the work-week to be longer. The weekly working hours of Norwegian hospital doctors were always below the EWTD requirements. A significant growth of hospital doctor density over the past two decades, national regulations and cultural values might be important factors. Specialty differences in perception of sufficient training time may call for more flexibility in working time regulations. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

Building capacity in the rural physiotherapy workforce: a paediatric training partnership.

Science.gov (United States)

Williams, E N; McMeeken, J M

2014-01-01

Building capacity in the rural physiotherapy workforce: a paediatric training partnership' provided 6 months postgraduate paediatric clinical and academic training for two physiotherapists in rural Australia. It is described as a model for improving services and workforce retention. The need for 'an appropriate, skilled and well-supported health workforce' is the third goal in Australia's National Strategic Framework for Rural and Remote Health 2011. The World Health Organization recently published its first global policy for improving the retention of rural and remote health workers. Education is its first recommendation and aims to 'design continuing education and professional development programmes that meet the needs of rural health workers and that are accessible from where they live and work, so as to support their retention …'. Additionally, '… to be successful, continuing education needs to be linked to career paths, as well as with other education interventions'. The problem is a lack of paediatric physiotherapy expertise in rural areas due to an absence of postgraduate clinical training opportunities in the rural workforce. The result is fragmented local services for families who are forced to travel to metropolitan services, costly in terms of both time and money. The aims were to improve local paediatric physiotherapy clinical services, provide physiotherapists additional access to professional development and subsequently provide a career path to retain these health professionals. Evaluation of the project used purpose-built questionnaires as there are no specific indicators to monitor the performance of systems and services that are available to children and families in Australia. The paediatric physiotherapy training program was enabled through initial funding for a 12-month pilot project. Further government funding built on that success for this reported 6-month project. Funding to employ the postgraduate physiotherapists was essential to the

Methods for evaluation of industry training programs

International Nuclear Information System (INIS)

Morisseau, D.S.; Roe, M.L.; Persensky, J.J.

1987-01-01

The NRC Policy Statement on Training and Qualification endorses the INPO-managed Training Accreditation Program in that it encompasses the elements of effective performance-based training. Those elements are: analysis of the job, performance-based learning objectives, training design and implementation, trainee evaluation, and program evaluation. As part of the NRC independent evaluation of utilities implementation of training improvement programs, the staff developed training review criteria and procedures that address all five elements of effective performance-based training. The staff uses these criteria to perform reviews of utility training programs that have already received accreditation. Although no performance-based training program can be said to be complete unless all five elements are in place, the last two, trainee and program evaluation, are perhaps the most important because they determine how well the first three elements have been implemented and ensure the dynamic nature of training. This paper discusses the evaluation elements of the NRC training review criteria. The discussion will detail the elements of evaluation methods and techniques that the staff expects to find as integral parts of performance-based training programs at accredited utilities. Further, the review of the effectiveness of implementation of the evaluation methods is discussed. The paper also addresses some of the qualitative differences between what is minimally acceptable and what is most desirable with respect to trainee and program evaluation mechanisms and their implementation

76 FR 45235 - Meeting of the Board of Advisors to the Presidents of the Naval Postgraduate School and the Naval...

Science.gov (United States)

2011-07-28

... the Naval Postgraduate School and the Naval War College AGENCY: Department of the Navy, DoD. ACTION...) to the Presidents of the Naval Postgraduate School (NPS) and the Naval War College (NWC) and its... elicit the advice of the Board on the Naval Service's Postgraduate Education Program and the...

75 FR 53958 - Meeting of the Board of Advisors to the Presidents of the Naval Postgraduate School and the Naval...

Science.gov (United States)

2010-09-02

... the Naval Postgraduate School and the Naval War College AGENCY: Department of the Navy, DoD. ACTION... of Advisors (BOA) to the Presidents of the Naval Postgraduate School (NPS) and the Naval War College... elicit the advice of the Board on the Naval Service's Postgraduate Education Program and the...

Cernavoda NPP operations training programs

International Nuclear Information System (INIS)

1993-01-01

The purpose of this document is to describe the philosophy, content and minimum requirements for the Cernavoda Training Programs for all Station staff and to identify the training department organization and respective responsibilities necessary to provide the required training. The hierarchical documentation and requirements related to these programs is shown in figure Rd-TR1-1

Development and institutionalization of the first online certificate and master program of biomedical informatics in global health in Peru

OpenAIRE

Garcia, Patricia J.; Facultad de Salud Pública y Administración, Universidad Peruana Cayetano Heredia. Lima, Perú. Department of Global Health, University of Washington. Seattle, Washington, EE. UU.; Egoavil, Miguel S.; Facultad de Salud Pública y Administración, Universidad Peruana Cayetano Heredia. Lima, Perú.; Blas, Magaly M.; Facultad de Salud Pública y Administración, Universidad Peruana Cayetano Heredia. Lima, Perú.; Alvarado-Vásquez, Eduardo; Facultad de Salud Pública y Administración, Universidad Peruana Cayetano Heredia. Lima, Perú.; Curioso, Walter H.; Facultad de Salud Pública y Administración, Universidad Peruana Cayetano Heredia. Lima, Perú. Department of Biomedical Informatics, School of Medicine, University of Washington. Seattle, Washington, EE. UU.; Zimic, Mirko; Unidad de Bioinformática, Laboratorios de Investigación y Desarrollo. Facultad de Ciencias y Filosofía, Universidad Peruana Cayetano Heredia. Lima, Perú.; Castagnetto, Jesus M.; Dirección Universitaria de Informática, Universidad Peruana Cayetano Heredia. Lima, Perú.; Lescano, Andres G.; US Naval Medical Research Unit No. 6 (NAMRU-6). Lima, Perú.; Lopez, Diego M.; Universidad del Cauca. Popayán, Colombia.; Carcamo, Cesar P.; Facultad de Salud Pública y Administración, Universidad Peruana Cayetano Heredia. Lima, Perú.

2015-01-01

Training in Biomedical Informatics is essential to meet the challenges of a globalized world. However, the development of postgraduate training and research programs in this area are scarce in Latin America. Through QUIPU: Andean Center for Training and research in Iformatics for Global Health, has developed the first Certificate and Master’s Program on Biomedical Informatics in the Andean Region. The aim of this article is to describe the experience of the program. To date, 51 students from ...

Application of quality function deployment (QFD and analytic hierarchy process (AHP techniques to improve the quality of postgraduate training

Directory of Open Access Journals (Sweden)

Antonio Pastor Sanmillán

2016-05-01

Full Text Available The importance of ensuring quality in higher education is evident in the number of local, national and transnational organizations dedicated to this end. The impressive volume of works published on quality in education is further testimony to its importance. All university, traditional or on-line, has a department dedicated to the study of quality, and the academic literature in this area is extremely broad in scope. Yet in this abundant wealth of studies, methodologies, techniques, fantasies and realities in which professors and university administrators, teachers, psychologists, marketing experts and quality professionals focus their attention, there is in our opinion something basic and elemental which is frequently forgotten: to ask the student, the end user (who should be the fundamental object of our interest what aspects of postgraduate study he truly values. The goal of the present study will be to verify the usefulness of multi-criteria analysis, and of the analytic hierarchy process (AHP in particular, attached to quality function deployment (QFD, for performing this task in multicultural environments. The population chosen for our study is comprised of the students enrolled in on-site postgraduate programs at the CEF School of Business.

Guidance for training program evaluation

International Nuclear Information System (INIS)

1984-01-01

An increased concern about the training of nuclear reactor operators resulted from the incident at TMI-2 in 1979. Purpose of this guide is to provide a general framework for the systematic evaluation of training programs for DOE Category-A reactors. The primary goal of such evaluations is to promote continuing quality improvements in the selection, training and qualification programs

What European gynaecologists need to master: Consensus on medical expertise outcomes of pan-European postgraduate training in obstetrics & gynaecology.

Science.gov (United States)

van der Aa, Jessica E; Tancredi, Annalisa; Goverde, Angelique J; Velebil, Petr; Feyereisl, Jaroslav; Benedetto, Chiara; Teunissen, Pim W; Scheele, Fedde

2017-09-01

European harmonisation of training standards in postgraduate medical education in Obstetrics and Gynaecology is needed because of the increasing mobility of medical specialists. Harmonisation of training will provide quality assurance of training and promote high quality care throughout Europe. Pan-European training standards should describe medical expertise outcomes that are required from the European gynaecologist. This paper reports on consensus development on the medical expertise outcomes of pan-European training in Obstetrics and Gynaecology. A Delphi procedure was performed amongst European gynaecologists and trainees in Obstetrics & Gynaecology, to develop consensus on outcomes of training. The consensus procedure consisted of two questionnaire rounds, followed by a consensus meeting. To ensure reasonability and feasibility for implementation of the training standards in Europe, implications of the outcomes were considered in a working group thereafter. We invited 142 gynaecologists and trainees in Obstetrics & Gynaecology for participation representing a wide range of European countries. They were selected through the European Board & College of Obstetrics and Gynaecology and the European Network of Trainees in Obstetrics & Gynaecology. Sixty people participated in round 1 and 2 of the consensus procedure, 38 (63.3%) of whom were gynaecologists and 22 (36.7%) were trainees in Obstetrics & Gynaecology. Twenty-eight European countries were represented in this response. Round 3 of the consensus procedure was performed in a consensus meeting with six experts. Implications of the training outcomes were discussed in a working group meeting, to ensure reasonability and feasibility of the material for implementation in Europe. The entire consensus procedure resulted in a core content of training standards of 188 outcomes, categorised in ten topics. European consensus was developed regarding the medical expertise outcomes of pan-European training in Obstetrics and

Postgraduate Medical Physics Academic Programmes. Endorsed by the International Organization for Medical Physics (IOMP)

International Nuclear Information System (INIS)

2013-01-01

The safe and effective implementation of technology in radiation medicine requires expert medical physics support. In order to fulfil their duties, medical physicists working as health professionals should demonstrate competency in their area of specialization by obtaining the appropriate educational qualification and clinical competency training in one or more aspects of medical physics. At the international level, there are very few established, accredited academic education programmes for medical physics students, and no international guidelines exist which provide the recommended requirements, outline and structure of such a programme. An increasing number of Member States with a 'critical mass' of medical physicists are seeking support to initiate their own national postgraduate education programmes. This publication, therefore, seeks to provide guidelines for the establishment of a postgraduate academic education programme in medical physics, which could also be used to achieve harmonized standards of competence worldwide. This publication was developed in support of the internationally harmonized guidelines given in IAEA Human Health Series No. 25 on the requirements for academic education and clinical training of clinically qualified medical physicists. In addition to academic education, medical physicists should obtain specialized clinical training. The IAEA has published three Training Course Series publications with accompanying handbooks, which provide guidelines and references to training material for clinical training programmes for medical physicists specializing in radiation oncology (TCS-37), diagnostic radiology (TCS-47) and nuclear medicine (TCS-50)

Error Analysis in Academic Writing: A Case of International Postgraduate Students in Malaysia

OpenAIRE

Fatemeh Amiri; Marlia Puteh

2017-01-01

This paper examines the different types of writing errors performed by 16 international postgraduate students undertaking an intensive English course at a public university in Malaysia. It was mandatory for international postgraduate students who obtained less than IELTS Band 6 to undertake an Intensive English Course (IEC) offered by the University, prior to entering their respective faculties’ academic programs. The students were required to write a 3-5 page term paper assignment on a topic...

Extended family medicine training

Science.gov (United States)

Slade, Steve; Ross, Shelley; Lawrence, Kathrine; Archibald, Douglas; Mackay, Maria Palacios; Oandasan, Ivy F.

2016-01-01

Abstract Objective To examine trends in family medicine training at a time when substantial pedagogic change is under way, focusing on factors that relate to extended family medicine training. Design Aggregate-level secondary data analysis based on the Canadian Post-MD Education Registry. Setting Canada. Participants All Canadian citizens and permanent residents who were registered in postgraduate family medicine training programs within Canadian faculties of medicine from 1995 to 2013. Main outcome measures Number and proportion of family medicine residents exiting 2-year and extended (third-year and above) family medicine training programs, as well as the types and numbers of extended training programs offered in 2015. Results The proportion of family medicine trainees pursuing extended training almost doubled during the study period, going from 10.9% in 1995 to 21.1% in 2013. Men and Canadian medical graduates were more likely to take extended family medicine training. Among the 5 most recent family medicine exit cohorts (from 2009 to 2013), 25.9% of men completed extended training programs compared with 18.3% of women, and 23.1% of Canadian medical graduates completed extended training compared with 13.6% of international medical graduates. Family medicine programs vary substantially with respect to the proportion of their trainees who undertake extended training, ranging from a low of 12.3% to a high of 35.1% among trainees exiting from 2011 to 2013. Conclusion New initiatives, such as the Triple C Competency-based Curriculum, CanMEDS–Family Medicine, and Certificates of Added Competence, have emerged as part of family medicine education and credentialing. In acknowledgment of the potential effect of these initiatives, it is important that future research examine how pedagogic change and, in particular, extended training shapes the care family physicians offer their patients. As part of that research it will be important to measure the breadth and uptake of

Building competence in radiation and nuclear safety through education and training - the approach of a national regulatory authority

International Nuclear Information System (INIS)

Karfopoulos, K.L.; Carinou, E.; Kamenopoulou, V.; Dimitriou, P.; Housiadas, Ch.

2015-01-01

The Greek Atomic Energy Commission (EEAE) is the national competent authority for radiation and nuclear safety and security as well as for the radiation protection of ionizing and artificially produced non-ionizing radiation. The legal framework determines, inter alia, the responsibilities in education and training issues. The EEAE has a range of activities, in providing postgraduate and continuous education and training on radiation protection, and nuclear safety and security, at the national and international levels. At the national level, and particularly in the medical field, the EEAE is a participant in and a major contributor to the Inter-University Postgraduate Program on Medical Radiation Physics. Since 2003, the EEAE has been the Regional Training Center (RTC) for radiation, transport and waste safety of the International Atomic Energy Agency (IAEA) for the European Region in the English language. Moreover, the EEAE has also been recognized as the IAEA's Regional Training Center (RTC) in nuclear security in the English language since 2013. The EEAE recently proceeded to two significant initiatives: the design of a national program for education and training, and the certification of the Department of Education according to ISO 29990:2010. In this paper, the initiatives taken to enhance the radiation protection system in the country through education and training are presented. (authors)

DOE Radiological Control Manual Core Training Program

International Nuclear Information System (INIS)

Scott, H.L.; Maisler, J.

1993-01-01

Over the past year, the Department of Energy (DOE) Office of Health (EH-40) has taken a leading role in the development of new standardized radiological control training programs for use throughout the DOE complex. The Department promulgated its Radiological Control (RadCon) Manual in June 1992. To ensure consistent application of the criteria presented in the RadCon Manual, standardized radiological control core training courses and training materials have been developed for implementation at all DOE facilities. In producing local training programs, standardized core courses are to be supplemented with site-specific lesson plans, viewgraphs, student handbooks, qualification standards, question banks, and wallet-sized training certificates. Training programs for General Employee Radiological Training, Radiological Worker I and II Training, and Radiological Control Technician Training have been disseminated. Also, training committees under the direction of the Office of Health (EH-40) have been established for the development of additional core training courses, development of examination banks, and the update of the existing core training courses. This paper discusses the current activities and future direction of the DOE radiological control core training program

A review of the organization, regulation, and financing practices of postgraduate education in clinical nursing in 12 European countries.

Science.gov (United States)

Rautiainen, Elina; Vallimies-Patomäki, Marjukka

2016-01-01

The aim of this study was to generate information of postgraduate education in clinical nursing in the EU member states. Data were collected via a structured electronic questionnaire and the questionnaire was sent to the government chief nurses in 26 EU countries in May 2013. Response rate was 46% (n=12). In total, 42 domains of specialization were identified. The most common domains were intensive care, mental health, operating room, emergency care, and pediatrics. Specialization programs were organized by university in two of the respondent countries, as residency program in one country, and as a mix of them in four countries. Regulation practices varied remarkably between the countries: scope of practice, subjects, entry requirements, length of education, description of the minimum competence requirements, and education standards related to the specialization programs were most often regulated by act, decree or other regulation. In some of the countries, no registration was required beyond the initial registration, whereas in some others, registration practices varied depending on the specialization program. New information was gathered on the regulation practices of postgraduate education in clinical nursing in the European Region concerning title provision, entry requirements, and financing practices. The awarded title on specialization programs depended on the level of postgraduate education, and the title might vary between the domains. General clinical experience was included in the entry requirements in seven countries. The government was mainly responsible for financing the postgraduate education in four countries, employer in three countries, and in the rest of the countries, there was a combination of different financiers. The importance of knowledge exchange on postgraduate education across the European countries needs to be acknowledged. Information provided by this study on international regulation practices provides useful information for the policy

Recruiting patients for postgraduate medical training in a community family planning clinic: how do patients want to be asked?

Science.gov (United States)

Heathcote, Jennifer

2008-01-01

To look at patients' views about the way in which they are recruited to assist with postgraduate medical training (i.e. Who is the best person to ask patients to participate? When is the best time for patients to be asked?) and to compare these with clinical practice. Questionnaire surveys of 103 female family planning clinic (FPC) patients and 40 Diploma of the Faculty of Family Planning (DFFP) instructing doctors. Patients were recruited from the waiting room of a community FPC, and DFFP instructing doctors from the North West of England were recruited at an updating meeting. Patients preferred to be recruited by non-medical staff (i.e. receptionist and nurses). Few patients wanted to be asked by the training doctor. Only 9% would find it difficult to refuse a receptionist, 47% would find it difficult to refuse the instructing doctor and 65% would find it difficult to refuse the training doctor. In practice, the commonest person to recruit patients is the instructing doctor. Patients wanted to be given some time to consider the request; this was not always given. Patients may feel coerced into seeing training doctors because they find it difficult to refuse requests, particularly when they are being recruited by doctors. Non-medical staff may be more appropriate for the initial recruitment of patients. Patients need time to consider their involvement. The provision of written information may be useful. Further research is indicated to empower patients' decision-making and reduce the likelihood of coercion.

Strengthening medical education in haematology and blood transfusion: postgraduate programmes in Tanzania.

Science.gov (United States)

Makani, Julie; Lyimo, Magdalena; Magesa, Pius; Roberts, David J

2017-06-01

Haematology and blood transfusion, as a clinical and laboratory discipline, has a far-reaching impact on healthcare both through direct patient care as well as provision of laboratory and transfusion services. Improvement of haematology and blood transfusion may therefore be significant in achieving advances in health in Africa. In 2005, Tanzania had one of the lowest distributions of doctors in the world, estimated at 2·3 doctors per 100 000 of population, with only one haematologist, a medical doctor with postgraduate medical education in haematology and blood transfusion. Here, we describe the establishment and impact of a postgraduate programme centred on Master of Medicine and Master of Science programmes to build the capacity of postgraduate training in haematology and blood transfusion. The programme was delivered through Muhimbili University of Health and Allied Sciences (MUHAS) with partnership from visiting medical and laboratory staff from the UK and complemented by short-term visits of trainees from Tanzania to Haematology Departments in the UK. The programme had a significant impact on the development of human resources in haematology and blood transfusion, successfully training 17 specialists with a significant influence on delivery of health services and research. This experience shows how a self-sustaining, specialist medical education programme can be developed at low cost within Lower and Middle Income Countries (LMICs) to rapidly enhance delivery of capacity to provide specialist services. © 2017 John Wiley & Sons Ltd.

Exploring the potential uses of value-added metrics in the context of postgraduate medical education.

Science.gov (United States)

Gregory, Simon; Patterson, Fiona; Baron, Helen; Knight, Alec; Walsh, Kieran; Irish, Bill; Thomas, Sally

2016-10-01

Increasing pressure is being placed on external accountability and cost efficiency in medical education and training internationally. We present an illustrative data analysis of the value-added of postgraduate medical education. We analysed historical selection (entry) and licensure (exit) examination results for trainees sitting the UK Membership of the Royal College of General Practitioners (MRCGP) licensing examination (N = 2291). Selection data comprised: a clinical problem solving test (CPST); a situational judgement test (SJT); and a selection centre (SC). Exit data was an applied knowledge test (AKT) from MRCGP. Ordinary least squares (OLS) regression analyses were used to model differences in attainment in the AKT based on performance at selection (the value-added score). Results were aggregated to the regional level for comparisons. We discovered significant differences in the value-added score between regional training providers. Whilst three training providers confer significant value-added, one training provider was significantly lower than would be predicted based on the attainment of trainees at selection. Value-added analysis in postgraduate medical education potentially offers useful information, although the methodology is complex, controversial, and has significant limitations. Developing models further could offer important insights to support continuous improvement in medical education in future.

Espanol comercial para estudiantes posgraduados (Commercial Spanish for Postgraduate Students).

Science.gov (United States)

Valdivieso, Jorge H.

1987-01-01

Describes a commercial Spanish language program for postgraduate students of business administration that attempts to fulfill the immediate professional needs of all students. The content of intermediate and advanced courses is discussed, and a list of textbooks for Spanish commercial correspondence is included. (TR)

Customer Satisfaction with Training Programs.

Science.gov (United States)

Mulder, Martin

2001-01-01

A model for evaluating customer satisfaction with training programs was tested with training purchasers. The model confirmed two types of projects: training aimed at achieving learning results and at changing job performance. The model did not fit for training intended to support organizational change. (Contains 31 references.) (SK)

Supervisor's role in training programs as a manager of learning program

Directory of Open Access Journals (Sweden)

2011-06-01

Full Text Available According to the training literature, a supervisor's role in training programs has two major elements: supervisor support and supervisor communication. The ability of supervisors to play effective roles in training programs may increase employees' motivation to learn. The nature of this relationship is interesting, but the role of supervisor's role as a predicting variable is less emphasized in a training program models. Therefore, this study was conducted to examine the effect of supervisor's role in training programs on motivation to learn using 152 usable questionnaires gathered from non-academic employees who have worked in a technological based public university, Malaysia. The outcomes of stepwise regression analysis showed that the supervisor support and supervisor communication significantly associated with motivation to learn. Statistically, this result demonstrates that supervisor's role in training programs does act as an important predictor of motivation to learn in the organizational sample. In addition, discussion, implication and conclusion are elaborated.

Neurology training in sub-Saharan Africa: A survey of people in training from 19 countries.

Science.gov (United States)

Mateen, Farrah J; Clark, Sarah J; Borzello, Mia; Kabore, Jean; Seidi, Osheik

2016-06-01

To provide a comprehensive understanding of neurology training from the sub-Saharan African perspective. A 40-question survey was distributed to attendees of the 7th annual sub-Saharan African neurology teaching course in Khartoum, Sudan (2015). Themes included the student body, faculty, curriculum, assessment and examinations, technology, and work hours and compensation. Of 19 responding countries, 10 had no formal neurology training programs; Burkina Faso, Cameroon, Republic of the Congo, and Mozambique had an adult neurology program; Ethiopia, Madagascar, Nigeria, Senegal, and South Africa had adult and pediatric neurology programs (training duration range = 3-6 years). There was a median of 2.5 full-time neurologists on the teaching faculty at the respondents' training institutions (neurologists on-faculty:in-country ratio = 0.48), with the lowest ratios in Sudan and Nigeria. Neurology was perceived to be a competitive specialty for entrance in 57% of countries, with 78% of respondents reporting a requisite entrance examination. Ninety-five percent had access to a personal smartphone, 62% used the Internet more than occasionally, and 60% had access to online neurology journals. The average number of weekly work hours was 51 (range = 40-75), and average monthly salary among those earning income was 1,191 USD (range = 285-3,560). Twenty percent of respondents reported paying for training. The most common barriers to neurology postgraduate education were few training programs and lack of training in neurodiagnostic tests. Among 17 reporting countries, there is an estimated average of 0.6 neurologists per million people. Neurology training programs in sub-Saharan Africa are relatively limited in number and have several unmet needs including a small cadre of faculty and an opportunity to standardize curricula and financing of programs. Ann Neurol 2016;79:871-881. © 2016 American Neurological Association.

FORMATION OF RESEARCH COMPETENCE IN TECHNICAL COLLEGE POSTGRADUATES

Directory of Open Access Journals (Sweden)

Dmitry Vladimirovich Katchalov

2015-05-01

Full Text Available The modern model of professional education is geared to meet the challenges of innovation development of economy and society and is an important element in the training of specialists who are ready to the transformation of the world and reality.Until recently, the goals of higher education formulated by studying a set of knowledge and skills. But today’s situation is that now the order of the society is fixed on reclaiming the gra-duates who are ready to actively participate in the production process, showing the ability to solve practical problems that they faced with.In order to solve the existing contradictions between society’s need for qualified professionals and the existing system of training modern higher professional education is focused on achieving the goal of quality of education, the result of which is the formation of a strong knowledge and skills, the ability to operate in a rapidly changing environment, readiness to implement continuing education. This leads to the fact that amplifies an urgent need in the formation at university students general and professional competencies.Despite the large number of studies devoted to the problems of formation of general and professional competences, the question of determining the specificity of the content, conditions, ways and means of forming research competence of postgraduates remains open. There is a need for scientific substantiation and development of pedagogical bases of formation of research competence in technical college postgraduates.

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

Science.gov (United States)

2010-04-01

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

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

Science.gov (United States)

2010-01-01

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

Competency-Based Postgraduate Medical Education: Past, Present and Future

Directory of Open Access Journals (Sweden)

ten Cate, Olle

2017-11-01

Full Text Available Since the turn of the twenty-first century, competency-based medical education (CBME has become a dominant approach to postgraduate medical education in many countries. CBME has a history dating back half a century and is rooted in general educational approaches such as outcome-based education and mastery learning. Despite controversies around the terminology and the CBME approach, important national medical regulatory bodies in Canada, the United States, and other countries have embraced CBME. CBME can be characterized as having two distinct features: a focus on specific domains of competence, and a relative independence of time in training, making it an individualized approach that is particularly applicable in workplace training. It is not the length of training that determines a person’s readiness for unsupervised practice, but the attained competence or competencies. This shift in focus makes CBME different from traditional training. In this contribution, definitions of CBME and related concepts are detailed.

BETTER UNDERSTANDING OF SOCIAL INTEGRATION AND SOLIDARITY AS PARAMETERS FOR POSTGRADUATE PROGRAM EVALUATION OF MEDICINE III.

Science.gov (United States)

Matias, Jorge Eduardo Fouto

2015-01-01

To provide information in the maturation process of the general conception of social inclusion and solidarity. The following official CAPES sources were consulted: resolutions of the Technical-Scientific Council; models of evaluation forms; current legislation and ordinances; relationship with the Great Area courses; Dinter and Minter evaluation projects; and the assessment application. Social inclusion and solidarity are recent and innovative parameters to be developed by postgraduate programs and evaluated by area committees organized by Capes. There is need for better understanding by the postgraduate faculty of Medicine III the characteristics of relevant actions on social inclusion. The basic theme of life support help in understanding how ​​Medicine III can expand its operations in basic education without compromising the innovative and transformer character of postgraduate. Postgraduate must innovate its insertion in teaching processes, managed care or any other field. What is sought is the power of social transformation, inherent to its spirit and exercise. Proporcionar informações que sejam de auxílio no amadurecimento da concepção geral sobre inserção social e solidariedade. Foram consultadas as seguintes fontes oficiais da CAPES: resoluções do Conselho Técnico-Científico; modelos das fichas de avaliação; legislação e portarias vigentes; relação dos cursos da Grande Área; avaliação de projetos Dinter e Minter; e o aplicativo de avaliação. Inserção social e solidariedade são parâmetros recentes e inovadores como ações a serem desenvolvidas por programas de pós-graduação e avaliadas pelos comitês de áreas organizados pela Capes. Há necessidade de melhor compreensão por parte dos professores de pós-graduação da Medicina III das características de ações relevantes de inserção social. O tema de suporte básico de vida ajuda na compreensão de como a área da Medicina III pode ampliar sua atuação em educação b

Facilitating the Transition to Postgraduate Attainment: The Experience of One Postgraduate, Pre-Registration Physiotherapy Programme

Science.gov (United States)

Spearing, Rachel

2014-01-01

Students on the MSc Physiotherapy (pre-registration) programme at Manchester Metropolitan University work at postgraduate level, whilst studying to become physiotherapists. To facilitate the transition to postgraduate attainment, students participated in two sessions designed to inform them about assessment processes and standards. The hypothesis…

Use of WONCA global standards to evaluate family medicine postgraduate education for curriculum development and review in Nepal and Myanmar.

Science.gov (United States)

Gibson, Christine; Ladak, Farah; Shrestha, Ashis; Yadav, Bharat; Thu, Kyaw; Aye, Tin

2016-09-01

Family medicine is an integral part of primary care within health systems. Globally, training programmes exhibit a great degree of variability in content and skill acquisition. While this may in part reflect the needs of a given setting, there exists standard criteria that all family medicine programmes should consider core activities. WONCA has provided an open-access list of standards that their expert community considers essential for family medicine (GP) post-graduate training. Evaluation of developing or existing training programmes using these standards can provide insight into the degree of variability, gaps within programmes and equally as important, gaps within recommendations. In collaboration with the host institution, two family medicine programmes in Nepal and Myanmar were evaluated based on WONCA global standards. The results of the evaluation demonstrated that such a process can allow for critical review of curriculum in various stages of development and evaluation. The implications of reviewing training programmes according to WONCA standards can lead to enhanced training world-wide and standardisation of training for post-graduate family medicine.

Tactical Vulnerability Assessment Training Program

International Nuclear Information System (INIS)

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

1987-01-01

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

Tactical Vulnerability Assessment Training Program

International Nuclear Information System (INIS)

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

1987-01-01

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

[Training program in endourological surgery. Future perspectives.

Science.gov (United States)

Soria, Federico; Villacampa, Felipe; Serrano, Alvaro; Moreno, Jesús; Rioja, Jorge; Sánchez, Francisco Miguel

2018-01-01

Current training in urological endoscopy lacks a specific training program. However, there is a clear need for a specific and uniform program, which will ensure the training, regardless of the unit where it is carried out. So, the goal is to first evaluate the current model and then bring improvements for update. The hospital training accreditation programme are only the adjustment of the official program of the urology specialty to the specific circumstances of each center, which causes variability in training of residents. After reviewing 19 training programs belonging to 12 Spanish regions. The current outlook shows that scarcely 10% of hospitals quantify the number of procedures/ year, although the Spanish program emphasizes that the achievement of the residents should be quantified. Urology residents, sense their training as inadequate and therefore their level of satisfaction is moderate. The three main problems detected by residents as an obstacle on their training are: the lack of supervision, tutors completing their own learning. Finally, the lack of quantification in surgical activities is described as a threat. This has no easy solution, since the learning curve of the most common techniques in endourology is not correctly established. Regarding aspects that can improve the current model, they highlight the need to design a specific program. The need to customize the training, the ineludible accreditation of tutors and obviously dignify the tutor's teaching activity. Another basic aspect is the inclusion of new technologies as training tools, e-learning. As well as the implementation of an adequate competency assessment plan and the possibility of relying on simulation systems. Finally, they highlight the need to attend monographic meetings and external clinic rotations to promote critical training.

Training Program Handbook: A systematic approach to training

Energy Technology Data Exchange (ETDEWEB)

1994-08-01

This DOE handbook describes a systematic method for establishing and maintaining training programs that meet the requirements and expectations of DOE Orders 5480.18B and 5480.20. The systematic approach to training includes 5 phases: Analysis, design, development, implementation, and evaluation.

Radiological control technician: Training program management manual

International Nuclear Information System (INIS)

1992-10-01

This manual defines and describes the DOE Radiological Control Technician Core Training Program qualification and training process, material development requirements, standards and policies, and administration. The manual applies to Radiological Control Technician Training Programs at all DOE contractor sites

Communication skills assessment in the final postgraduate years to established practice: a systematic review.

Science.gov (United States)

Gillis, Amy E; Morris, Marie C; Ridgway, Paul F

2015-01-01

Communication breakdown is a factor in the majority of all instances of medical error. Despite the importance, a relative paucity of time is invested in communication skills in postgraduate curricula. Our objective is to systematically review the literature to identify the current tools used to assess communication skills in postgraduate trainees in the latter 2 years of training and in established practice. Two reviewers independently reviewed the literature identifying communication skill assessment tools, for postgraduate trainees in the latter 2 years of training and in established practice following Preferred Reporting Items for Systematic Reviews and Meta-Analyses framework, and inclusion/exclusion criteria from January 1990 to 15 August 2014. PubMed/CINAHL/ERIC/EMBASE/PsycInfo/Psyc Articles/Cochrane. 222 articles were identified; after review, 34 articles fulfilled criteria for complete evaluation; the majority (26) had a high level of evidence scoring 3 or greater on the Best Evidence Medical Education guide. 22 articles used objective structured clinical examination/standardised patient (SP)-based formats in an assessment or training capacity. Evaluation tools included author-developed questionnaires and validated tools. Nineteen articles demonstrated an educational initiative. The reviewed literature is heterogeneous for objectives and measurement techniques for communication. Observed interactions, with patients or SPs, is the current favoured method of evaluation using author-developed questionnaires. The role of self-evaluation of skill level is questioned. The need for a validated assessment tool for communication skills is highlighted. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

Training in Emergency Obstetrics: A Needs Assessment of U.S. Emergency Medicine Program Directors

Directory of Open Access Journals (Sweden)

Daniel W. Robinson

2017-12-01

Full Text Available Introduction Obstetrical emergencies are a high-risk yet infrequent occurrence in the emergency department. While U.S. emergency medicine (EM residency graduates are required to perform 10 low-risk normal spontaneous vaginal deliveries, little is known about how residencies prepare residents to manage obstetrical emergencies. We sought to profile the current obstetrical training curricula through a survey of U.S. training programs. Methods We sent a web-based survey covering the four most common obstetrical emergencies (pre-eclampsia/eclampsia, postpartum hemorrhage (PPH, shoulder dystocia, and breech presentation through email invitations to all program directors (PD of U.S. EM residency programs. The survey focused on curricular details as well as the comfort level of the PDs in the preparation of their graduating residents to treat obstetrical emergencies and normal vaginal deliveries. Results Our survey had a 55% return rate (n=105/191. Of the residencies responding, 75% were in the academic setting, 20.2% community, 65% urban, and 29.8% suburban, and the obstetrical curricula were 2–4 weeks long occurring in post-graduate year one. The most common teaching method was didactics (84.1–98.1%, followed by oral cases for pre-eclampsia (48% and PPH (37.2%, and homemade simulation for shoulder dystocia (37.5% and breech delivery (33.3%. The PDs’ comfort about residency graduate skills was highest for normal spontaneous vaginal delivery, pre-eclampsia, and PPH. PDs were not as comfortable about their graduates’ skill in handling shoulder dystocia or breech delivery. Conclusion Our survey found that PDs are less comfortable in their graduates’ ability to perform non-routine emergency obstetrical procedures.

[A Perspective on Innovation for Efficient Medical Practice in View of Undergraduate and Postgraduate Education and Training in Laboratory Medicine].

Science.gov (United States)

Kawai, Tadashi

2015-10-01

Continuous advances in medical laboratory technology have driven major changes in the practice of laboratory medicine over the past two decades. The importance of the overall quality of a medical laboratory has been ever-increasing in order to improve and ensure the quality and safety of clinical practice by physicians in any type of medical facility. Laboratory physicians and professional staff should challenge themselves more than ever in various ways to cooperate and contribute with practicing physicians for the appropriate utilization of laboratory testing. This will certainly lead to a decrease in inappropriate or unnecessary laboratory testing, resulting in reducing medical costs. In addition, not only postgraduate, but also undergraduate medical education/training systems must be markedly innovated, considering recent rapid progress in electronic information and communication technologies.

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

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Pascarella, Christina Bechle

2012-01-01

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

Evaluation of training programs: A pragmatic perspective

International Nuclear Information System (INIS)

Wilkinson, J.D.

1996-01-01

The Canadian nuclear regulatory agency endorses the Systematic Approach to Training (SAT) as the most reliable method of providing effective, efficient training to Nuclear Power Plant (NPP) personnel. However the benefits of SAT cannot be realized unless all five phases of SAT are implemented. This is particularly true with respect to evaluation. Although each phase of SAT builds on the preceding one, the evaluation phase continuously feeds back into each of the others and also provides the means to verify the entire training programme building process. It is useful, therefore, to examine the issues relating to the what, why, who, when and how of training programme evaluation. ''What'' identifies the various aspects of the training programme to be evaluated, including the need for training, the training standard, the task list, trainer competence, test results, training results, program acceptance and numerous indicators that identify a need for evaluation. ''Why'' addresses legal and regulatory aspects, resource management, worker and public safety, worker and trainer competence and morale, and the cost/benefit of the training program. ''Who'' examines the need to involve trainers, trainees, plant subject matter experts (SMEs), and both plant and training centre supervisory and management staff. ''When'' addresses time-related concerns such as the importance of ensuring at the outset that the training program is actually needed, the necessity of responding promptly to local, national and world events, changes in legal and regulatory responsibilities, and the overriding importance of timely, routine training program evaluations. ''How'' describes the process of conducting a training program evaluation, and addresses the relationships of these five aspects of evaluation to each other. (author). 10 refs

Studying creativity training programs: A methodological analysis

DEFF Research Database (Denmark)

Valgeirsdóttir, Dagný; Onarheim, Balder

2017-01-01

Throughout decades of creativity research, a range of creativity training programs have been developed, tested, and analyzed. In 2004 Scott and colleagues published a meta‐analysis of all creativity training programs to date, and the review presented here sat out to identify and analyze studies...... published since the seminal 2004 review. Focusing on quantitative studies of creativity training programs for adults, our systematic review resulted in 22 publications. All studies were analyzed, but comparing the reported effectiveness of training across studies proved difficult due to methodological...... inconsistencies, variations in reporting of results as well as types of measures used. Thus a consensus for future studies is called for to answer the question: Which elements make one creativity training program more effective than another? This is a question of equal relevance to academia and industry...

How to Buy Training Programs.

Science.gov (United States)

Geber, Beverly

1989-01-01

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

Leadership Book Club: An Innovative Strategy to Incorporate Leadership Development Into Pharmacy Residency Programs.

Science.gov (United States)

Chappell, Alyssa; Dervay, Katelyn

2016-09-01

Purpose: To describe an innovative strategy for incorporating leadership training and development across multiple postgraduate year 2 (PGY2) pharmacy residency programs at a single institution. Background: Tampa General Hospital has 7 pharmacy residency positions: 4 postgraduate year 1 (PGY1) residents and a single resident for each of the 3 PGY2 programs (critical care, emergency medicine, and solid organ transplant). Administrative topics are incorporated across the PGY1 and PGY2 residency programs, with each PGY2 program having additional administrative topics specific to their specialty area. Summary: What began as an elective administrative topic discussion for the PGY2 emergency medicine resident has evolved over time into a longitudinal leadership book club. The leadership book club is utilized to meet the residency goals and objectives related to leadership development for all 3 PGY2 programs. Each year a single book is identified through the American Society of Health-System Pharmacists (ASHP) Leadership Academy book list or by participant suggestion. The book is then divided into 4 sections with corresponding hour-long discussions that occur quarterly throughout the residency year. The residency program directors (RPDs) and co-RPDs lead the initial discussion, and each PGY2 resident leads 1 of the subsequent 3 discussions. Based on resident feedback, the leadership book club is an innovative and effective strategy to incorporate leadership training and development into residency training. Conclusion: It is imperative to foster the development of leadership skills in pharmacy residency programs to prevent a future leadership gap in health system pharmacy. Leadership book club is a unique strategy to incorporate leadership training longitudinally across multiple PGY2 residency programs at a single institution.

Psychological Assessment Training in Clinical Psychology Doctoral Programs.

Science.gov (United States)

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

2017-01-01

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

Criteria to evaluate SAT-based training programs

International Nuclear Information System (INIS)

Arjona, O.; Venegas, M.; Rodriguez, L.; Lopez, M.

1997-01-01

This paper present some coefficients of error obtained to evaluate the quality of the design development and implementation of SAT-based personnel training programs. With the attainment of these coefficients, with the use of the GESAT system, is facilitated the continuos evaluation of training programs and the main deficiencies in the design, development and implementation of training programs are obtained, through the comparison between the program features and their standards or wanted features and doing an statistics analysis of the data kept in the GESAT system

Identifying critical success factors for designing selection processes into postgraduate specialty training: the case of UK general practice.

Science.gov (United States)

Plint, Simon; Patterson, Fiona

2010-06-01

The UK national recruitment process into general practice training has been developed over several years, with incremental introduction of stages which have been piloted and validated. Previously independent processes, which encouraged multiple applications and produced inconsistent outcomes, have been replaced by a robust national process which has high reliability and predictive validity, and is perceived to be fair by candidates and allocates applicants equitably across the country. Best selection practice involves a job analysis which identifies required competencies, then designs reliable assessment methods to measure them, and over the long term ensures that the process has predictive validity against future performance. The general practitioner recruitment process introduced machine markable short listing assessments for the first time in the UK postgraduate recruitment context, and also adopted selection centre workplace simulations. The key success factors have been identified as corporate commitment to the goal of a national process, with gradual convergence maintaining locus of control rather than the imposition of change without perceived legitimate authority.

Developing a higher specialist training programme in renal medicine in the era of competence-based training.

Science.gov (United States)

Kamesh, Lavanya; Clapham, Mike; Foggensteiner, Lukas

2012-08-01

Renal specialty medical training in the UK was reformed in August 2007, with an emphasis placed on competency-based training and the publication of a new curriculum and assessment blueprint. This model of training places additional time demands on both trainees and trainers, with implications for job planning and service delivery. We evaluated the resource requirements and impact on service delivery of implementing a high-quality training programme in renal medicine. Each trainee maintained a portfolio containing details of workplace-based assessments. The change in educational environment led to improved trainee satisfaction. The mean total consultant time involved in implementing the training programme was 0.7 programmed activities (PAs) per trainee per week in the first year, which decreased to 0.5 PAs per trainee per week in the second year. This pilot study indicates that it is possible to integrate successful and high-quality specialty training in a busy clinical environment. The model outlined could form a template for postgraduate specialist training delivery in a variety of medical specialties.

Student retention in athletic training education programs.

Science.gov (United States)

Dodge, Thomas M; Mitchell, Murray F; Mensch, James M

2009-01-01

The success of any academic program, including athletic training, depends upon attracting and keeping quality students. The nature of persistent students versus students who prematurely leave the athletic training major is not known. Understanding the profiles of athletic training students who persist or leave is important. To (1) explore the relationships among the following variables: anticipatory factors, academic integration, clinical integration, social integration, and motivation; (2) determine which of the aforementioned variables discriminate between senior athletic training students and major changers; and (3) identify which variable is the strongest predictor of persistence in athletic training education programs. Descriptive study using a qualitative and quantitative mixed-methods approach. Thirteen athletic training education programs located in District 3 of the National Athletic Trainers' Association. Ninety-four senior-level athletic training students and 31 college students who changed majors from athletic training to another degree option. Data were collected with the Athletic Training Education Program Student Retention Questionnaire (ATEPSRQ). Data from the ATEPSRQ were analyzed via Pearson correlations, multivariate analysis of variance, univariate analysis of variance, and a stepwise discriminant analysis. Open-ended questions were transcribed and analyzed using open, axial, and selective coding procedures. Member checks and peer debriefing techniques ensured trustworthiness of the study. Pearson correlations identified moderate relationships among motivation and clinical integration (r = 0.515, P accounting for 37.2% of the variance between groups. The theoretic model accurately classified 95.7% of the seniors and 53.8% of the major changers. A common theme emerging from the qualitative data was the presence of a strong peer-support group that surrounded many of the senior-level students. Understanding student retention in athletic training is

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

Science.gov (United States)

2011-01-12

...-Chrysler National Training Center Technology Training Joint Programs Staff, Detroit, MI; UAW-Chrysler Technical Training Center Technology Training Joint Programs Staff, Warren, MI; Notice of Revised... investigation, the Department confirmed that the proportion of Technology Training Joint Programs Staff...

Performance on a Surgical In-Training Examination Varies by Training Year and Pathway.

Science.gov (United States)

Silvestre, Jason; Levin, L Scott; Serletti, Joseph M; Chang, Benjamin

2016-08-01

Few studies in surgery have addressed medical knowledge competency training as defined by the Accreditation Council for Graduate Medical Education. As in-training examinations are ubiquitous educational tools for surgical residents in the United States, insights into examination performance may help fill this void. The purpose of this study was to determine the relationship between In-Service Examination performance and training characteristics in plastic surgery. This retrospective cohort study reviewed performance data for the Plastic Surgery In-Service Training Examination for the years 2012 to 2015. Comparisons were made both within and between training pathways by means of Kruskal-Wallis and Mann-Whitney U tests. Data were available for 1367 independent (37.9 percent) and 2240 integrated residents (62.1 percent). Among integrated residents, performance increased with additional years of training (p 0.05). Similarly, independent resident examination performance increased by year of training (p 0.05). At each level of training (postgraduate years 4 to 6), integrated residents outperformed their independent resident colleagues (postgraduate years 1 to 3) (p < 0.001). Performance on the Plastic Surgery In-Service Training Examination increases during residency, with integrated residents outperforming independent residents. These findings may have implications for medical knowledge competency training as defined by the Accreditation Council for Graduate Medical Education.

Nuclear safety training program (NSTP) for dismantling

International Nuclear Information System (INIS)

Cretskens, Pieter; Lenie, Koen; Mulier, Guido

2014-01-01

European Control Services (GDF Suez) has developed and is still developing specific training programs for the dismantling and decontamination of nuclear installations. The main topic in these programs is nuclear safety culture. We therefore do not focus on technical training but on developing the right human behavior to work in a 'safety culture' environment. The vision and techniques behind these programs have already been tested in different environments: for example the dismantling of the BN MOX Plant in Dessel (Belgium), Nuclear Safety Culture Training for Electrabel NPP Doel..., but also in the non-nuclear industry. The expertise to do so was found in combining the know-how of the Training and the Nuclear Department of ECS. In training, ECS is one of the main providers of education in risky tasks, like elevation and manipulation of charges, working in confined spaces... but it does also develop training on demand to improve safety in a certain topic. Radiation Protection is the core business in the Nuclear Department with a presence on most of the nuclear sites in Belgium. Combining these two domains in a nuclear safety training program, NSTP, is an important stage in a dismantling project due to specific contamination, technical and other risks. It increases the level of safety and leads to a harmonization of different working cultures. The modular training program makes it possible to evaluate constantly as well as in group or individually. (authors)

The EC4 European syllabus for post-graduate training in clinical chemistry and laboratory medicine: version 4--2012.

Science.gov (United States)

Wieringa, Gijsbert; Zerah, Simone; Jansen, Rob; Simundic, Ana-Maria; Queralto, José; Solnica, Bogdan; Gruson, Damien; Tomberg, Karel; Riittinen, Leena; Baum, Hannsjörg; Brochet, Jean-Philippe; Buhagiar, Gerald; Charilaou, Charis; Grigore, Camelia; Johnsen, Anders H; Kappelmayer, Janos; Majkic-Singh, Nada; Nubile, Giuseppe; O'Mullane, John; Opp, Matthias; Pupure, Silvija; Racek, Jaroslav; Reguengo, Henrique; Rizos, Demetrios; Rogic, Dunja; Špaňár, Július; Štrakl, Greta; Szekeres, Thomas; Tzatchev, Kamen; Vitkus, Dalius; Wallemacq, Pierre; Wallinder, Hans

2012-08-01

Laboratory medicine's practitioners across the European community include medical, scientific and pharmacy trained specialists whose contributions to health and healthcare is in the application of diagnostic tests for screening and early detection of disease, differential diagnosis, monitoring, management and treatment of patients, and their prognostic assessment. In submitting a revised common syllabus for post-graduate education and training across the 27 member states an expectation is set for harmonised, high quality, safe practice. In this regard an extended 'Core knowledge, skills and competencies' division embracing all laboratory medicine disciplines is described. For the first time the syllabus identifies the competencies required to meet clinical leadership demands for defining, directing and assuring the efficiency and effectiveness of laboratory services as well as expectations in translating knowledge and skills into ability to practice. In a 'Specialist knowledge' division, the expectations from the individual disciplines of Clinical Chemistry/Immunology, Haematology/Blood Transfusion, Microbiology/ Virology, Genetics and In Vitro Fertilisation are described. Beyond providing a common platform of knowledge, skills and competency, the syllabus supports the aims of the European Commission in providing safeguards to increasing professional mobility across European borders at a time when demand for highly qualified professionals is increasing and the labour force is declining. It continues to act as a guide for the formulation of national programmes supplemented by the needs of individual country priorities.

Reading assessment and training program

International Nuclear Information System (INIS)

Lewis, C.L.

1991-01-01

The objective was to ensure ourselves and the general public that the workers in the Nuclear Materials Processing Department (NMPD) could read, follow, and understand procedures. Procedures were randomly selected and analyzed for reading levels. A tenth grade reading level was established as the standard for all NMPD employees. Employees were tested to determine reading levels and approximately 12% could not read at the target level. A Procedure Walk-Through Evaluation was administered to each person not reaching tenth grade reading level. This was a job performance measure given to ensure that the worker was competent in his/her present job, and should remain there while completing reading training. A mandatory Reading Training Program utilizing Computer Based Training was established. This program is self-paced, individualized instruction and provided to the worker on Company time. Results of the CBT Program have been very good. Instruction is supplemented with test-taking skills seminars, practice exams, individual conferences with their own reading specialist, and some self-directed study books. This paper describes the program at Savannah River Site

Investigating burnout situations, nurses' stress perception and effect of a post-graduate education program in health care organizations of northern Italy: a multicenter study.

Science.gov (United States)

Arrigoni, Cristina; Caruso, Rosario; Campanella, Francesca; Berzolari, Francesca Gigli; Miazza, Daniela; Pelissero, Gabriele

2015-01-01

Burnout (BO) is increasingly considered a public health problem: it is not only harmful to the individual, but also for the organization. Therefore, in recent years, research has given particular attention to the study of the phenomenon and its antecedents among the nursing profession. In the last ten years, the literature shows the prevalence of BO in different clinical settings, but there are few recent data describing the phenomenon and its relationship with educational preventive programs. The aims of this study are: a) to describe the prevalence of nurses' risk of BO in the northern Italy area b) to describe nurses' coping and their perception of the BO antecedents. c) to describe the effects of education on the nurses' coping and their recognition of BO antecedents. The study is structured into two main parts. The first was cross-sectional, the second was prospective. Burnout Potential Inventory (BPI) questionnaire was used in the cross-sectional part to survey risk of BO in three big hospitals in Northern Italy. The Health Profession Stress and Coping Scale (HPSCS) was used in the prospective part to survey the nurses' stress perception and their coping mechanisms in a post-graduate educational program. Nurses' BO risk is within the normal range, although the BPI highlighted three borderline subscales: poor team work, work overload and poor feedback. Post-graduate education had a positive effect on the stress perception, but it is not sufficient to improve coping mechanisms. The study revealed the more stressful work situations and the effect of post-graduate education to prevent the effects of stress. This topic needs further investigation in the light of the result of this study.

42 CFR 432.30 - Training programs: General requirements.

Science.gov (United States)

2010-10-01

... SERVICES (CONTINUED) MEDICAL ASSISTANCE PROGRAMS STATE PERSONNEL ADMINISTRATION Training Programs... of the program; (2) Be related to job duties performed or to be performed by the persons trained; and (3) Be consistent with the program objectives of the agency. ...

Multiplying a Force for Good? the Impact of Security Sector Management Postgraduate Education in Ethiopia

Science.gov (United States)

Macphee, Paula-Louise; Fitz-Gerald, Ann

2014-01-01

This paper argues for the importance, benefits and wider impact of a donor-funded, locally supported postgraduate programme in security sector management (SSM) for government officials in Ethiopia. With the exception of specialised education and training programmes within the field of peace and conflict studies, the role of education in…

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

Science.gov (United States)

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

2017-06-01

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

Technology-Assisted Parent Training Programs for Children and Adolescents With Disruptive Behaviors: A Systematic Review.

Science.gov (United States)

Baumel, Amit; Pawar, Aditya; Mathur, Nandita; Kane, John M; Correll, Christoph U

To systematically review digitally assisted parent training programs (DPTs) targeting the treatment of children and adolescents with disruptive behaviors. A search was conducted using PubMed, PsycINFO, and EMBASE databases for peer-reviewed studies published between January 1, 2000, and March 1, 2016. Reference lists of included and review articles were searched manually for additional references. Broad search terms in varying combinations for parent, training, technologies, and disruptive behavior problems were used. We included English-language articles reporting on the effectiveness of DPTs targeting child or adolescent disruptive behaviors (eg, conduct disorder, oppositional defiant disorder). DPTs designed to use digital media or software programs not to be primarily used within a therapy setting (eg, group, face-to-face) were included. Study design, recruitment and sample characteristics, theoretical background, digital program features, user's engagement, and measures of child behavior were extracted. Fourteen intervention studies (n = 2,427, 58% male, 1,500 in DPT conditions, 12 randomized trials) examining 10 programs met inclusion criteria. Interventions included self-directed noninteractive (eg, podcasts; 3 studies) and interactive (eg, online software; 4 studies) DPTs, remotely administered DPTs combined with professional phone-based coaching (2 studies), and a smartphone enhancement of standard treatment. Interventions were delivered over a mean ± SD period of 8.7 ± 4.2 weeks, most (11/14; 78.6%) were remotely administered, and all recruitment procedures included an outreach for parents outside of mental health-care settings. For programs with > 5 sessions, the mean ± SD completion rate of available sessions was 68.6% ± 13.1%. In comparison to no treatment control, self-directed programs yielded significant improvements in child behavior for children (age technology enhancements may increase engagement and outcomes of standard treatment. The

Clinical training: a simulation program for phlebotomy

Directory of Open Access Journals (Sweden)

Araki Toshitaka

2008-01-01

Full Text Available Abstract Background Basic clinical skills training in the Japanese medical education system has traditionally incorporated on-the-job training with patients. Recently, the complementary use of simulation techniques as part of this training has gained popularity. It is not known, however, whether the participants view this new type of education program favorably; nor is the impact of this program known. In this study we developed a new simulation-based training program in phlebotomy for new medical residents and assessed their satisfaction with the program Methods The education program comprised two main components: simulator exercise sessions and the actual drawing of blood from other trainees. At the end of the session, we surveyed participant sentiment regarding the program. Results There were 43 participants in total. In general, they were highly satisfied with the education program, with all survey questions receiving scores of 3 or more on a scale of 1–5 (mean range: 4.3 – 4.8, with 5 indicating the highest level of satisfaction. Additionally, their participation as a 'patient' for their co-trainees was undertaken willingly and was deemed to be a valuable experience. Conclusion We developed and tested an education program using a simulator for blood collection. We demonstrated a high satisfaction level among the participants for this unique educational program and expect that it will improve medical training, patient safety, and quality of care. The development and dissemination of similar educational programs involving simulation for other basic clinical skills will be undertaken in the future.

The Efficacy of Stuttering Measurement Training: Evaluating Two Training Programs

Science.gov (United States)

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

2015-01-01

Purpose: Two stuttering measurement training programs currently used for training clinicians were evaluated for their efficacy in improving the accuracy of total stuttering event counting. Method: Four groups, each with 12 randomly allocated participants, completed a pretest-posttest design training study. They were evaluated by their counts of…

Conceptualizing the Research Culture in Postgraduate Medical Education: Implications for Leading Culture Change.

Science.gov (United States)

O'Brien, Jennifer M

2015-12-01

By recognizing symbols of research culture in postgraduate medical education, educators and trainees can gain a deeper understanding of the existing culture and mechanisms for its transformation. First, I identify symbolic manifestations of the research culture through a case narrative of a single anesthesia residency program, and I offer a visual conceptualization of the research culture. In the second part, I theorize the application of Senge's (1994) disciplines of a learning organization and discuss leverage for enhancing research culture. This narrative account is offered to inform the work of enhancing the broader research culture in postgraduate medical education.

Postgraduate Professional Pedagogical Education in Mexico

Science.gov (United States)

Zhyzhko, Olena

2015-01-01

This article is the result of scientific comparative-pedagogical research, which purpose was to highlight the main features of postgraduate professional pedagogical education in Mexico. The author found that the postgraduate professional pedagogical education in Mexico is performed by public and private higher education institutions: higher…

Attitudes toward the use of gender-inclusive language among residency trainees. The McMaster Residency Training Program Directors.

Science.gov (United States)

Guyatt, G H; Cook, D J; Griffith, L; Walter, S D; Risdon, C; Liutkus, J

1997-05-01

To explore postgraduate medical trainees' attitudes toward the use of gender-inclusive language. Self-administered questionnaire. Seven residency training programs at McMaster University, Hamilton, Ont., from July 1993 to June 1994. Of 225 residents in the programs, 186 responded to the survey, for a response rate of 82.7%. Men and women were equally represented among the respondents. Categorization of attitudes about the use of language as gender-inclusive or gender-exclusive; characteristics predicting a gender-inclusive attitude. Factor analysis and Cronbach's alpha (0.90) supported the existence of a construct related to attitudes about language use, the poles of which were categorized as gender-inclusive and gender-exclusive. The authors classified residents with respect to their attitudes to language use from their responses to the questionnaire. In univariate analyses, sex, residency program and country of graduation significantly predicted a gender-inclusive attitude (p inclusive attitudes, whereas residents in surgery and anesthesia had the most gender-exclusive attitudes. Residents' values are reflected in the language they choose to use. Language use may provide an index of underlying attitudes that may create hostile environments for female trainees.

HEALS Hypertension Control Program: Training Church Members as Program Leaders.

Science.gov (United States)

Dodani, Sunita; Beayler, Irmatine; Lewis, Jennifer; Sowders, Lindsey A

2014-01-01

Health disparities related to cardiovascular diseases (CVDs) including stroke have remained higher in the African-Americans (AAs) than in other populations. HEALS is a faith-based hypertension (HTN) control program modified according to AA community needs, and delivered by the church-lay members called church health advisors (CHAs). This study examined the feasibility and acceptability of training CHAs as HEALS program leaders. Four CHAs completed a 10-hour HEALS program training workshop at the Church, conducted by the nutrition experts. Workshop was evaluated by CHAs on their level of satisfaction, clarity of contents covered and comfort in delivery the program to the church congregation. The overall six main HEALS curriculum components were completed. Workshop was highly evaluated by CHAs on length of training, balance between content and skills development, and level of satisfaction with program delivery. Church-based culturally modified health promotion interventions conducted by the community lay members may be a way to reduce health disparities in ethnic minorities.

Effective safety training program design

International Nuclear Information System (INIS)

Chilton, D.A.; Lombardo, G.J.; Pater, R.F.

1991-01-01

Changes in the oil industry require new strategies to reduce costs and retain valuable employees. Training is a potentially powerful tool for changing the culture of an organization, resulting in improved safety awareness, lower-risk behaviors and ultimately, statistical improvements. Too often, safety training falters, especially when applied to pervasive, long-standing problems. Stepping, Handling and Lifting injuries (SHL) more commonly known as back injuries and slips, trips and falls have plagued mankind throughout the ages. They are also a major problem throughout the petroleum industry. Although not as widely publicized as other immediately-fatal accidents, injuries from stepping, materials handling, and lifting are among the leading causes of employee suffering, lost time and diminished productivity throughout the industry. Traditional approaches have not turned the tide of these widespread injuries. a systematic safety training program, developed by Anadrill Schlumberger with the input of new training technology, has the potential to simultaneously reduce costs, preserve employee safety, and increase morale. This paper: reviews the components of an example safety training program, and illustrates how a systematic approach to safety training can make a positive impact on Stepping, Handling and Lifting injuries

Customer satisfaction with training programs

NARCIS (Netherlands)

Mulder, M.

2001-01-01

In this contribution, a model of evaluation of customer satisfaction about training programs is described. The model is developed and implemented for an association of training companies. The evaluation has been conducted by an independent organisation to enhance the thrustworthiness of the

Idaho Chemical Processing Plant training program

International Nuclear Information System (INIS)

1975-01-01

Objectives, regulations and requirements, training methods, certification and recertification, progression and incentives, and coverage of the ICPP operator training program are discussed in detail. (LK)

Training Programs for Managing Well-being in Companies

Directory of Open Access Journals (Sweden)

Treven Sonja

2015-08-01

Full Text Available This paper discussed the significance of well-being (WB and well-being management (WBM. As successful WBM requires the implementation of different training programs, such programs are presented in detail. The cause–effect relationship between training and individual/organizational performance is researched as well. The aim of the research to support this article was to present WBM, its training programs, as well as the determination of WBM activities concerning the mentioned programs implemented in Slovenian organizations.

Pediatric neurology training in Canada: current status and future directions.

Science.gov (United States)

Doja, Asif

2012-05-01

Child neurology training in Canada has changed considerably over time, with increasing requirements for standardized teaching of the fundamentals of child neurology and the CanMEDS competencies. We sought to determine the current status of child neurology training in Canada as well future directions for training. A web-based survey was sent to program directors (PD's) of active pediatric neurology training programs. General questions about the programs were asked, as well as about success at the Royal College of Physicians and Surgeons of Canada (RCPSC) exam, breakdown of rotations, views on CanMEDS roles and questions on the future of pediatric neurology. 9/9 PD's completed the survey. 96.5% of all trainees successfully passed their RCPSC exam from 2001-2006. Breakdowns of the number and type of rotations for each year of training were provided. All CanMEDS roles were deemed to be important by PD's and programs have developed unique strategies to teach and assess these roles.92.6% of trainees chose to go into academic practice, with the most popular subspecialty being epilepsy. All PD's favour joint training sessions particularly for neurogenetics and neuromuscular disease. Overall, PD's suggest recruitment for future child neurologists at the medical student level but are divided as to whether we are currently training too few or too many child neurologists. This survey provides a view of the current state of pediatric neurology training in Canada and suggestions for further development of post-graduate training. In particular, attention should be given to joint educational programs as well as urgently assessing the manpower needs of child neurologists.

Development of a portfolio of learning for postgraduate family medicine training in South Africa: a Delphi study.

Science.gov (United States)

Jenkins, Louis; Mash, Bob; Derese, Anselme

2012-03-03

Within the 52 health districts in South Africa, the family physician is seen as the clinical leader within a multi-professional district health team. Family physicians must be competent to meet 90% of the health needs of the communities in their districts. The eight university departments of Family Medicine have identified five unit standards, broken down into 85 training outcomes, for postgraduate training. The family medicine registrar must prove at the end of training that all the required training outcomes have been attained. District health managers must be assured that the family physician is competent to deliver the expected service. The Colleges of Medicine of South Africa (CMSA) require a portfolio to be submitted as part of the uniform assessment of all registrars applying to write the national fellowship examinations. This study aimed to achieve a consensus on the contents and principles of the first national portfolio for use in family medicine training in South Africa. A workshop held at the WONCA Africa Regional Conference in 2009 explored the purpose and broad contents of the portfolio. The 85 training outcomes, ideas from the WONCA workshop, the literature, and existing portfolios in the various universities were used to develop a questionnaire that was tested for content validity by a panel of 31 experts in family medicine in South Africa, via the Delphi technique in four rounds. Eighty five content items (national learning outcomes) and 27 principles were tested. Consensus was defined as 70% agreement. For those items that the panel thought should be included, they were also asked how to provide evidence for the specific item in the portfolio, and how to assess that evidence. Consensus was reached on 61 of the 85 national learning outcomes. The panel recommended that 50 be assessed by the portfolio and 11 should not be. No consensus could be reached on the remaining 24 outcomes and these were also omitted from the portfolio. The panel recommended

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

Science.gov (United States)

2011-06-17

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

NET-ZERO ENERGY BUILDING OPERATOR TRAINING PROGRAM (NZEBOT)

Energy Technology Data Exchange (ETDEWEB)

Brizendine, Anthony; Byars, Nan; Sleiti, Ahmad; Gehrig, Bruce; Lu, Na

2012-12-31

The primary objective of the Net-Zero Energy Building Operator Training Program (NZEBOT) was to develop certificate level training programs for commercial building owners, managers and operators, principally in the areas of energy / sustainability management. The expected outcome of the project was a multi-faceted mechanism for developing the skill-based competency of building operators, owners, architects/engineers, construction professionals, tenants, brokers and other interested groups in energy efficient building technologies and best practices. The training program draws heavily on DOE supported and developed materials available in the existing literature, as well as existing, modified, and newly developed curricula from the Department of Engineering Technology & Construction Management (ETCM) at the University of North Carolina at Charlotte (UNC-Charlotte). The project goal is to develop a certificate level training curriculum for commercial energy and sustainability managers and building operators that: 1) Increases the skill-based competency of building professionals in energy efficient building technologies and best practices, and 2) Increases the workforce pool of expertise in energy management and conservation techniques. The curriculum developed in this project can subsequently be used to establish a sustainable energy training program that can contribute to the creation of new “green” job opportunities in North Carolina and throughout the Southeast region, and workforce training that leads to overall reductions in commercial building energy consumption. Three energy training / education programs were developed to achieve the stated goal, namely: 1. Building Energy/Sustainability Management (BESM) Certificate Program for Building Managers and Operators (40 hours); 2. Energy Efficient Building Technologies (EEBT) Certificate Program (16 hours); and 3. Energy Efficent Buildings (EEB) Seminar (4 hours). Training Program 1 incorporates the following

Archives: Annals of Ibadan Postgraduate Medicine

African Journals Online (AJOL)

Items 1 - 29 of 29 ... Archives: Annals of Ibadan Postgraduate Medicine. Journal Home > Archives: Annals of Ibadan Postgraduate Medicine. Log in or Register to get access to full text downloads. Username, Password, Remember me, or Register · Journal Home · ABOUT THIS JOURNAL · Advanced Search · Current Issue ...

Training of professionals in post-graduation courses in public health and primary healthcare in the municipality of Rio de Janeiro, Brazil.

Science.gov (United States)

Engstrom, Elyne Montenegro; Motta, José Inácio; Venâncio, Sandra Aparecida

2016-05-01

This paper examines post-graduation professional training and qualification courses in the fields of public health and primary healthcare. Its aim is to reflect on the construction and methodological proposal of two courses given by ENSP/Fiocruz in partnership with the Municipality of Rio de Janeiro, over the years 2010 to 2014: The Professional Master's Degree in Primary Healthcare (MPAPS), and Specialization in Public Health. Systematization of academic documents of the courses, with preparation of emerging analytical categories (theoretical management-interface history, field of pedagogy). Two classes of the MPAPS course (n=24 students per group) and five of the Specialization course (average 30 per group) were held in the period, with approval rates at the 90%-80% level, with curriculum structure adjusted to the local situation. As challenges that were implemented, we highlight: 1) On the epistemological level: development of competencies for professional training that would produce results coherent with health, as social/cultural production; 2) from the learning point of view: preparation of dynamics that give value to the students, their social-cultural context and experiences; 3) work environments and relationships, bringing their structured analysis into the learning environment.

Using Role-plays as an Empathy Education Tool for Ophthalmology Postgraduate.

Science.gov (United States)

Singh, Kirti; Bhattacharyya, Mainak; Veerwal, Vikas; Singh, Arshi

2017-12-01

To assess the role of an "empathy sensitizing module" (ESM) in ophthalmology postgraduates in promoting effective empathetic communication. Thirty-nine ophthalmology postgraduates were taught effective empathetic communication using specially designed module, comprising of five illustrative role-plays. We evaluated the impact of the training by (a) self-assessment of empathy quotient by residents using Jefferson Scale of Empathy (JSE scale) before and 6 weeks after ESM training and (b) nonparticipant observation (NPO) by trained faculty in real-life settings over the next 4 months. A peer-validated, self-designed checklist was used for NPO. The change in score was analyzed using Student's paired t -test. The faculty observed the use of empathy in real-life patient encounters of the trainees over the next 6 months. In addition, secondary qualitative data were collected and analyzed to assess the impact of the module on other stakeholders such as the role-playing undergraduate students and core faculty. Pretraining assessment revealed that concept of empathy during patient communication was understood by only 10% students. PostESM training, the self-rated mean empathy score, on JSE, significantly increased from 95.9 to 106.7 (of a maximum of 140). This was also confirmed by a significant improvement in externally rated empathy and soft skills scores (from 29.3 to 39.1; of a maximum of 55) using the NPO tool. Focus group discussion was done on the continued display of empathy by the trainees in real-life situation over 6 months of observation by the faculty. The group agreed that there was a gradual attrition of initial gain in empathy behavior over the observation period of 6 months. The spillover benefits of the training process were observed among the role-playing undergraduates as well. A thematic analysis of their reflections on the process revealed a substantial change with an improved understanding of effective communication. There is a definite scope for

Undergraduate Student Intentions for Postgraduate Study

Science.gov (United States)

Jepsen, Denise Mary; Neumann, Ruth

2010-01-01

Little is known of how and when undergraduate students decide to progress to postgraduate studies. This study examined the effect of a single semester on intentions to undertake postgraduate study. The study was conducted twice in two years using approximately 120 students enrolled in a third year "Behaviour in Organisations" unit at a…

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.

Physiotherapy postgraduate studies in South Africa: Facilitators and barriers

Directory of Open Access Journals (Sweden)

Saul Cobbing

2017-02-01

Full Text Available Aim: To investigate the facilitators and barriers to attaining a postgraduate physiotherapy degree in South Africa. Methods: A quantitative, cross-sectional design using an internet-based survey was employed. The population of the study included all qualified physiotherapists who had completed community service and who were on the South African Society of Physiotherapy e-mailing list at the time of the study. Results: In all, 425 valid responses were received. The study participants were predominantly white women with a mean age of 36.9 and the majority were working in private practice. A total of 20.5% of respondents had completed a master’s or doctoral degree in physiotherapy, while a further 13% of respondents were registered for a postgraduate degree in physiotherapy at the time of the study. Study participants who had obtained a postgraduate degree identified the same main barriers (namely cost/lack of financial support, family commitments and lack of time and the same main facilitators (namely gaining of expertise, fulfilment of a personal goal and improvement of patient care as participants who had not obtained a postgraduate degree. Participants who had not obtained a postgraduate degree were significantly more likely (p < 0.05 to report concerns regarding their own ability and a lack of motivation as barriers to further study. Conclusion: South African physiotherapists with and without a postgraduate degree reported common facilitators and barriers to pursuing postgraduate studies. In order to ensure that a greater number and diversity of physiotherapists see postgraduate studies as a worthwhile career option, stakeholders in health and education in both the South African public and private sectors need to be engaged to limit the barriers to postgraduate study and seek novel methods of making postgraduate study a more attractive option from a personal development and career perspective.

Self-reported patient safety competence among Canadian medical students and postgraduate trainees: a cross-sectional survey.

Science.gov (United States)

Doyle, Patricia; VanDenKerkhof, Elizabeth G; Edge, Dana S; Ginsburg, Liane; Goldstein, David H

2015-02-01

Quality and patient safety (PS) are critical components of medical education. This study reports on the self-reported PS competence of medical students and postgraduate trainees. The Health Professional Education in Patient Safety Survey was administered to medical students and postgraduate trainees in January 2012. PS dimension scores were compared across learning settings (classroom and clinical) and year in programme. Sixty-three percent (255/406) of medical students and 32% (141/436) of postgraduate trainees responded. In general, both groups were most confident in their learning of clinical safety skills (eg, hand hygiene) and least confident in learning about sociocultural aspects of safety (eg, understanding human factors). Medical students' confidence in most aspects of safety improved with years of training. For some of the more intangible dimensions (teamwork and culture), medical students in their final year had lower scores than students in earlier years. Thirty-eight percent of medical students felt they could approach someone engaging in unsafe practice, and the majority of medical students (85%) and postgraduate trainees (78%) agreed it was difficult to question authority. Our results suggest the need to improve the overall content, structure and integration of PS concepts in both classroom and clinical learning environments. Decreased confidence in sociocultural aspects of PS among medical students in the final year of training may indicate that culture in clinical settings negatively affects students' perceived PS competence. Alternatively, as medical students spend more time in the clinical setting, they may develop a clearer sense of what they do not know. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

The Rwanda Field Epidemiology and Laboratory Training Program ...

African Journals Online (AJOL)

The Rwanda Field Epidemiology and Laboratory Training Program (RFELTP) is a 2-year public health leadership development training program that provides applied epidemiology and public health laboratory training while the trainees provide public health service to the Ministry of Health. RFELTP is hosted at the National ...

The impact of mentoring during postgraduate training on doctors' career success.

Science.gov (United States)

Stamm, Martina; Buddeberg-Fischer, Barbara

2011-05-01

Although mentoring is perceived as key to a successful and satisfying career in medicine, there is a lack of methodologically sound studies to support this view. This study made use of a longitudinal design to investigate the impact of mentoring during postgraduate specialist training on the career success of doctors. We analysed data pertaining to 326 doctors (172 women, 52.8%; 154 men, 47.2%) from a cohort of medical school graduates participating in the prospective SwissMedCareer Study, assessing personal characteristics, the possession of a mentor, mentoring support provided by the development network, and career success. The impact of personal characteristics on having a mentor was investigated using multiple linear regression analysis. The impacts of having a mentor and of having development network mentoring support on career success were analysed using hierarchical multiple regression analysis. Up to 50% of doctors reported having a mentor. A significant gender difference was found, with fewer female than male doctors having a mentor (40.7% versus 60.4% at the fifth assessment; p ≤ 0.001). Apart from gender, significant predictors of having a mentor were instrumentality (β = 0.24, p ≤ 0.01) and extraprofessional concerns (β = -0.15, p ≤ 0.05). Both having a mentor and having career support from the development network were significant predictors of both objective (β = 0.15, p ≤ 0.01; β = 0.17, p ≤ 0.01) and subjective (β = 0.17, p ≤ 0.01; β = 0.14, p ≤ 0.05) career success, but not of career satisfaction. This study confirmed the positive impact of mentoring on career success in a cohort of Swiss doctors in a longitudinal design. However, female doctors, who are mentored less frequently than male doctors, appear to be disadvantaged in this respect. Formal mentoring programmes could reduce barriers to mentorship and promote the career advancement of female doctors in particular. © Blackwell Publishing Ltd 2011.

Mobile surgical skills education unit: a new concept in surgical training.

Science.gov (United States)

Shaikh, Faisal M; Hseino, Hazem; Hill, Arnold D K; Kavanagh, Eamon; Traynor, Oscar

2011-08-01

Basic surgical skills are an integral part of surgical training. Simulation-based surgical training offers an opportunity both to trainees and trainers to learn and teach surgical skills outside the operating room in a nonpatient, nonstressed environment. However, widespread adoption of simulation technology especially in medical education is prohibited by its inherent higher cost, limited space, and interruptions to clinical duties. Mobile skills laboratory has been proposed as a means to address some of these limitations. A new program is designed by the Royal College of Surgeons in Ireland (RCSI), in an approach to teach its postgraduate basic surgical trainees the necessary surgical skills, by making the use of mobile innovative simulation technology in their own hospital settings. In this article, authors describe the program and students response to the mobile surgical skills being delivered in the region of their training hospitals and by their own regional consultant trainers.

Evaluating an australian emergency nurse practitioner candidate training program.

Science.gov (United States)

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

2017-11-01

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

Is Environmental Training Critical to Environmental Sustainability Behaviour

Directory of Open Access Journals (Sweden)

OT Aladesanmi

2014-09-01

Full Text Available In the past few decades, concern for the environment has increased significantly with evidences of change in perception of people's values and attitudes towards the environment. This study presents the results of a survey carried out among postgraduate students undergoing training in environmental and non-environmental fields with the aim of comparing their environmental sustainable behaviour. The purpose of the study was to evaluate the impact of environmental training on the postgraduate students? awareness, perceptions and behaviours with focus on the attitudes of the respondents towards environmental sustainability, and how these attitudes affect their behaviour. A purposive sampling method was used to obtain data using a semi-structured questionnaire. The respondents comprised of 50 and 47 postgraduate students undergoing training in environmental and non-environmental respectively. The data was subjected to statistical analysis using SPSS. The results of the study revealed that most of the students in environmental fields readily transferred the knowledge acquired in their training to a sustainable behaviour. DOI: http://dx.doi.org/10.3126/ije.v3i3.11083 International Journal of Environment Vol.3(3 2014: 241-251

A summative, Objective, Structured, Clinical Examination in ENT used to assess postgraduate doctors after one year of ENT training, as part of the Diploma of Otorhinolaryngology, Head and Neck Surgery.

Science.gov (United States)

Drake-Lee, A B; Skinner, D; Hawthorne, M; Clarke, R

2009-10-01

'High stakes' postgraduate medical examinations should conform to current educational standards. In the UK and Ireland, national assessments in surgery are devised and managed through the examination structure of the Royal Colleges of Surgeons. Their efforts are not reported in the medical education literature. In the current paper, we aim to clarify this process. To replace the clinical section of the Diploma of Otorhinolaryngology with an Objective, Structured, Clinical Examination, and to set the level of the assessment at one year of postgraduate training in the specialty. After 'blueprinting' against the whole curriculum, an Objective, Structured, Clinical Examination comprising 25 stations was divided into six clinical stations and 19 other stations exploring written case histories, instruments, test results, written communication skills and interpretation skills. The pass mark was set using a modified borderline method and other methods, and statistical analysis of the results was performed. The results of nine examinations between May 2004 and May 2008 are presented. The pass mark varied between 68 and 82 per cent. Internal consistency was good, with a Cronbach's alpha value of 0.99 for all examinations and split-half statistics varying from 0.96 to 0.99. Different standard settings gave similar pass marks. We have developed a summative, Objective, Structured, Clinical Examination for doctors training in otorhinolaryngology, reported herein. The objectives and standards of setting a high quality assessment were met.

Postgraduate supervision at an open distance e-learning institution ...

African Journals Online (AJOL)

Effective postgraduate supervision is a concern at universities worldwide, even under optimal conditions where post-graduate students are studying full-time. Universities are being pressured by their governments to increase the throughput of postgraduates where there is a need for supervisory guidance in order to produce ...

Data Programming: Creating Large Training Sets, Quickly

Science.gov (United States)

Ratner, Alexander; De Sa, Christopher; Wu, Sen; Selsam, Daniel; Ré, Christopher

2018-01-01

Large labeled training sets are the critical building blocks of supervised learning methods and are key enablers of deep learning techniques. For some applications, creating labeled training sets is the most time-consuming and expensive part of applying machine learning. We therefore propose a paradigm for the programmatic creation of training sets called data programming in which users express weak supervision strategies or domain heuristics as labeling functions, which are programs that label subsets of the data, but that are noisy and may conflict. We show that by explicitly representing this training set labeling process as a generative model, we can “denoise” the generated training set, and establish theoretically that we can recover the parameters of these generative models in a handful of settings. We then show how to modify a discriminative loss function to make it noise-aware, and demonstrate our method over a range of discriminative models including logistic regression and LSTMs. Experimentally, on the 2014 TAC-KBP Slot Filling challenge, we show that data programming would have led to a new winning score, and also show that applying data programming to an LSTM model leads to a TAC-KBP score almost 6 F1 points over a state-of-the-art LSTM baseline (and into second place in the competition). Additionally, in initial user studies we observed that data programming may be an easier way for non-experts to create machine learning models when training data is limited or unavailable. PMID:29872252

Neuroscience Knowledge Among Athletic Training Professional Programs

Directory of Open Access Journals (Sweden)

Douglas M. Seavey

2016-05-01

Full Text Available The Journal of Sports Medicine & Allied Health Sciences, 2016;2(1 ISSN: 2376-9289 Seavey, Beatty, Lenhoff, & Krause. Neuroscience Knowledge Among Athletic Training Professional Programs Neuroscience Knowledge Among Athletic Training Professional Programs Douglas M. Seavey, AT, Christopher T. Beatty, Tyler L. Lenhoff, & Bentley A. Krause, PhD, AT Ohio University, College of Health Sciences & Professions, Division of Athletic Training. ____________________________________________________________________ Context: Athletic trainers (ATs, more than any other healthcare professional, has expertise in areas of on-field assessment and management of sport related concussion and spinal cord injury. A search of the key words “brain” (n=>100 or “spinal cord/spine” (n=~50 were identified in National Athletic Trainers’ Association Position Statements on Concussion and Spinal Cord Injury. However, a significant gap exists in the basic science knowledge of neuroscience and neuroanatomy. Objective: The goal of this study is to identify the basic science coursework in professional and post-professional athletic training curricula. Design and Setting: This is a descriptive, curricula analysis of CAATE Professional and Post-Professional Athletic Training Programs using web-based search and review. Participants: Curricula for accredited Professional (n=336 and Post-Professional (n=15 Athletic Training Programs were reviewed and analyzed to characteristics basic science content. Interventions: This web-based program review of CAATE standard course content and elective options occurred. Main Outcome Measures: Course titles, numbers and descriptions were accessed at CAATE.net and offerings of anatomy, gross anatomy, neuroanatomy and neuroscience, human physiology, exercise physiology, psychology, chemistry and physics content were quantified. Main outcome measures include frequencies and distributions of courses in each subject area. Results: We reviewed 309

The relationship between faculty performance assessment and results on the in-training examination for residents in an emergency medicine training program.

Science.gov (United States)

Ryan, James G; Barlas, David; Pollack, Simcha

2013-12-01

Medical knowledge (MK) in residents is commonly assessed by the in-training examination (ITE) and faculty evaluations of resident performance. We assessed the reliability of clinical evaluations of residents by faculty and the relationship between faculty assessments of resident performance and ITE scores. We conducted a cross-sectional, observational study at an academic emergency department with a postgraduate year (PGY)-1 to PGY-3 emergency medicine residency program, comparing summative, quarterly, faculty evaluation data for MK and overall clinical competency (OC) with annual ITE scores, accounting for PGY level. We also assessed the reliability of faculty evaluations using a random effects, intraclass correlation analysis. We analyzed data for 59 emergency medicine residents during a 6-year period. Faculty evaluations of MK and OC were highly reliable (κ  =  0.99) and remained reliable after stratification by year of training (mean κ  =  0.68-0.84). Assessments of resident performance (MK and OC) and the ITE increased with PGY level. The MK and OC results had high correlations with PGY level, and ITE scores correlated moderately with PGY. The OC and MK results had a moderate correlation with ITE score. When residents were grouped by PGY level, there was no significant correlation between MK as assessed by the faculty and the ITE score. Resident clinical performance and ITE scores both increase with resident PGY level, but ITE scores do not predict resident clinical performance compared with peers at their PGY level.

Nucleoelectric energy training programs in Spain

International Nuclear Information System (INIS)

Tanarro, A.; Izquierdo, L.

1977-01-01

The introduction of nucleoelectric energy in Spain is developing very rapidly. The nuclear power installed in Spain at the present time is 1,1 GWe and it is expected to increase to 8 GWe in 1980 and to 28 GWe in 1990. Spanish industry and technology are also rapidly increasing their participation in building nuclear stations, in manufacturing the necessary components and in the activities related to the nuclear fuel cycle. All of this requires properly trained personnel which is estimated at approximately 1200 high-level technicians, 1100 medium-level technicians and 1500 technical assistants by 1980. This personnel is trained: a) In engineering schools; b) In the Nuclear Studies Institute; and c) In the electric companies with nuclear programs. The majority of the high-level engineering schools in the Country include physics and basic nuclear technology courses in their programs. Some of them have an experimental low-power nuclear reactor. The Nuclear Studies Institute is an official organism depending on the Nuclear Energy Commission responsible, among other subjects, of training personnel for the peaceful use and development of nuclear energy in the Country. The electric companies also participate in training personnel for future nuclear stations and they plan to have advanced simulators of the PWR and BWR type stations for operator training. The report deals with the personnel requirement forecasts and describes the personnel training programs [es

Predicting Attrition in a Military Special Program Training Command

Science.gov (United States)

2016-05-20

made by assessing additional psychological factors. Specifically, motivation (s) to enter the training program (e.g., intrinsic versus extrinsic ...this and other training programs. Motivations to enter the training program could be assessed using a measure such as the Work Extrinsic and...MEDICINE GRADUATE PROGRAMS Graduate Education Office (A 1045), 4301 Jones Bridge Road, Bethesda, MD 20814 APPROVAL OF THE DOCTORAL DISSERTATION IN THE

Measuring Nontechnical Aspects of Surgical Clinician Development in an Otolaryngology Residency Training Program.

Science.gov (United States)

Shin, Jennifer J; Cunningham, Michael J; Emerick, Kevin G; Gray, Stacey T

2016-05-01

Surgical competency requires sound clinical judgment, a systematic diagnostic approach, and integration of a wide variety of nontechnical skills. This more complex aspect of clinician development has traditionally been difficult to measure through standard assessment methods. This study was conducted to use the Clinical Practice Instrument (CPI) to measure nontechnical diagnostic and management skills during otolaryngology residency training; to determine whether there is demonstrable change in these skills between residents who are in postgraduate years (PGYs) 2, 4, and 5; and to evaluate whether results vary according to subspecialty topic or method of administration. Prospective study using the CPI, an instrument with previously established internal consistency, reproducibility, interrater reliability, discriminant validity, and responsiveness to change, in an otolaryngology residency training program. The CPI was used to evaluate progression in residents' ability to evaluate, diagnose, and manage case-based clinical scenarios. A total of 248 evaluations were performed in 45 otolaryngology resident trainees at regular intervals. Analysis of variance with nesting and postestimation pairwise comparisons were used to evaluate total and domain scores according to training level, subspecialty topic, and method of administration. Longitudinal residency educational initiative. Assessment with the CPI during PGYs 2, 4, and 5 of residency. Among the 45 otolaryngology residents (248 CPI administrations), there were a mean (SD) of 5 (3) administrations (range, 1-4) during their training. Total scores were significantly different among PGY levels of training, with lower scores seen in the PGY-2 level (44 [16]) compared with the PGY-4 (64 [13]) or PGY-5 level (69 [13]) (P otolaryngology (mean [SD], 72 [14]) than in subspecialties (range, 55 [12], P = .003, to 56 [19], P < .001). Neither administering the examination with an electronic scoring system, rather than a

30 CFR 77.107-1 - Plans for training programs.

Science.gov (United States)

2010-07-01

... 30 Mineral Resources 1 2010-07-01 2010-07-01 false Plans for training programs. 77.107-1 Section... COAL MINES Qualified and Certified Persons § 77.107-1 Plans for training programs. Each operator must..., a program or plan setting forth what, when, how, and where the operator will train and retrain...

Training within the French nuclear power program

International Nuclear Information System (INIS)

Jusselin, F.

1987-01-01

Training dispensed by the EDF Nuclear and Fossil Generation Division has contributed significantly toward successful startup and operation of French nuclear power plants. In 1986, the time-based availability of 900 MW PWRs totaled 85 %. This is just one example of how EDF training programs have benefited from 150 reactor-years of operating experience and the ensuing opportunities for perfecting and testing of training tool effectiveness. These programs have been adopted by utilities in other countries where suitable local facilities are making advantageous use of EDF training experience and methods. EDF expertise is also transferred to these countries indirectly through the simulator manufacturer

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

Science.gov (United States)

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

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

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

Science.gov (United States)

Hall, Gordon C Nagayama; Allard, Carolyn B

2009-07-01

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

Continuing dental education in radiation protection: knowledge retention following a postgraduate course.

Science.gov (United States)

Absi, E G; Drage, N A; Thomas, H S; Newcombe, R G; Cowpe, J

2011-08-01

To evaluate medium-term knowledge retention of dental personnel following attendance at a postgraduate course in radiation protection. Knowledge was measured using identical pre- and post-course validated single best-answer multiple-choice instruments, administered immediately before and after training and at follow-up at 6 or 12 months. These comprise 16 questions each with 5 choices. The range of possible scores was from 0 to 16, and scores were scaled to percentages. Participants were predominantly dental practitioners, but a minority consisted of dental care professionals (dental nurses, hygienists and therapists). Of 285 participants, 272 (95.4%) completed both pre- and post-course questionnaires. One hundred and seventeen (43%) of these also completed the follow-up test, but only 109 (40%) individuals could be linked to the original course. Mean (standard deviation) pre-, post-course and follow-up-corrected percentage scores were 39.1 (16.1), 74.6 (16.9) and 58.9 (22.7), respectively. There was attrition in knowledge at follow-up: the average increase in adjusted score after training was 35.5 points, but only 56% of this was retained at follow-up. Paired t-tests confirmed that the mean score at follow-up was firmly intermediate between the pre- and post-course scores. Of the 109 participants, 7 (6%) achieved a satisfactory score pre-training, 82 (75%) immediately post-training and 41 (38%) at follow-up. There were gross differences between the levels of performance achieved for the eight subject areas tested. Immediate post-course assessments have indicated that current postgraduate courses in radiation protection are effective. However, a substantial amount of knowledge is lost by 6-12 months following course attendance. To achieve long-term knowledge retention, early or repeated reinforcement may be necessary. © 2011 John Wiley & Sons A/S.

New horizons in postgraduate medical training

African Journals Online (AJOL)

the country to establish a training structure for current and future doctors. A Business Case has been drawn up encompassing the many threads which will be ... With good will and adequate funding, these aims will be achieved. A more detailed account and timetable of these developments will be published in this Journal in ...

Training Program in Biostatistics for Breast Cancer Research

National Research Council Canada - National Science Library

Little, Roderick

1998-01-01

The current training program terminates in the summer of 1998. We had originally planned to develop a training program in biostatistics for cancer research for submission to the National Cancer Institute (Task 9...

Postgraduate research supervision in a socially distributed ...

African Journals Online (AJOL)

Postgraduate supervision is a higher education practice with a long history. Through the conventional "apprenticeship" model postgraduate supervision has served as an important vehicle of intellectual inheritance between generations. However, this model of supervision has come under scrutiny as a consequence of the ...

Launching the first postgraduate diploma in medical entomology and disease vector control in Pakistan.

Science.gov (United States)

Rathor, H R; Mnzava, A; Bile, K M; Hafeez, A; Zaman, S

2010-01-01

The Health Services Academy has launched a 12-month postgraduate diploma course in medical entomology and disease vector control. The objective is to create a core of experts trained to prevent and control vector-borne diseases. The course is a response to the serious health and socioeconomic burden caused by a number of vector-borne diseases in Pakistan. The persistence, emergence and re-emergence of these diseases is mainly attributed to the scarcity of trained vector-control experts. The training course attempts to fill the gap in trained manpower and thus reduce the morbidity and mortality due to these diseases, resulting in incremental gains to public health. This paper aims to outline the steps taken to establish the course and the perceived challenges to be addressed in order to sustain its future implementation.

ARL/OMS Consultant Training Program.

Science.gov (United States)

Euster, Joanne R.

1982-01-01

Describes Academic Library Consultant Training Program begun in 1979, sponsored by Office of Management Studies (OMS) and designed to provide 80 consultants to aid academic libraries in improving performance. Viewpoints are included from OMS Director and participants concerning program objectives, trainee selection, workshops, internships, and the…

Integrated initial training program for a CEGB operations engineer

International Nuclear Information System (INIS)

Tompsett, P.A.

1987-01-01

This paper considers the overall training programs undertaken by a newly appointed Operations Engineer at one of the Central Electricity Generating Board's (CEGB) Advanced Gas Cooled Reactor (AGR) nuclear power stations. The training program is designed to equip him with the skills and knowledge necessary for him to discharge his duties safely and effectively. In order to assist the learning process and achieve and integrated program, aspects of reactor technology and operation, initially the subject of theoretical presentations at the CEGB's Nuclear Power Training Center (NPTC) are reinforced by either simulation and/or practical experience on site. In the later stages plant-specific simulators, operated by trained tutors, are incorporated into the training program to provide the trainee with practical experience of plant operation. The trainee's performance is assessed throughout the program to provide feedback to the trainee, the trainers and station management

Recent Naval Postgraduate School Publications.

Science.gov (United States)

1982-04-01

SCIENCE TECHNICAL REPORTS AND NOTES (cont’d) McCoy, E E, Carey, B J Desirable properties of a network taxonomy Naval Postgraduate School, (NPS-52-80-007...Postgraduate School, (NPS-53-81-002), Mar., 1981. Franker R H; ]ay achandran, T A slu-y o’fth properties of a new goodness-of-fit test Sponsored by Foundation...of the Psycometric Soc. Mcftaster Univ., Hamilton, Ontario, Canada, Aug., i§76. Weitzman 111 A Test bias: one of those partial correlations is the

Study on Nuclear Facility Cyber Security Awareness and Training Programs

International Nuclear Information System (INIS)

Lee, Jung-Woon; Song, Jae-Gu; Lee, Cheol-Kwon

2016-01-01

Cyber security awareness and training, which is a part of operational security controls, is defined to be implemented later in the CSP implementation schedule. However, cyber security awareness and training is a prerequisite for the appropriate implementation of a cyber security program. When considering the current situation in which it is just started to define cyber security activities and to assign personnel who has responsibilities for performing those activities, a cyber security awareness program is necessary to enhance cyber security culture for the facility personnel to participate positively in cyber security activities. Also before the implementation of stepwise CSP, suitable education and training should be provided to both cyber security teams (CST) and facility personnel who should participate in the implementation. Since such importance and urgency of cyber security awareness and training is underestimated at present, the types, trainees, contents, and development strategies of cyber security awareness and training programs are studied to help Korean nuclear facilities to perform cyber security activities more effectively. Cyber security awareness and training programs should be developed ahead of the implementation of CSP. In this study, through the analysis of requirements in the regulatory standard RS-015, the types and trainees of overall cyber security training programs in nuclear facilities are identified. Contents suitable for a cyber security awareness program and a technical training program are derived. It is suggested to develop stepwise the program contents in accordance with the development of policies, guides, and procedures as parts of the facility cyber security program. Since any training programs are not available for the specialized cyber security training in nuclear facilities, a long-term development plan is necessary. As alternatives for the time being, several cyber security training courses for industrial control systems by

Study on Nuclear Facility Cyber Security Awareness and Training Programs

Energy Technology Data Exchange (ETDEWEB)

Lee, Jung-Woon; Song, Jae-Gu; Lee, Cheol-Kwon [Korea Atomic Energy Research Institute, Daejeon (Korea, Republic of)

2016-10-15

Cyber security awareness and training, which is a part of operational security controls, is defined to be implemented later in the CSP implementation schedule. However, cyber security awareness and training is a prerequisite for the appropriate implementation of a cyber security program. When considering the current situation in which it is just started to define cyber security activities and to assign personnel who has responsibilities for performing those activities, a cyber security awareness program is necessary to enhance cyber security culture for the facility personnel to participate positively in cyber security activities. Also before the implementation of stepwise CSP, suitable education and training should be provided to both cyber security teams (CST) and facility personnel who should participate in the implementation. Since such importance and urgency of cyber security awareness and training is underestimated at present, the types, trainees, contents, and development strategies of cyber security awareness and training programs are studied to help Korean nuclear facilities to perform cyber security activities more effectively. Cyber security awareness and training programs should be developed ahead of the implementation of CSP. In this study, through the analysis of requirements in the regulatory standard RS-015, the types and trainees of overall cyber security training programs in nuclear facilities are identified. Contents suitable for a cyber security awareness program and a technical training program are derived. It is suggested to develop stepwise the program contents in accordance with the development of policies, guides, and procedures as parts of the facility cyber security program. Since any training programs are not available for the specialized cyber security training in nuclear facilities, a long-term development plan is necessary. As alternatives for the time being, several cyber security training courses for industrial control systems by

System for the quality assurance of personnel training programs

International Nuclear Information System (INIS)

Rjona, Orison; Venegas, Maria del C.; Rodriguez, Lazaro; Lopez, Miguel A.; Armenteros, Ana L.

1999-01-01

In this work are described the fundamental possibilities and characteristics of a software that allows to carry out the management and automatic evaluation of all data gotten during jobs analysis and design, development, implementation and evaluation of personnel training programs of nuclear and radioactive installations and risk industries. The system that is introduced, GESAT, proportion a tool of centralized managerial control of training data and the obtaining of the quality objectives of each installation in the training of their personnel. GESAT includes all phases of SAT method (Systematic Approach to Training). It constitutes the necessary practical support for the elaboration, implementation and evaluation of training programs, allowing the establishment of restrictions and controls and avoiding inconsistencies in the process. It offers the possibility of automatic evaluation that identify fundamental deficiencies in the planning and implementation of training programs. This evaluation facilitates the systematic feed back and the continuous improvement of the training programs.(author)

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

EVALUATION OF POSTGRADUATES STRICTO SENSU: MONITORING POLICY FOR INTERNATIONAL GRADUATES.

Science.gov (United States)

Lima, Wilma Terezinha Anselmo

2015-01-01

Search for references in relationship to international alumni on the website of the postgraduate programs of all postgraduate courses at Ribeirão Preto Medical School - FMRP. Verify with more attention to the ones with 5, 6 and 7 notes, and also the same search on the website of courses with notes 5, 6 and 7 of CAPES - Medicine III. Of the 22 programs of FMRP only three had any information on the site about the destiny of the postgraduates; they were: Surgical Clinics, Genetics, and Basic and Applied Immunology. Programs in the area of ​​Medicine III, notes 5, 6 and 7, only Ophthalmology and Visual Programs and Translational Sciences Surgery, both of UNIFESP, presented such information. It is urgent: to create project and funding evaluation mechanisms that are approved by different sources; to stimulate more efficient controls in relation to teachers and their students who participate in these projects; and to stimulate the interaction of teachers and students with the institution and the program. Verificar a existência de referências aos egressos internacionais nos sites dos programas de pós-graduação de todos os cursos de pós-graduação da Faculdade de Medicina de Ribeirão Preto - FMRP. Verificar com mais atenção aos cursos notas 5, 6 e 7, e também a mesma busca nos sites dos cursos com notas 5, 6 e 7 da Medicina III da CAPES. Dos 22 programas da FMRP apenas três tinham no site alguma informação sobre o destino dos egressos, foram eles: Clínica Cirúrgica, Genética e Imunologia Básica e Aplicada. Dos programas da área de Medicina III, notas 5, 6 e 7 apenas os programas de Oftalmologia e Ciências Visuais e Cirurgia Translacional, ambos da UNIFESP, apresentavam informações sobre o destino dos seus egressos. É urgente criar mecanismos de avaliação para os projetos de incentivo e fomento à pesquisa dos diferentes órgãos; estimular controles mais eficientes e atualizados em relação aos docentes e seus respectivos discentes que

Stress and training satisfaction among resident doctors in Nigeria: Any justification for a change in training policy?

Directory of Open Access Journals (Sweden)

Oluseun Peter Ogunnubi

2018-01-01

Full Text Available Background: There are pointers in existing literature to the stressful nature of residency program, thereby placing training physicians at increased risk of psychological distress. Objectives: The study identified perceived stress, its sources, training satisfaction, and the associated sociodemographic characteristics among resident doctors. Materials and Methods: A total of 405 self-administered questionnaires were given to all attendees of the National Postgraduate Medical College Revision Course. The questionnaires sought information on sociodemographic variables, sources of stress, and training satisfaction. Only 20 questionnaires were not returned. Data were collated and analyzed. Results: A majority of the respondents were male (69.1%, mostly between 31 and 35 years of age. Most (80% of the respondents were married while 51.4% had over 4 dependents. All the respondents reported a significant level of stress, and different sources of stress were identified. Only 12 (3.1% of the respondents were satisfied with the quality of training being received in their institutions. Conclusion: Our study found residency training to be stressful for doctors and often compounded by identifiable variables as shown in this study. Such stressful experience can, in turn, have negative impacts on their physical along with mental well-being and the patient care. Thus, there is a need for relevant stakeholders to review the structure of residency program with the view of addressing “modifiable risks” of stress among would-be specialists.

Examining critical factors affecting graduate retention from an emergency medicine training program in Addis Ababa, Ethiopia: a qualitative study of stakeholder perspectives

Directory of Open Access Journals (Sweden)

Meredith Jane Kuipers

2017-04-01

Full Text Available Background: In Ethiopia, improvement and innovation of the emergency care system is hindered by lack of specialist doctors trained in emergency medicine, underdeveloped emergency care infrastructure, and consumable resource limitations. Our aim was to examine the critical factors affecting retention of graduates from the Addis Ababa University (AAU post-graduate emergency medicine (EM training program within the Ethiopian health care system. Methods: Qualitative interviews were conducted with current AAU EM residents and stakeholders in Ethiopian EM. Mixed-methods inductive thematic analysis was performed. Results: Resident and stakeholder participants identified critical factors in three domains: the individual condition, the occupational environment, and the national context. Within each domain, priority themes emerged from the responses, including the importance of career satisfaction over the career continuum (individual condition, the opportunity to be involved in the developing EM program and challenges associated with resource, economic, and employment constraints (occupational environment, and perceptions regarding the state of awareness of EM and the capacity for change at the societal level (national context. Conclusions: This work underscores the need to resolve multiple systemic and cultural issues within the Ethiopian health care landscape in order to address EM graduate retention. It also highlights the potential success of a retention strategy focused on the career ambitions of keen EM doctors.

MODERNIZATION OF POSTGRADUATE MEDICAL EDUCATION AS A FACTOR OF REALIZATION OF PERSONNEL POLICY IN HEALTH CARE

Directory of Open Access Journals (Sweden)

A. D. Kaprin

2015-01-01

Full Text Available Abstract:In the article they discuss the status and problems of modernization of doctors in the context of the implementation of the state policy in the national system of Russian health care. The author presents judgments about the role and certification of postgraduate training of physicians, the directions of the improvement of professional education of doctors.

Paving the road for a European postgraduate training curriculum

NARCIS (Netherlands)

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

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

Learning styles of postgraduate and undergraduate medical students.

Science.gov (United States)

Shukr, Irfan; Zainab, Roop; Rana, Mowadat H

2013-01-01

To compare learning styles of undergraduate and postgraduate medical students. Observational, comparative study. Department of Medical Education, Army Medical College, NUST, Rawalpindi, Pakistan, during February and March 2012. A total of 170 students were divided into two equal groups of undergraduate students of Army Medical College, and postgraduate students of Armed Forces Post Graduate Medical Institute, Rawalpindi. Learning Style Questionnaire (LSQ) was used to assess and categorize the participants into Honey and Mumford classification of learning styles. The responses of each student ranging from 'very strong,' 'strong', 'moderate', and 'low' preference towards activist, theorist, reflector and pragmatist learning styles were compiled. The two groups were compared using SPSS version 17, using Fisher's exact test and the chi-square test. A p-value of $lt; 0.05 was considered significant. Preferences for all four learning styles were present in both groups. The results reveal an overall statistically significant difference in the 'very strong' preference in learning styles between the two study groups (p=0.002). Among the undergraduate students, 45% had a very strong preference for being an activist, whereas in postgraduate students, 38% had very strong preference for reflector, and 35% for theorist. This was statistically significant for activist, and reflector, and attained a p-value of learning style was pragmatist in both undergraduate and postgraduate students. Diversity of learning styles at undergraduate and postgraduate level of medical education calls for multiplicity of instructional and assessment modalities to match them. The learning styles amongst the undergraduate medical students are different from the postgraduates. The postgraduates commonly have the reflector learning style while the undergraduates are predominantly activists and theorists.

30 CFR 75.161 - Plans for training programs.

Science.gov (United States)

2010-07-01

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

45 CFR 235.62 - State plan requirements for training programs.

Science.gov (United States)

2010-10-01

... 45 Public Welfare 2 2010-10-01 2010-10-01 false State plan requirements for training programs. 235... ADMINISTRATION OF FINANCIAL ASSISTANCE PROGRAMS § 235.62 State plan requirements for training programs. A State plan under title I, IV-A, X, XIV, or XVI (AABD) of the Act must provide for a training program for...

Robotics Programs: Automation Training in Disguise.

Science.gov (United States)

Rehg, James A.

1985-01-01

Questions and answers from the book "Guidelines for Robotics Program Development" are presented, addressing some of the major issues confronted by the person setting the direction for a robotics training program. (CT)

A competency based selection procedure for Dutch postgraduate GP training: a pilot study on validity and reliability.

Science.gov (United States)

Vermeulen, Margit I; Tromp, Fred; Zuithoff, Nicolaas P A; Pieters, Ron H M; Damoiseaux, Roger A M J; Kuyvenhoven, Marijke M

2014-12-01

Abstract Background: Historically, semi-structured interviews (SSI) have been the core of the Dutch selection for postgraduate general practice (GP) training. This paper describes a pilot study on a newly designed competency-based selection procedure that assesses whether candidates have the competencies that are required to complete GP training. The objective was to explore reliability and validity aspects of the instruments developed. The new selection procedure comprising the National GP Knowledge Test (LHK), a situational judgement tests (SJT), a patterned behaviour descriptive interview (PBDI) and a simulated encounter (SIM) was piloted alongside the current procedure. Forty-seven candidates volunteered in both procedures. Admission decision was based on the results of the current procedure. Study participants did hardly differ from the other candidates. The mean scores of the candidates on the LHK and SJT were 21.9 % (SD 8.7) and 83.8% (SD 3.1), respectively. The mean self-reported competency scores (PBDI) were higher than the observed competencies (SIM): 3.7(SD 0.5) and 2.9(SD 0.6), respectively. Content-related competencies showed low correlations with one another when measured with different instruments, whereas more diverse competencies measured by a single instrument showed strong to moderate correlations. Moreover, a moderate correlation between LHK and SJT was found. The internal consistencies (intraclass correlation, ICC) of LHK and SJT were poor while the ICC of PBDI and SIM showed acceptable levels of reliability. Findings on content validity and reliability of these new instruments are promising to realize a competency based procedure. Further development of the instruments and research on predictive validity should be pursued.

Quality Assurance Plan for Transportation Management Division Transportation Training Programs

International Nuclear Information System (INIS)

1994-10-01

The U.S. Department of Transportation (DOT) implemented new rules requiring minimum levels of training for certain key individuals who handle, package, transport, or otherwise prepare hazardous materials for transportation. In response to these rules, the U.S. Department of Energy (DOE), Transportation Management Division (TMD), has developed a transportation safety training program. This program supplies designed instructional methodology and course materials to provide basic levels of DOT training to personnel for whom training has become mandatory. In addition, this program provides advanced hazardous waste and radioactive material packaging and transportation training to help personnel achieve proficiency and/or certification as hazardous waste and radioactive material shippers. This training program does not include site-specific or task-specific training beyond DOT requirements

Implementation and evaluation of a training program as part of the Cooperative Biological Engagement Program in Azerbaijan

Directory of Open Access Journals (Sweden)

April eJohnson

2015-10-01

Full Text Available A training program for animal and human health professionals has been implemented in Azerbaijan through a joint agreement between the United States Defense Threat Reduction Agency and the Government of Azerbaijan. The training program is administered as part of the Cooperative Biological Engagement Program, and targets key employees in Azerbaijan’s disease surveillance system including physicians, veterinarians, epidemiologists, and laboratory personnel. Training is aimed at improving detection, diagnosis, and response to especially dangerous pathogens, although the techniques and methodologies can be applied to other pathogens and diseases of concern. Biosafety and biosecurity training is provided to all trainees within the program. Prior to 2014, a variety of international agencies and organizations provided training, which resulted in gaps related to lack of coordination of training materials and content. In 2014 a new training program was implemented in order to address those gaps. This paper provides an overview of the Cooperative Biological Engagement Program training program in Azerbaijan, a description of how the program fits into existing national training infrastructure, and an evaluation of the new program’s effectiveness to date. Long-term sustainability of the program is also discussed.

Applying Services Marketing Principles to Postgraduate Supervision

Science.gov (United States)

Dann, Stephen

2008-01-01

Purpose: The paper aims to describe the application of two key service quality frameworks for improving the delivery of postgraduate research supervision. The services quality frameworks are used to identify key areas of overlap between services marketing practice and postgraduate supervision that can be used by the supervisor to improve research…

76 FR 14379 - Subcommittee Meeting of the Board of Advisors to the President, Naval Postgraduate School