WorldWideScience

Sample records for prepare curriculum training

  1. Program Evaluation of the "PREPaRE" School Crisis Prevention and Intervention Training Curriculum

    Science.gov (United States)

    Nickerson, Amanda B.; Serwacki, Michelle L.; Brock, Stephen E.; Savage, Todd A.; Woitaszewski, Scott A.; Louvar Reeves, Melissa A.

    2014-01-01

    This study details a program evaluation of the "PREPaRE School Crisis Prevention and Intervention Training Curriculum" ("PREPaRE"), conducted in the United States and Canada between 2009 and 2011. Significant improvements in crisis prevention and intervention attitudes and knowledge were shown among 875 "Crisis Prevention…

  2. 14 CFR 121.403 - Training program: Curriculum.

    Science.gov (United States)

    2010-01-01

    ... 14 Aeronautics and Space 3 2010-01-01 2010-01-01 false Training program: Curriculum. 121.403...: Curriculum. (a) Each certificate holder must prepare and keep current a written training program curriculum... airplane. The curriculum must include ground and flight training required by this subpart. (b) Each...

  3. [Chicano Counselor Training: Curriculum and Beyond Curriculum].

    Science.gov (United States)

    Aleman, Ramon

    The particulars of the evolved curriculum and how the training has evolved around the change-agent concept are stressed in this presentation. The measure of success achieved in attempting to influence the staff and course of studies of the regular guidance department is also emphasized. The curriculum of this counselor training institute has, from…

  4. 14 CFR 91.1079 - Training program: Curriculum.

    Science.gov (United States)

    2010-01-01

    ... 14 Aeronautics and Space 2 2010-01-01 2010-01-01 false Training program: Curriculum. 91.1079... Operations Program Management § 91.1079 Training program: Curriculum. (a) Each program manager must prepare and keep current a written training program curriculum for each type of aircraft for each crewmember...

  5. 14 CFR 135.327 - Training program: Curriculum.

    Science.gov (United States)

    2010-01-01

    ... 14 Aeronautics and Space 3 2010-01-01 2010-01-01 false Training program: Curriculum. 135.327... § 135.327 Training program: Curriculum. (a) Each certificate holder must prepare and keep current a written training program curriculum for each type of aircraft for each crewmember required for that type...

  6. 24 CFR 3286.308 - Training curriculum.

    Science.gov (United States)

    2010-04-01

    ... 24 Housing and Urban Development 5 2010-04-01 2010-04-01 false Training curriculum. 3286.308... States § 3286.308 Training curriculum. (a) Curriculum for initial installer licensing. The training... regulations in this part. The curriculum must include, at a minimum, training in the following areas: (1) An...

  7. Central Florida Film Production Technology Training Program. Curriculum.

    Science.gov (United States)

    Valencia Community Coll., Orlando, FL.

    The Central Florida Film Production Technology Training program provided training to prepare 134 persons for employment in the motion picture industry. Students were trained in stagecraft, sound, set construction, camera/editing, and post production. The project also developed a curriculum model that could be used for establishing an Associate in…

  8. 14 CFR 142.39 - Training program curriculum requirements.

    Science.gov (United States)

    2010-01-01

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

  9. Digestive oncologist in the gastroenterology training curriculum

    Institute of Scientific and Technical Information of China (English)

    Chris Jacob Johan Mulder; Marc Peeters; Annemieke Cats; Anna Dahele; Jochim Terhaar sive Droste

    2011-01-01

    Until the late 1980s, gastroenterology (GE) was consid-ered a subspecialty of Internal Medicine. Today, GE also incorporates Hepatology. However, Digestive Oncology training is poorly defined in the Hepatogastroenterology (HGE)-curriculum. Therefore, a Digestive Oncology cur-riculum should be developed and this document might be a starting point for such a curriculum. HGE-specialists are increasingly resisting the paradigm in which they play only a diagnostic and technical role in the manage-ment of digestive tumors. We suggest minimum end-points in the standard HGE-curriculum for oncology, and recommend a focus year in the Netherlands for Diges-tive Oncology in the HGE-curriculum. To produce well-trained digestive oncologists, an advanced Digestive Oncology training program with specific qualifications in Digestive Oncology (2 years) has been developed. The schedule in Belgium includes a period of at least 6 mo to be spent in a medical oncology department. The goal of these programs remains the production of well-trained digestive oncologists. HGE specialists are part of the multidisciplinary oncological teams, and some have been administering chemotherapy in their countries for years. In this article, we provide a road map for the organiza-tion of a proper training in Digestive Oncology. We hope that the World Gastroenterology Organisation and other (inter)national societies will support the necessary certi-fications for this specific training in the HGE-curriculum.

  10. A Proposed Athletic Training Curriculum Design.

    Science.gov (United States)

    Halstead, Sue

    An athletic training curriculum for the training of high school coaches and physical education teachers in Virginia includes courses on: (1) athletic injuries--a basic study of human physiology and anatomy relevant to different athletic injuries; (2) the art and science of sports medicine--prevention, evaluation, treatment, and rehabilitation of…

  11. Global Organizational Psychology: Internationalizing the Training Curriculum

    Directory of Open Access Journals (Sweden)

    Mavis Kung

    2012-12-01

    Full Text Available Due to the rapid of globalization in the Information Age, students must become adept at navigating the complex and ambiguous nature of the global business environment. One major roadblock for training students to become global professionals is the lack of international curriculum within Industrial/Organizational (I/O Psychology programs at leading post-graduate training institutions. This article examines the methodologies and best practices used in establishing an International I/O Psychology curriculum at the graduate level developed to train students to better understand and work within the complexities of the global business environment. In this article we discuss the process we used to identify the major curriculum components needed for training in international I/O Psychology, and we provide specific advice for programs considering internationalization as well as lessons learned.

  12. Machine Operator Training Program and Curriculum.

    Science.gov (United States)

    St. Cyr, David; And Others

    This curriculum contains materials for use in duplicating the 11-week course for machine operators that was implemented at New Hampshire Vocational-Technical College in Nashua, New Hampshire. Addressed in the course, which is designed to prepare entry-level employees, are the following topics: basic math, blueprint reading, layout tools and…

  13. Communication skills training curriculum for pulmonary and critical care fellows.

    Science.gov (United States)

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

    2015-04-01

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

  14. Development of a training curriculum for microsurgery.

    Science.gov (United States)

    Balasundaram, Indran; Aggarwal, Rajesh; Darzi, Lord Ara

    2010-12-01

    Recent changes in healthcare necessitate revision of the current apprenticeship model of surgical training. Current methods of assessment such as examinations and logbooks are not criteria-based, so are subjective and lack validity and reliability. The objective feedback of technical skills is crucial to the structured learning of surgical skills. We review current publications about training and methods of assessment in microsurgery. Searches on PubMed using keywords (microsurgery, training, assessment, simulation, and skill) were used to retrieve relevant articles, and further cross-referencing was done to obtain more information. New methods of assessment that are objective include checklists, global rating scales (GRS), and dexterity analysis, which give feedback of technical skills during training. Vital (living), non-vital, prosthetic, and virtual reality simulation models can be used to train surgeons to a proficient level outside the operating theatre before they operate on real patients. After reviewing the current evidence we propose a curriculum for microsurgical training that starts outside the operating theatre. The surgical community should follow the example of other high-risk industries such as aviation, where continuous assessment on simulators is a part of training, but further research is necessary before such methods can be used for summative assessment and revalidation. Copyright © 2009 The British Association of Oral and Maxillofacial Surgeons. Published by Elsevier Ltd. All rights reserved.

  15. Job Preparation: A Curriculum for Refugee and Immigrant Women.

    Science.gov (United States)

    Croydon, Alysan; Crichton, Kathy

    This refugee women's job preparation curriculum is designed to provide facilitators with a sourcebook of information and activities to assist refugee and immigrant women in gaining unsubsidized employment. It specifically addresses the needs of women with children and the impact of employment on home and family life. The curriculum materials…

  16. Developing an In-house Training Curriculum in Written Communication.

    Science.gov (United States)

    Rothwell, William J.

    1983-01-01

    Stresses the fact that on-the-job training in written communication is a continuous process. Presents a writing curriculum, developed by the Illinois Office of the Auditor General, that offers a planned sequence of learning activities. (PD)

  17. Paving the road for a European postgraduate training curriculum.

    Science.gov (United States)

    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.

  18. A core curriculum for clinical fellowship training in pathology informatics.

    Science.gov (United States)

    McClintock, David S; Levy, Bruce P; Lane, William J; Lee, Roy E; Baron, Jason M; Klepeis, Veronica E; Onozato, Maristela L; Kim, Jiyeon; Dighe, Anand S; Beckwith, Bruce A; Kuo, Frank; Black-Schaffer, Stephen; Gilbertson, John R

    2012-01-01

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

  19. Trainning of Special Education Teachers about Curriculum Development

    Science.gov (United States)

    Ozcan, Deniz; Uzunboylu, Huseyin

    2015-01-01

    The aim of this study is to determine the needs of special education teachers about curriculum development, and to implement the constructivist approach to in-service training programme for special education teachers. Furthermore, this study seeks to evaluate the developed in-service training programme. The descriptive and experimental methods…

  20. What Is Missing in the International Teaching Assistants Training Curriculum?

    Science.gov (United States)

    Zhou, Ji

    2009-01-01

    The increasing number of international teaching assistants (ITAs) in American undergraduate courses presents continued sociocultural, linguistic, and pedagogical challenges. Remaining underdeveloped, ITA training has attracted less attention in recent years. I urge a renewed enthusiasm for developing effective training curriculum. I review the…

  1. Research training in dental undergraduate curriculum in Chile.

    Directory of Open Access Journals (Sweden)

    Ximena Moreno

    2014-06-01

    Full Text Available Research plays a central role in professional training in dentistry. There is a clear recommendation to include a minimum training in biomedical research at undergraduate level. In Chile, there is no standardized curriculum structure including research training for undergraduate students. Objective: To describe the presence of research courses in the undergraduate dental curriculum in Chile during 2014. Methodology: A descriptive cross-sectional study. The curriculum for all Chilean universities teaching dental careers and updated during 2014 were analyzed. Results: The dental curriculum for twenty Chilean universities was analyzed. On average, each university has 4.05±2.06 research courses (semesterly from which 1±0.92 are thesis courses. In the private universities, these numbers were 4.64±1.91 and 1.18±0.87 respectively. Meanwhile, these numbers were 3.33±2.12 and 0.78±0.97 respectively in the traditional universities. Sixty percent of universities have thesis or research project courses. Conclusion: There is a disparate presence of research courses in the undergraduate dental curriculum in Chile, with a higher presence in private institutions. However, this does not actualize a greater scientific production by them.

  2. Alienating Curriculum Work in Australian Vocational Education and Training

    Science.gov (United States)

    Hodge, Steven

    2016-01-01

    Competency-based training (CBT) is a curriculum model employed in educational sectors, professions and industries around the world. A significant feature of the model is its permeability to control by interests outside education. In this article, a "Neoliberal" version of CBT is described and analysed in the context of Australian…

  3. Emotional intelligence competencies provide a developmental curriculum for medical training.

    Science.gov (United States)

    Stoller, James K; Taylor, Christine A; Farver, Carol F

    2013-01-01

    Since healthcare faces challenges of access, quality, and cost, effective leadership for healthcare is needed. This need is especially acute among physicians, whose demanding training focuses on scientific and clinical skills, eclipsing attention to leadership development. Among the competencies needed by leaders, emotional intelligence (EI) - defined as the ability to understand and manage oneself and to understand others and manage relationships - has been shown to differentiate between great and average leaders. In this context, teaching EI as part of the medical training curriculum is recommended. Furthermore, because physicians' developmental needs evolve over the course of prolonged training, specific components of EI (e.g., teambuilding, empathy, and negotiation) should be taught at various phases of medical training. Consistent with the concept of a spiral curriculum, such EI competencies should be revisited iteratively throughout training, with differing emphasis and increasing sophistication to meet evolving needs. For example, teamwork training is needed early in undergraduate medical curricula to prompt collaborative learning. Teamwork training is also needed during residency, when physicians participate with differing roles on patient care teams. Training in EI should also extend beyond graduate medical training to confer the skills needed by clinicians and by faculty in academic medical centers.

  4. A core curriculum for clinical fellowship training in pathology informatics

    Directory of Open Access Journals (Sweden)

    David S McClintock

    2012-01-01

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

  5. Phonetic Training in the Foreign Language Curriculum

    Science.gov (United States)

    Burnham, Kevin R.

    2014-01-01

    In this experiment we evaluate phonetic training as a tool for language learning. Specifically, we take a group of native speakers (NS) of English (n = 24) currently enrolled in Arabic classes at American universities, and evaluate the effectiveness of a high variability phonetic training program (HVPT) to improve their perception of a difficult…

  6. Aircraft Electronics Maintenance Training Simulator. Curriculum Outlines.

    Science.gov (United States)

    Blackhawk Technical Coll., Janesville, WI.

    Instructional materials are provided for nine courses in an aircraft electronics maintenance training program. Courses are as follows: aviation basic electricity, direct current and alternating current electronics, basic avionic installations, analog electronics, digital electronics, microcomputer electronics, radio communications, aircraft…

  7. Physicians-in-training are not prepared to prescribe medical marijuana.

    Science.gov (United States)

    Evanoff, Anastasia B; Quan, Tiffany; Dufault, Carolyn; Awad, Michael; Bierut, Laura Jean

    2017-09-04

    While medical marijuana use is legal in more than half of U.S. states, evidence is limited about the preparation of physicians-in-training to prescribe medical marijuana. We asked whether current medical school and graduate medical educational training prepare physicians to prescribe medical marijuana. We conducted a national survey of U.S. medical school curriculum deans, a similar survey of residents and fellows at Washington University in St. Louis, and a query of the Association of American Medical Colleges (AAMC) Curriculum Inventory database for keywords associated with medical marijuana. Surveys were obtained from 101 curriculum deans, and 258 residents and fellows. 145 schools were included in the curriculum search. The majority of deans (66.7%) reported that their graduates were not at all prepared to prescribe medical marijuana, and 25.0% reported that their graduates were not at all prepared to answer questions about medical marijuana. The vast majority of residents and fellows (89.5%) felt not at all prepared to prescribe medical marijuana, while 35.3% felt not at all prepared to answer questions, and 84.9% reported receiving no education in medical school or residency on medical marijuana. Finally, only 9% of medical school curriculums document in the AAMC Curriculum Inventory database content on medical marijuana. Our study highlights a fundamental mismatch between the state-level legalization of medical marijuana and the lack of preparation of physicians-in-training to prescribe it. With even more states on the cusp of legalizing medical marijuana, physician training should adapt to encompass this new reality of medical practice. Copyright © 2017 Elsevier B.V. All rights reserved.

  8. Asbestos Training Curriculum Project. [Draft Copy.

    Science.gov (United States)

    Sharman, Ron

    This package contains two types of asbestos training materials: (1) an instructor's guide for "Asbestos in the Home: A Homeowner's Course"; and (2) "Asbestos Abatement Certification: Small-Scale Worker Student Manual," a 16-hour course, with instructor's guide. The instructor's guide for the 6-hour homeowner's course contains…

  9. 76 FR 6159 - Solicitation for a Cooperative Agreement-State Jail Inspector: Training Curriculum Revision and...

    Science.gov (United States)

    2011-02-03

    ... Cooperative Agreement--State Jail Inspector: Training Curriculum Revision and Update AGENCY: National... revision and update of its curriculum for State jail inspector training. The project will be for a 12-month... inspections, and (4) expertise and experience in developing curriculums based on adult learning principles as...

  10. Interdisciplinary Training: Preparing Counselors for Collaborative Practice

    Science.gov (United States)

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

    2015-01-01

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

  11. Training for MIS in pediatric urology: proposition of a structured training curriculum.

    Science.gov (United States)

    Escolino, Maria; Turrà, Francesco; Settimi, Alessandro; Esposito, Ciro

    2016-10-01

    In Europe there are a lot of training centers for minimally invasive surgery (MIS) but a standardized MIS training program in pediatric urology doesn't exist at the moment. We performed a literature review with the last goals to propose a structured training curriculum in MIS urology for pediatric surgeons. Pediatric urologists have to obtain a valid MIS training curriculum completing the following 4 steps: (I) Theoretical part (theoretical courses, masterclass) to acquire theoretical knowledge; (II) experimental training (simulation on pelvic trainer, virtual reality simulators, animal models, 3-D ex-vivo models) to acquire basic laparoscopic skills; (III) stages in European centers of reference for pediatric MIS urology to learn all surgery aspects; (IV) personal operative experience. At the end of the training period, the trainee would be expected to perform several MIS urological procedures independently, under supervision of an expert tutor. At the end of the training program, each center will analyze the candidate training booklet and release for each applicant a certification after an exam. We think that this MIS training program in pediatric urology may assure an integrated acquisition of basic and advanced laparoscopic skills during residency training in pediatric urology. Each European country should adopt this program so as to secure a standardized technical qualification in MIS urology for all future pediatric urologists.

  12. Preparing a successful, role-specific curriculum vitae.

    Science.gov (United States)

    Price, Bob

    2014-10-01

    An internet search reveals just how many articles there are on preparing a curriculum vitae (CV). The preparation of a CV should not be regarded as a 'one-off' event, to be updated periodically. A successful CV requires thoughtful preparation to ensure it is directed towards a specific post and should consider two important perspectives. First, an understanding of what is required of the practitioner in the nursing post (demand), and second, what the nurse can offer in terms of his or her skills, experience, qualities and qualifications (supply). The demands of the post will also include meeting professional standards, such as those that have emerged following consideration of the Report of the Mid Staffordshire NHS Foundation Trust Public Inquiry (Francis 2013). This article explores how to prepare a successful CV for a specific role, using a demand and supply perspective--where a nurse seeks to match the specific requirements of the post by summarising what he or she has to offer.

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

    Science.gov (United States)

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

    2015-01-01

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

  14. The Curriculum Development for Science Teachers' Training: The Action Lesson Focusing on Science Process Skills

    Science.gov (United States)

    Khayotha, Jesda; Sitti, Somsong; Sonsupap, Kanyarat

    2015-01-01

    The objectives of this research were to develop innovation curriculum and study the effect of curriculum usage in science teachers' training in establishing the supplementary subject curriculum for action lesson. It focuses on science process skills with 10 teachers for 4 days, and 236 Grade 9 students from 10 schools during the first semester of…

  15. Accreditation of Interpreter Training Courses Curriculum in Bachelors of English Translation in Iranian Universities

    Directory of Open Access Journals (Sweden)

    Azizollah Dabaghi

    2015-11-01

    Full Text Available This descriptive study attempts to see to what extent interpreter training courses offered in bachelor’s degree of English translation in Iranian universities are able to prepare students by teaching them the necessary skills of interpreting.  Semi-structured interviews with experts and review of literature were used to find the skills required in interpreter training.  A researcher made questionnaire, containing 69 items with a four point Likert scale was made to find out how much the students felt they had learned each necessary skill during their courses.  A total of 103 students from six different universities completed the questionnaire.  SPSS 17 was used to the analysis the data.  The data gathered revealed that 67% of the students received a mean score of less than half the highest possible score. There was a significant difference between the six universities (P<0.001.  The results of this study can be used by curriculum planners in the reformation and improvement of interpreter training courses. Keywords: interpreter training; simultaneous interpreting; consecutive interpreting; curriculum evaluation

  16. Orthopedic surgery postgraduate year 1 intern curriculum improves initial orthopedic in-training examination performance.

    Science.gov (United States)

    Roberts, Craig S; Nyland, John; Broome, Brandon

    2012-04-01

    To determine the efficacy of an educational curriculum designed for orthopedic surgery postgraduate year 1 (PGY-1) interns to improve initial Orthopedic In-Training Examination (OITE) performance. A retrospective cohort study was performed that evaluated the PGY-1 intern OITE performance of one residency training program (n = 55) during 7-year periods before (1996-2002) and after structured curriculum implementation (2003-2009). Linear regression analysis revealed insignificant changes in median PGY-1 intern OITE percentile rank during the precurriculum period (R = 0.08, P = 0.53). Postcurriculum period comparisons revealed significantly improving PGY-1 intern OITE percentile rank (R = 0.46, P = 0.048). Pre- and postcurriculum median US Medical Licensing Examination (USMLE) Step I scores did not display statistically significant differences (218.2 ± 6.6 vs 229.1 ± 13.8, Mann-Whitney U test, z = -1.5, P = 0.10). Spearman rho correlations revealed a moderate relation (r = 0.61) between postcurriculum PGY-1 intern OITE percentile rank and USMLE Step I score, but not during the precurriculum period. A moderate relation (r = 0.50) also was observed between postcurriculum USMLE Step I score and average OITE percentile rank during the 5-year residency program, but not during the precurriculum period. PGY-1 intern OITE percentile rank improved significantly with the addition of a specially designed educational curriculum. The stronger USMLE Step I score and PGY-1 intern OITE percentile rank relation observed during the postcurriculum period suggests that interns who participated in the educational curriculum were better prepared to translate general medical and patient care knowledge into orthopedic surgery knowledge.

  17. Preparing medical students for obstetrics and gynecology milestone level one: a description of a pilot curriculum

    Science.gov (United States)

    Morgan, Helen; Marzano, David; Lanham, Michael; Stein, Tamara; Curran, Diana; Hammoud, Maya

    2014-01-01

    Background The implementation of the Accreditation Council for Graduate Medical Education (ACGME) Milestones in the field of obstetrics and gynecology has arrived with Milestones Level One defined as the level expected of an incoming first-year resident. Purpose We designed, implemented, and evaluated a 4-week elective for fourth-year medical school students, which utilized a multimodal approach to teaching and assessing the Milestones Level One competencies. Methods The 78-hour curriculum utilized traditional didactic lectures, flipped classroom active learning sessions, a simulated paging curriculum, simulation training, embalmed cadaver anatomical dissections, and fresh-frozen cadaver operative procedures. We performed an assessment of student knowledge and surgical skills before and after completion of the course. Students also received feedback on their assessment and management of eight simulated paging scenarios. Students completed course content satisfaction surveys at the completion of each of the 4 weeks. Results Students demonstrated improvement in knowledge and surgical skills at the completion of the course. Paging confidence trended toward improvement at the completion of the course. Student satisfaction was high for all of the course content, and the active learning components of the curriculum (flipped classroom, simulation, and anatomy sessions) had higher scores than the traditional didactics in all six categories of our student satisfaction survey. Conclusions This pilot study demonstrates a practical approach for preparing fourth-year medical students for the expectations of Milestones Level One in obstetrics and gynecology. This curriculum can serve as a framework as medical schools and specific specialties work to meet the first steps of the ACGME's Next Accreditation System. PMID:25430640

  18. Preparing medical students for obstetrics and gynecology milestone level one: a description of a pilot curriculum

    Directory of Open Access Journals (Sweden)

    Helen Morgan

    2014-11-01

    Full Text Available Background: The implementation of the Accreditation Council for Graduate Medical Education (ACGME Milestones in the field of obstetrics and gynecology has arrived with Milestones Level One defined as the level expected of an incoming first-year resident. Purpose: We designed, implemented, and evaluated a 4-week elective for fourth-year medical school students, which utilized a multimodal approach to teaching and assessing the Milestones Level One competencies. Methods: The 78-hour curriculum utilized traditional didactic lectures, flipped classroom active learning sessions, a simulated paging curriculum, simulation training, embalmed cadaver anatomical dissections, and fresh-frozen cadaver operative procedures. We performed an assessment of student knowledge and surgical skills before and after completion of the course. Students also received feedback on their assessment and management of eight simulated paging scenarios. Students completed course content satisfaction surveys at the completion of each of the 4 weeks. Results: Students demonstrated improvement in knowledge and surgical skills at the completion of the course. Paging confidence trended toward improvement at the completion of the course. Student satisfaction was high for all of the course content, and the active learning components of the curriculum (flipped classroom, simulation, and anatomy sessions had higher scores than the traditional didactics in all six categories of our student satisfaction survey. Conclusions: This pilot study demonstrates a practical approach for preparing fourth-year medical students for the expectations of Milestones Level One in obstetrics and gynecology. This curriculum can serve as a framework as medical schools and specific specialties work to meet the first steps of the ACGME's Next Accreditation System.

  19. Mid-Level Healthcare Personnel Training: An Evaluation of the Revised, Nationally-Standardized, Pre-Service Curriculum for Clinical Officers in Mozambique

    Science.gov (United States)

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

    2014-01-01

    Introduction Mozambique suffers from a critical shortage of healthcare workers. Mid-level healthcare workers, (Tecnicos de Medicina Geral (TMG)), in Mozambique require less money and time to train than physicians. From 2009–2010, the Mozambique Ministry of Health (MoH) and the International Training and Education Center for Health (I-TECH), University of Washington, Seattle, revised the TMG curriculum. To evaluate the effect of the curriculum revision, we used mixed methods to determine: 1) if TMGs meet the MoH's basic standards of clinical competency; and 2) do scores on measurements of clinical knowledge, physical exam, and clinical case scenarios differ by curriculum? Methods T-tests of differences in means examined differences in continuous score variables between curriculum groups. Univariate and multivariate linear regression models assess curriculum-related and demographic factors associated with assessment scores on each of the three evaluation methods at the pcurriculum, respectively. Mean scores at graduation of initial curriculum TMGs were 56.7%, 63.5%, and 49.1% on the clinical cases, knowledge test, and physical exam, respectively. Scores did not differ significantly from TMGs in the revised curriculum. Results from linear regression models find that training institute was the most significant predictor of TMG scores on both the clinical cases and physical exam. Conclusion TMGs trained in either curriculum may be inadequately prepared to provide quality care. Curriculum changes are a necessary, but insufficient, part of improving TMG knowledge and skills overall. A more comprehensive, multi-level approach to improving TMG training that includes post-graduation mentoring, strengthening the pre-service internship training, and greater resources for training institute faculty may result in improvements in TMG capacity and patient care over time. PMID:25068590

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

    Science.gov (United States)

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

    2016-09-01

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

  1. International core curriculum for capsule endoscopy training courses.

    Science.gov (United States)

    Fernandez-Urien, Ignacio; Panter, Simon; Carretero, Cristina; Davison, Carolyn; Dray, Xavier; Fedorov, Evgeny; Makins, Richard; Mascarenhas, Miguel; McAlindon, Mark; McNamara, Deirdre; Palmer, Hansa; Rey, Jean Francoise; Saurin, Jean Christophe; Seitz, Uwe; Spada, Cristiano; Toth, Ervin; Wiedbrauck, Felix; Keuchel, Martin

    2017-06-01

    Capsule endoscopy (CE) has become a first-line noninvasive tool for visualisation of the small bowel (SB) and is being increasingly used for investigation of the colon. The European Society of Gastrointestinal Endoscopy (ESGE) guidelines have specified requirements for the clinical applications of CE. However, there are no standardized recommendations yet for CE training courses in Europe. The following suggestions in this curriculum are based on the experience of European CE training courses directors. It is suggested that 12 hours be dedicated for either a small bowel capsule endoscopy (SBCE) or a colon capsule endoscopy (CCE) course with 4 hours for an introductory CCE course delivered in conjunction with SBCE courses. SBCE courses should include state-of-the-art lectures on indications, contraindications, complications, patient management and hardware and software use. Procedural issues require approximately 2 hours. For CCE courses 2.5 hours for theoretical lessons and 3.5 hours for procedural issued are considered appropriate. Hands-on training on reading and interpretation of CE cases using a personal computer (PC) for 1 or 2 delegates is recommended for both SBCE and CCE courses. A total of 6 hours hands-on session- time should be allocated. Cases in a SBCE course should cover SB bleeding, inflammatory bowel diseases (IBD), tumors and variants of normal and cases with various types of polyps covered in CCE courses. Standardization of the description of findings and generation of high-quality reports should be essential parts of the training. Courses should be followed by an assessment of trainees' skills in order to certify readers' competency.

  2. Curriculum Type and Sophomore Students' Preparation Time for the USMLE Step 1 Examination.

    Science.gov (United States)

    Richards, Boyd F.; Cariaga-Lo, Liza

    1994-01-01

    Seventeen medical students in a problem-based learning (PBL) curriculum reported that on average they spent twice as much time preparing for step 1 of the U.S. Medical Licensing Examination as did 52 students in the traditional lecture-based curriculum at the same school. Different learning approaches were also employed. (SLD)

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

    CERN Multimedia

    2006-01-01

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

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

    Science.gov (United States)

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

    2015-03-01

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

  5. Gastroenterology Fellowship Training: Approaches to Curriculum Assessment and Evaluation

    Directory of Open Access Journals (Sweden)

    Maitreyi Raman

    2008-01-01

    Full Text Available BACKGROUND: Medical education requires ongoing curriculum development and evaluation to incorporate new knowledge and competencies. The Kern model of curricular development is a generic model to guide curriculum design, whereas the Royal College of Physicians and Surgeons of Canada (RCPSC has a specific model for curriculum development through its accreditation structure.

  6. Preparing College Students to Teach an Environmental Problem Solving Curriculum to Middle School Students

    Science.gov (United States)

    Powers, S. E.

    2001-12-01

    An NSF-funded project-based program was implemented by Clarkson University in 2000 to increase the interest and knowledge of middle school students in science, math and technology through the solution of an environmental problem that is relevant to their local school community. Clarkson students developed curricula for 7th and 8th grade science and technology classes and then worked with the middle school students throughout the year to reduce to transform solid waste into healthy soil for plant growth. The solution to this problem provided a vehicle to teach fundamental science and math content as well as the process of doing science and solving problems. Placing college science and engineering students in the classroom proved to be a great mechanism for engaging students in science topics and providing mentoring experiences that differ greatly from those that a practicing professional can provide. It is clear, however, that the students must be well prepared for this experience to maximize the benefits of university - school district partnership programs. The objective of this presentation will be to describe the training program that has been developed to prepare Clarkson students to work effectively in middle school classrooms. The Clarkson students are trained for their classroom experiences during the summer before they enter the classroom. They receive three credits for the training, curriculum development, and teaching efforts. It is expected that the students have the necessary background in science and technology to teach themselves the content and environmental relevance of the problem they will be teaching. Lectures and workshops focus on how to transform this knowledge into a project-based curriculum that meets the needs of the teachers, while also exciting the students. Lecture/workshops include: team work; components of an effective class and teacher; project planning and management; problem solving process; inquiry based learning, deductive

  7. Development of Multi-Media Programmed Instructional Materials for the Training of Law Enforcement Officers. Initial Curriculum Study.

    Science.gov (United States)

    Green, Ralph; Schaeffer, Geraldine

    The purposes of this study were to determine what information on basic police training programs was available and to determine the status of such police training. A literature review was completed on police functions, police training, basic police training curriculums, professional police journals, and curriculum textbooks. Chapter titles are…

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

    Science.gov (United States)

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

    2017-05-01

    There is no comprehensive simulation-enhanced training curriculum to address cognitive, psychomotor, and nontechnical skills for an advanced minimally invasive procedure. 1) To develop and provide evidence of validity for a comprehensive simulation-enhanced training (SET) curriculum for an advanced minimally invasive procedure; (2) to demonstrate transfer of acquired psychomotor skills from a simulation laboratory to live porcine model; and (3) to compare training outcomes of SET curriculum group and chief resident group. University. This prospective single-blinded, randomized, controlled trial allocated 20 intermediate-level surgery residents to receive either conventional training (control) or SET curriculum training (intervention). The SET curriculum consisted of cognitive, psychomotor, and nontechnical training modules. Psychomotor skills in a live anesthetized porcine model in the OR was the primary outcome. Knowledge of advanced minimally invasive and bariatric surgery and nontechnical skills in a simulated OR crisis scenario were the secondary outcomes. Residents in the SET curriculum group went on to perform a laparoscopic jejunojejunostomy in the OR. Cognitive, psychomotor, and nontechnical skills of SET curriculum group were also compared to a group of 12 chief surgery residents. SET curriculum group demonstrated superior psychomotor skills in a live porcine model (56 [47-62] versus 44 [38-53], Psuperior nontechnical skills (41 [38-45] versus 31 [24-40], Ptraining group. SET curriculum group and conventional training group demonstrated equivalent knowledge (14 [12-15] versus 13 [11-15], P = 0.47). SET curriculum group demonstrated equivalent psychomotor skills in the live porcine model and in the OR in a human patient (56 [47-62] versus 63 [61-68]; P = .21). SET curriculum group demonstrated inferior knowledge (13 [11-15] versus 16 [14-16]; Psuperior nontechnical skills (41 [38-45] versus 34 [27-35], Psuperior training outcomes, compared with conventional

  9. Training State and Community Instructors in Use of NHTSA Curriculum Packages: Driver Improvement Analysis, Driver License Examiner-Supervisor and Traffic Record Analysis.

    Science.gov (United States)

    Burgener, V. E.; Tiryakioglu, Dona

    A series of five national instructor training institutes were planned for each of three emerging highway safety technician areas for which curriculum packages have been prepared (Driver Improvement Analysis, Driver License Examiner-Supervisor, and Traffic Record Analysis). Technical Education Research Centers and Dunlap & Associates…

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

    Science.gov (United States)

    Jama, Mohamed A. F.

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

  11. The Supervisor Training Curriculum: Evidence-Based Ways to Promote Work Quality and Enjoyment among Support Staff (Trainee Guide)

    Science.gov (United States)

    American Association on Intellectual and Developmental Disabilities, 2011

    2011-01-01

    "The Trainee Guide for the Supervisor Training Curriculum" summarizes key points in the Curriculum and is meant as a note taking and reference tool. The Supervisor Training Curriculum instructs supervisors on ways in which they can direct and motivate staff working with people with intellectual disabilities. Based on three decades of applied…

  12. Application and evaluation of improved surgical aseptic technique curriculum in specialty nurse training in Henan Province

    Directory of Open Access Journals (Sweden)

    Bing Bai

    2016-09-01

    Conclusion: Novel surgical aseptic technique and application in the curriculum design of training for OR nurses should be developed to enhance their mastery of theoretical and practical skills and to modify their behaviors.

  13. Gastroenterology Fellowship Training: Approaches to Curriculum Assessment and Evaluation

    OpenAIRE

    Maitreyi Raman; Eldon Shaffer; Jocelyn Lockyear

    2008-01-01

    BACKGROUND: Medical education requires ongoing curriculum development and evaluation to incorporate new knowledge and competencies. The Kern model of curricular development is a generic model to guide curriculum design, whereas the Royal College of Physicians and Surgeons of Canada (RCPSC) has a specific model for curriculum development through its accreditation structure.OBJECTIVE: To apply the Kern model to an assessment of a residency program in gastroenterology.METHODS: A case study was u...

  14. The impact of a longitudinal curriculum on medical student obstetrics and gynecology clinical training.

    Science.gov (United States)

    Melo, Juliana; Kaneshiro, Bliss; Kellett, Lisa; Hiraoka, Mark

    2014-05-01

    Clinical training in most medical schools consists of separate rotations, based out of tertiary-care facilities, across the core medical disciplines. In addition to a traditional clinical curriculum, the University of Hawai'i offers a longitudinal clinical curriculum as an option to medical students. The longitudinal curriculum provides students with an innovative, alternative educational track to achieve their educational goals in clinical medicine. The objective of this study was to describe the obstetrics and gynecology procedural experiences of third-year medical students who participated in a longitudinal curriculum versus a traditional block clerkship. The number of procedures reported by third-year medical students who participated in a non-traditional, longitudinal clerkship was compared with the number of procedures reported by students who participated in the traditional block third-year curriculum between July 2007 and June 2009. National Board of Medical Examiners (NBME) subject scores, clerkship grade and chosen residency specialty were also compared. The mean number of pelvic exams (longitudinally-trained 36 [SD 33] versus block-trained 8 [SD 6], [t=4.3, P<.01]) and pap smears (longitudinally-trained 28 [SD 26] versus block-trained 7 [SD 3] [t=4.4, P<.01]) was significantly higher for longitudinally-trained students compared to block-trained students. No significant differences in overall clerkship grades or NBME shelf scores emerged.

  15. The Impact of a Longitudinal Curriculum on Medical Student Obstetrics and Gynecology Clinical Training

    Science.gov (United States)

    Melo, Juliana; Kaneshiro, Bliss; Kellett, Lisa

    2014-01-01

    Clinical training in most medical schools consists of separate rotations, based out of tertiary-care facilities, across the core medical disciplines. In addition to a traditional clinical curriculum, the University of Hawai‘i offers a longitudinal clinical curriculum as an option to medical students. The longitudinal curriculum provides students with an innovative, alternative educational track to achieve their educational goals in clinical medicine. The objective of this study was to describe the obstetrics and gynecology procedural experiences of third-year medical students who participated in a longitudinal curriculum versus a traditional block clerkship. The number of procedures reported by third-year medical students who participated in a non-traditional, longitudinal clerkship was compared with the number of procedures reported by students who participated in the traditional block third-year curriculum between July 2007 and June 2009. National Board of Medical Examiners (NBME) subject scores, clerkship grade and chosen residency specialty were also compared. The mean number of pelvic exams (longitudinally-trained 36 [SD 33] versus block-trained 8 [SD 6], [t=4.3, P<.01]) and pap smears (longitudinally-trained 28 [SD 26] versus block-trained 7 [SD 3] [t=4.4, P<.01]) was significantly higher for longitudinally-trained students compared to block-trained students. No significant differences in overall clerkship grades or NBME shelf scores emerged. PMID:24843837

  16. A Case-Based Curriculum Approach to Special Education Teacher Preparation.

    Science.gov (United States)

    Anderson, Peggy L.; Baker, Barbara K.

    1999-01-01

    Describes how Metropolitan State College of Denver, a large undergraduate institution, developed and implemented a case-based special-education curriculum approach to special-education teacher preparation. Of 20 students prepared using the case-based method, 19 have successfully passed the State of Colorado mandated teacher competency test.…

  17. Elementary Education Curriculum Folio Guidelines for the NCATE Review Process: Basic Preparation.

    Science.gov (United States)

    Quisenberry, Nancy L.

    This publication provides guidelines for institutions of higher education preparing an Elementary Education Curriculum Folio for review by the Association for Childhood Education International (ACEI). Preparation of folios is part of the National Council for Accreditation of Teacher Education (NCATE) accreditation process. The completed form and…

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

    Directory of Open Access Journals (Sweden)

    Mirco Friedrich

    2017-01-01

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

  19. Electronic In-Service Teacher-Training for The New National EFL Curriculum in Turkey

    Directory of Open Access Journals (Sweden)

    I. Hakkı MIRICI

    2006-01-01

    Full Text Available A new national curriculum in all subject areas is about to be introduced in elementary schools in Turkey. The new curriculum is based on a “Constructivist” approach. This discussion paper focuses on the new curriculum for English as a foreign language, noting that teachers need information about the philosophy of the new curriculum and how its different elements support each other. The paper sets the curriculum reform in the context of international objectives in education such as the Dakar Conference, the Pisa project, Socrates programmes, the Common European Framework for Languages and the European Language Portfolio. The paper discusses the role of electronic learning in in-service training in both ongoing and one-shot teacher training programmes. The paper identifies four specific challenges and proposes solutions for a successful implementation of the new curriculum. The four challenges are how to make up the new curriculum comprehensible to teachers, how to help teachers develop their own materials, how to persuade teachers to participate in training process, and how to help teachers share their ideas.

  20. Training Counselors to Use Computer-Assisted Career Guidance Systems More Effectively: A Model Curriculum

    Science.gov (United States)

    Bobek, Becky L.; Robbins, Steven B.; Gore, Paul A., Jr.; Harris-Bowlsbey, JoAnn; Lapan, Richard T.; Dahir, Carol A.; Jepsen, David A.

    2005-01-01

    A model graduate training curriculum that emphasizes the counselor's role in assisting clients in the effective use of computer-assisted career guidance (CACG) systems is described in this article. This 4-module graduate training program emphasizes client readiness and exploration using CACG systems, skill building and simulation exercises, and…

  1. More confident trauma resuscitation team leaders: a novel simulation-based training curriculum utilizing video feedback

    Directory of Open Access Journals (Sweden)

    John L. Falcone

    2013-02-01

    Full Text Available There are deficiencies in trauma leader performance. Simulation training and video-based feedback can lead to durable changes in behavior. A trauma resuscitation team leader training curriculum was developed. The curriculum consisted of eight simulated trauma scenarios with a mix of acuities and injury patterns using patient simulators. Other team members included a surgeon, an anesthesiologist, a chief resident, a trauma nurse, a medical student, and presenting emergency medicine staff. Each scenario was followed by video-based feedback. Attitudes regarding this curriculum were evaluated before and after the intervention with Likert-based surveys. Eight residents completed the curriculum. On a seven-point Likert scale, the median overall curriculum rating, the video discussion quality, the plan to apply leadership skills, and the plan to apply learned knowledge and behaviors was 7/7. A Wilcoxon Sign-Rank test showed improved confidence for leading Level 1 trauma resuscitations, improved beliefs in adequate training, and improved attitudes regarding team leader training (P<0.05. There was reduced nervousness of being the team leader (P=0.048. Qualitative analyses showed that the learners valued the feedback process and scenario realism. This pilot curriculum was well-received by trauma residents and offers insight into meta-cognition of trauma team leaders.

  2. COMPETENCY ICT IN INITIAL TEACHER TRAINING:DESCRIPTIVE STUDY FOR DECISION-MAKING IN THE CURRICULUM.

    Directory of Open Access Journals (Sweden)

    Pedro Sandoval Rubilar

    2011-07-01

    Full Text Available The article shows the results of a research study, which was carried out in a regional public state university from southern Chile, in order to find out knowledge and use of ICT that Initial Teacher Training Program students have. Specifically, the study intends to look for answers related to computer literacy, type of access and use of ICT and, at the same time, promotes reflection on how the curriculum should prepare future teachers in order to guarantee learning and competencies in this area. Using a transversal descriptive quantitative methodology, a validated questionnaire (Cronbach Alpha 0.89 was answered by a sample of 150 students belonging to cohort 2009. We conclude that teacher training students have an easy access to ICT resources and, therefore, they are native subjects who show a high computer literacy degree. However, they do not use specific programs related to education nor do they know how they can take advantage of that ICT knowledge in the teaching learning process within the classroom in their future professional career.

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

    NARCIS (Netherlands)

    Jippes, E.; van Engelen, J.M.L.; Brand, P.L.P.; Oudkerk, M.

    Based on the CanMEDS framework and the European Training Charter for Clinical Radiology a new radiology curriculum was designed in the Netherlands. Both the development process and the resulting new curriculum are presented in this paper. The new curriculum was developed according to four systematic

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

    NARCIS (Netherlands)

    Jippes, E.; van Engelen, J.M.L.; Brand, P.L.P.; Oudkerk, M.

    2010-01-01

    Based on the CanMEDS framework and the European Training Charter for Clinical Radiology a new radiology curriculum was designed in the Netherlands. Both the development process and the resulting new curriculum are presented in this paper. The new curriculum was developed according to four systematic

  5. GRACE and the development of an education and training curriculum.

    Science.gov (United States)

    Finch, R G; Blasi, F B; Verheij, T J M; Goossens, H; Coenen, S; Loens, K; Rohde, G; Saenz, H; Akova, M

    2012-09-01

    Antimicrobial resistance is a serious threat and compromises the management of infectious disease. This has particular significance in relation to infections of the respiratory tract, which are the lead cause of antibiotic prescribing. Education is fundamental to the correct use of antibiotics. A novel open access curriculum has been developed in the context of a European Union funded research project Genomics to combat Resistance against Antibiotics in Community-acquired lower respiratory tract infections in Europe (GRACE http://www.grace-lrti.org). The curriculum was developed in modular format and populated with clinical and scientific topics relevant to community-acquired lower respiratory tract infections. This curriculum informed the content of a series of postgraduate courses and workshops and permitted the creation of an open access e-Learning portal. A total of 153 presentations matching the topics within the curriculum together with slide material and handouts and 104 webcasts are available through the GRACE e-Learning portal, which is fully searchable using a 'mindmap' to navigate the contents. Metrics of access provided a means for assessing usage. The GRACE project has permitted the development of a unique on-line open access curriculum that comprehensively addresses the issues relevant to community-acquired lower respiratory tract infections and has provided a resource not only for personal learning, but also to support independent teaching activities such as lectures, workshops, seminars and course work. © 2012 The Authors. Clinical Microbiology and Infection © 2012 European Society of Clinical Microbiology and Infectious Diseases.

  6. Analysis of trauma care education in the South Sudan community health worker training curriculum.

    Science.gov (United States)

    Ogunniyi, Adedamola; Clark, Melissa; Donaldson, Ross

    2015-04-01

    Trauma is a leading cause of morbidity and mortality worldwide, with the majority occurring in low- and middle-income countries (LMICs). Allied health workers are often on the front lines of caring for trauma patients; this is the case in South Sudan, where a system of community health workers (CHWs) and clinical officers (COs) form an essential part of the health care structure. However, curricula for these workers vary, and it is unclear how much these training programs include trauma education. HYPOTHESIS/METHODS: The CHW training curriculum in South Sudan was reviewed to evaluate the degree to which it incorporates trauma education, according to established guidelines from the World Health Organization (WHO). To the authors' knowledge, this is the first formal comparison of a CHW curriculum with established WHO trauma guidelines. The curriculum incorporated a number of essential components of the WHO guidelines; however, the concepts taught were limited in scope. The curriculum only covered about 50% of the content required for basic providers, with major deficiencies being in the management of head and spinal injuries, safety protocols for health care personnel, and in the management of pediatric patients. The CHW training curriculum lacks the requisite content to provide adequately a basic level of trauma care and requires amending to ensure that all South Sudan citizens receive appropriate treatment. It is recommended that other LMICs review their existing training curricula in order to improve their ability to provide adequate trauma care and to ensure they meet the basic WHO guidelines.

  7. Algunas consideraciones sobre la confección del Curriculum Vitae Some considerations on the preparation of the Curriculum Vitae

    Directory of Open Access Journals (Sweden)

    Daniel Reyes Miranda

    2004-12-01

    Full Text Available El presente trabajo expone algunas consideraciones necesarias a la hora de confeccionar el Curriculum Vitae, con el propósito de que se logre estructurar de la forma más organizada y clara posible con todos los elementos necesarios en dependencia de su destinación. En este documento se recoge la vida del trabajador y va a determinar el logro de los objetivos por los cuales se presenta. Teniendo en cuenta la importancia que reviste su correcta confección, presencia, nivel de detalles y relevancia de los datos anotados es que se hacen algunas reflexiones y se comentan algunas ideas básicas sobre la confección de este tipo de documento que se espera sean de utilidad.The present paper deals with some considerations that are necessary at the time of preparing the Curriculum Vitae so as to structure it in an organized an clear way with all the necessary elements, depending on its destination. The worker's life is expressed in this document and it is going to determine the achievement of the goals for which it is presented. Taking into account the importance of its correct preparation, presence, level of details and relevance of the data included, some reflexions are made and some basic ideas are discussed thay may be useful for the preparation of this type of document.

  8. Experiential Placements: Dissemination and Stakeholder Engagement for Curriculum Planning Action to Prepare Future Pharmacy Professionals

    Science.gov (United States)

    Owen, Susanne; Stupans, Ieva

    2009-01-01

    Preparing graduates for the professions is increasingly recognised as involving a partnership approach to curriculum design, implementation and evaluation. Experiential placements play a critical role in developing discipline-specific knowledge and skills and also generic professional dispositions including relationships, communication, problem…

  9. Prescribed Commercially-Prepared Language Arts Intervention Curriculum: Illuminating a Practitioner Perspective

    Science.gov (United States)

    Fabienke, Shonika

    2012-01-01

    This study investigates the perceptions of a small group of Language Arts intervention teachers who have been prescribed a commercially-prepared intervention curriculum for use with their students. Written surveys and semi-structured interviews were used to gather data in pursuit of answers to the following research questions: (1) How do teachers…

  10. Preparation and Evaluation of Children's Rights Education Curriculum: An Action Research Regarding on Protection Rights Module

    Science.gov (United States)

    Uçus, Sükran; Dedeoglu, Hakan

    2016-01-01

    Children's rights education is to enable children to gain the necessary social behaviors and essential knowledge for creating a democratic society that is based on respecting human rights. The purpose of this study was to investigate the preparation, application and assessment of a curriculum for teaching children's rights in elementary education.…

  11. Preparing residents for family practice: role of an integrated “Triple C” curriculum

    Directory of Open Access Journals (Sweden)

    Joseph Lee

    2013-03-01

    Full Text Available Background: There is limited understanding of the impact of Triple C competency-based curriculums on the preparation of residents for family practice. This paper describes a competency-based curriculum within an integrated longitudinal block design and presents preliminary evaluation data on the impact of this curriculum on preparedness for family practice. Methods: First and second year family medicine residents were surveyed as a component of a year-end program evaluation to assess the extent to which the residency program is preparing them to engage in a variety of practice domains, the likelihood that they would engage in these domains, and the extent to which this residency program is comprehensive, relevant to their development as a family physician, and promotes interprofessional practice. Results: Residents perceived themselves as prepared to engage in most practice areas and their intentions to engage in various practice domains were positively correlated to their ratings of preparedness. Ratings reflected that residents perceived this program as comprehensive and relevant to their development as a family physician and they perceived a high degree of encouragement for interprofessional practice. Conclusions: This study provides some preliminary evidence that an integrated competency-based curriculum, with an emphasis on interprofessional practice has the potential to effectively prepare residents for practice in family medicine.

  12. Career Preparation Program Curriculum Guide for: Hospitality/Tourism Industry (Tourist Services).

    Science.gov (United States)

    British Columbia Dept. of Education, Victoria. Curriculum Development Branch.

    This career preparation curriculum outline for the hospitality/tourism industry is intended to provide secondary and postsecondary learning outcomes for completion of program requirements. The guide is organized into four sections. Section one presents an overview of the program, of the philosophy of career education, and of the organization and…

  13. Career Preparation Program Curriculum Guide for: Hospitality/Tourism Industry (Food Services).

    Science.gov (United States)

    British Columbia Dept. of Education, Victoria. Curriculum Development Branch.

    This curriculum outline provides secondary and postsecondary instructors with detailed information on student learning outcomes for completion of the food services program requirements in the hospitality/tourism industry. A program overview discusses the aims of education; secondary school philosophy; and career preparation programs and their…

  14. Post-Fordism, the Vocational Curriculum and the Challenge to Teacher Preparation.

    Science.gov (United States)

    Sharp, Graham

    1996-01-01

    As the economy changes from Fordist to post-Fordist, questions about the correspondence between new workplace demands and National Vocational Qualifications/General Vocational Qualifications in Britain arise. The new curriculum demands a new kind of professionalism for vocational teachers and a new kind of teacher preparation. (SK)

  15. Cosmetology Curriculum and Training as Seen by Beauty Salons.

    Science.gov (United States)

    San Mateo Coll., CA.

    To evaluate the effectiveness of its cosmetology program, the College of San Mateo sent a questionnaire to beauty salons in the college's service area. Of the 70 questionnaires sent, over half were returned. Eleven courses in the curriculum were ranked by the employer in order of importance to him, the first four being the 1,600 hours of…

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

    Science.gov (United States)

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

    2016-01-01

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

  17. A Community Needs Assessment for the Development of an Interprofessional Palliative Care Training Curriculum.

    Science.gov (United States)

    Coats, Heather; Paganelli, Tia; Starks, Helene; Lindhorst, Taryn; Starks Acosta, Anne; Mauksch, Larry; Doorenbos, Ardith

    2017-03-01

    There is a known shortage of trained palliative care professionals, and an even greater shortage of professionals who have been trained through interprofessional curricula. As part of an institutional Palliative Care Training Center grant, a core team of interprofessional palliative care academic faculty and staff completed a state-wide palliative care educational assessment to determine the needs for an interprofessional palliative care training program. The purpose of this article is to describe the process and results of our community needs assessment of interprofessional palliative care educational needs in Washington state. We approached the needs assessment through a cross-sectional descriptive design by using mixed-method inquiry. Each phase incorporated a variety of settings and subjects. The assessment incorporated multiple phases with diverse methodological approaches: a preparatory phase-identifying key informants; Phase I-key informant interviews; Phase II-survey; and Phase III-steering committee endorsement. The multiple phases of the needs assessment helped create a conceptual framework for the Palliative Care Training Center and developed an interprofessional palliative care curriculum. The input from key informants at multiple phases also allowed us to define priority needs and to refine an interprofessional palliative care curriculum. This curriculum will provide an interprofessional palliative care educational program that crosses disciplinary boundaries to integrate knowledge that is beneficial for all palliative care clinicians. The input from a range of palliative care clinicians and professionals at every phase of the needs assessment was critical for creating an interprofessional palliative care curriculum.

  18. FINDING, PREPARING AND TRAINING FOOTBALL REFEREES

    Directory of Open Access Journals (Sweden)

    Constantin Gh.

    2015-08-01

    Full Text Available Football has surpassed the status of being a social phenomenon at a national and international scale for a long time, as it is the new “religion of the 21st century” which brings together game practitioners under its scope regardless of religion, skin colour, geographical area, culture, philosophy, gender, age which has been proven by the number of members in more than 200 FIFA member national federations. As stated in the FIFA status, “each FIFA member shall organize football games by the Laws of the Game promulgated by the International Board which has complete and exclusive jurisdiction to modify them. Football game rules bring together a set of laws under which a game, game relations and player relations must take place, actually being the single criterion to assess players” behaviour as permissible or impermissible. Football game management is provided by referees. A referee guarantees that a competition shall take place according to the Laws of the Game. However, arbitration work in football is not a profession in every sense of the word, but a social function that a person with a specific training performs regularly at various football competitions for children, youth and pros. As in any purposeful and social value activity, football arbitration too requires the set-up of a scientifically based system of recruitment, selection, training, promotion. This system requires a certain way of combining and providing theoretical training, physical training, and psychological/mental training of referees. A referee plays an important role in modern football. Therefore, a referee must be trained, selected and protected from various influences (clubs, league, political field.

  19. Investing in future pediatric subspecialists: a fellowship curriculum that prepares for the transition to academic careers

    Directory of Open Access Journals (Sweden)

    Jennifer A. Rama

    2015-04-01

    Full Text Available Background: The experience of transitioning to an academic faculty position can be improved with standardized educational interventions. Although a number of such interventions have been described, few utilize an evaluation framework, describe a robust evaluation process, and address why their interventions were successful. In this article, the authors apply a logic model to describe their efforts to develop, implement, evaluate, and revise a comprehensive academic career development curriculum among pediatric subspecialty fellows. They describe inputs, activities, outputs, and outcomes using quantitative data from fellow evaluations and qualitative data from faculty interviews. Methods: Methods are described under the input and activities sections. The curriculum started with collaboration among educational leadership and conducting a needs assessment. Using the needs assessment results and targeted learning objectives, we piloted the curriculum and then implemented the full curriculum 1 year later. Results: Results are described under the outputs and outcomes sections. We present immediate, short-term, and 6-month evaluation data. Cumulative data over 3 years reveal that fellows consistently acquired knowledge relevant to transitioning and that they applied acquired knowledge to prepare for finding jobs and career advancement. The curriculum also benefits faculty instructors who gain a sense of reward by filling a critical knowledge gap and fostering fellows’ professional growth. Conclusion: The authors relate the success and effectiveness of the curriculum to principles of adult learning, and share lessons learned, including the importance of buy-in from junior and senior fellows and faculty, collaboration, and designating the time to teach and learn.

  20. Preparing students to practice evidence-based dentistry: a mixed methods conceptual framework for curriculum enhancement.

    Science.gov (United States)

    Palcanis, Kent G; Geiger, Brian F; O'Neal, Marcia R; Ivankova, Nataliya V; Evans, Retta R; Kennedy, Lasonja B; Carera, Karen W

    2012-12-01

    This article describes a mixed methods conceptual framework for evidence-based dentistry to enhance the curriculum at the University of Alabama at Birmingham School of Dentistry. A focus of recent curriculum reform has been to prepare students to integrate evidence-based dentistry into clinical practice. The authors developed a framework consisting of four conceptual phases to introduce curriculum innovation: 1) exploration of the phenomenon; 2) development of two new instruments; 3) data collection, analysis, outcomes, and evaluation; and 4) application to curricular reform. Eight sequential procedural steps (literature review; focus group discussions; development of themes; survey design; internal review; data collection, analysis, and evaluation; development of recommendations with external review; and implementation of recommendations for curricular enhancement) guided the curricular enhancement. Faculty members supported the concept of teaching evidence-based dentistry to facilitate major curriculum reform, and course directors incorporated evidence-based teaching to prepare scientist-practitioners who meet dental performance standards. The new curriculum implemented following completion of the study is in its third year. Much of its structure is based on evidence-based teaching methodologies, and approximately one-third of the content consists of small groups researching clinical problems with applied science and discussing the findings. The framework described in this article proved useful to guide revision of predoctoral clinical education at one dental school and may be useful in other settings.

  1. [Autogenic training in psychophysiological preparation for parachute jumps].

    Science.gov (United States)

    Reshetnikov, M M

    1978-01-01

    The efficiency of specific psychophysiological preparation--autogenic training--to parachute jumps was measured in two groups of cadets (test subjects and controls). Hetero- and autogenic training was carried out according to a scheme specially developed for this type of activity. The study of questionnaires and physiological data demonstrated that the specific psychophysiological preparation by means of autogenic training for a certain type of activity helped to develop active self-control over one's own state and emotions, alleviated tension, arrested adverse neurotic manifestations (sleep disturbances, depression, anxiety), contributed to the feeling of confidence in the successful completion of the jump and promoted positive tuning towards subsequent jumps.

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

    Science.gov (United States)

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

    2015-02-01

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

  3. Curriculum for education and training of Medical Physicists in Nuclear Medicine

    DEFF Research Database (Denmark)

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

    2013-01-01

    PURPOSE: To provide a guideline curriculum covering theoretical and practical aspects of education and training for Medical Physicists in Nuclear Medicine within Europe. MATERIAL AND METHODS: National training programmes of Medical Physics, Radiation Physics and Nuclear Medicine physics from...... experience required to practice as a Medical Physicist in Nuclear Medicine in Europe. It is assumed that the precondition for the beginning of the training is a good initial degree in Medical Physics at master level (or equivalent). The Learning Outcomes are categorised using the Knowledge, Skill...... Medicine. CONCLUSIONS: This new joint EANM/EFOMP European guideline curriculum is a further step to harmonise specialist training of Medical Physicists in Nuclear Medicine within Europe. It provides a common framework for national Medical Physics societies to develop or benchmark their own curricula...

  4. 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.

  5. A proposed medical physics curriculum: preparing for the 2013 ABR examination.

    Science.gov (United States)

    Nachiappan, Arun C; Wynne, David M; Katz, David P; Willis, Marc H; Bushong, Stewart C

    2011-01-01

    The upcoming ABR examination format for radiology residents is undergoing significant changes in 2013. This requires adaptation of the didactic curriculum for radiology residents entering in July 2010 to meet these changes. Physics will now be incorporated into the core (qualifying) examination during the third year of residency, instead of being tested as a separate examination that was often taken earlier in residency training in past years. In this article, the authors discuss the past, present, and future of medical physics instruction and outline a revised medical physics curriculum for radiology residents that has been internally approved for implementation at the authors' institution and has not been advocated by any society or by the ABR. Starting with this article, the authors hope to encourage a discussion of physics curriculum revision with other institutions.

  6. Preservice Teachers: Teacher Preparation, Multicultural Curriculum and Culturally Relevant Teaching

    Science.gov (United States)

    Hopkins-Gillispie, Delphina

    2009-01-01

    This study is part of a larger study that uses mixed methods (qualitative and quantitative methods) to investigate preservice teachers' knowledge and understanding of multiculturalism and to prepare preservice teachers to work in diverse classrooms. The results indicate two findings: 1) that preservice teachers come from homogeneous backgrounds;…

  7. Autism Training in Pediatric Residency: Evaluation of a Case-Based Curriculum

    Science.gov (United States)

    Major, Nili E.; Peacock, Georgina; Ruben, Wendy; Thomas, Jana; Weitzman, Carol C.

    2013-01-01

    Despite recent studies indicating the high prevalence of autism spectrum disorders (ASDs), there has been little focus on improving ASD education during pediatric residency training. The objective of this study was to evaluate a new curriculum developed in partnership with the Centers for Disease Control and Prevention and the Maternal and Child…

  8. Effects on Students of Teacher Training in Use of a Drug Education Curriculum.

    Science.gov (United States)

    Allison, Kenneth R.; And Others

    1990-01-01

    Examined effects of differential teacher training in use of drug education curriculum on 12 grade 5 classrooms of students' knowledge levels, problem-solving and coping skills, attitudes toward planned decision making, behavioral intentions, and tobacco and alcohol use. Found significant differences in intentions to take a drink but not on other…

  9. Assigning Patients According to Curriculum: A Strategy for Improving Ambulatory Care Residency Training.

    Science.gov (United States)

    Brush, Alan D.; Moore, Gordon T.

    1994-01-01

    The strategy used by one health maintenance organization (HMO) for balancing residents' training needs and patient health problems, often limited and routine in an HMO, is to allocate patients to residents by matching them with curriculum content. A process for handling patient resistance to such an arrangement was also instituted. (MSE)

  10. Curriculum Development and Discursive Practices: Building a Training Culture around Dual Diagnosis.

    Science.gov (United States)

    Goldsmith, Steve

    Dual diagnosis of comorbid substance abuse and mental disorder is currently presenting great difficulties across Australia's health and community service sectors. Historically, mental health professionals have received relatively little formal education or training in substance abuse issues. A new curriculum on dual diagnosis was developed and…

  11. Certification of School Social Workers and Curriculum Content of Programs Offering Training in School Social Work

    Science.gov (United States)

    Mumm, Ann Marie; Bye, Lynn

    2011-01-01

    This article examines the status of certification requirements for school social workers across the United States and the policy context in which certification is embedded. The article also details findings of a study on the curriculum available at various schools of social work offering training in school social work. The article makes a case for…

  12. Integrating icts in the curriculum:training needs and techers’ interest

    Directory of Open Access Journals (Sweden)

    Azucena Hernández Martín

    2009-08-01

    Full Text Available This article focuses on the analysis of Primary, Secondary and High school teachers’ training needs in the Community of Castilla y León (Spain and on their interest in receiving training to include ICTs in curricular design and development. It also analyses their preferences on how to get this training. In order to discern what their needs are, we try to give an answer to the following questions: Are teachers conscious of the their need for training in order to integrate ICTs in the curriculum?, which is the most demanded type of training and what ways do they prefer to receive that training?, are they really interested in this training, which entails one’s willingness to invest time and effort in the master of the new ICTs?

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

    Energy Technology Data Exchange (ETDEWEB)

    Elsie, Kiguli-Malwadde [Makerere University, College of Health Sciences, Radiology Department, Kampala (Uganda); Gonzaga, Mubuuke A., E-mail: gmubuuke@gmail.co [Makerere University, College of Health Sciences, Radiology Department, Kampala (Uganda); Francis, Businge; Rebecca, Nakatudde; Stephen, Bule [Makerere University, College of Health Sciences, Radiology Department, Kampala (Uganda)

    2010-11-15

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

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

    Directory of Open Access Journals (Sweden)

    Anitha Thippaiah

    2014-01-01

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

  15. Exploring communication skills training in undergraduate nurse education by means of a curriculum

    Directory of Open Access Journals (Sweden)

    Britt-Maj Wikström

    2011-11-01

    Full Text Available This study is an attempt to investigate by means of a curriculum how nurses are trained theoretically and practically throughout their specialist education to communicate competently and professionally in interaction with colleagues and patients. Research today shows that there are many different approaches to develop professionally skilled communication in nurse-patient interaction. It indicates that this aspect of nurse education is regarded as an important feature by educators. It is therefore of interest to study, by means of analysing a curriculum, how nurses’ communicative competence is developed. To this purpose a curriculum was presented related to nursing communication skills training, selected from a University College of Health Care Sciences in Sweden. Both students and teachers need clearly defined curricula to structure their studies and to evaluate communication skills. The investigated curriculum could be further developed to direct students and teachers in effective communication skills. It is of importance to have a curriculum that could be interpreted in the same way by teachers and students.

  16. Making the Hidden Curriculum the Formal Curriculum: Vocational Training in South Africa.

    Science.gov (United States)

    Kraak, Andre

    1991-01-01

    Critical analysis of the ideological character of vocational training initiatives implemented in South Africa, 1976-89, and comparison to "new vocationalism" in Great Britain suggest that South African training programs aim to instill capitalist values and stabilize labor relations while doing little to improve Black participation in the…

  17. The Impact of a Course on Bullying within the Pre-Service Teacher Training Curriculum

    Science.gov (United States)

    Benitez, Juan Luis; Garcia-Berben, Ana; Fernandez-Cabezas, Maria

    2009-01-01

    Introduction: Although bullying is a phenomenon which directly affects teachers, they receive little preparation in how to handle it. One way to correct this situation is to include specific content about bullying within their initial university curriculum. We present a study that shows how a specific course on bullying affects trainee teachers'…

  18. Curriculum Implementation and Re-Training of Teachers in English ...

    African Journals Online (AJOL)

    Nekky Umera

    Teachers in English Language: Pre-Conditions for. Functional Nigerian ... quality of education offered to learners at primary and secondary levels. It is also a pointer to ..... quality of training, low motivation, lack of quality control and lack of in-.

  19. Preparing participants for intergenerational interaction training for success

    CERN Document Server

    Hawkins, Melissa; Mcguire, Francis A

    2013-01-01

    Preparing Participants for Intergenerational Interaction: Training for Success examines established intergenerational programs and provides the training methods necessary for activity directors or practitioners to start a similar program. This book contains exercises that will help you train colleagues and volunteers for these specific programs and includes criteria for activity evaluations. Preparing Participants for Intergenerational Interaction will help you implement programs that enable older adults to build friendships, pass down their skills and knowledge to adolescents, and provide youths with positive role models. Discussing the factors that often limit the interaction of older adults with youths, this text stresses the importance of conveying information and history to younger generations. You will learn why the exchange between different generations is crucial to society and to the improvement of the community in which you live. Preparing Participants for Intergenerational Interaction provides you ...

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

    Energy Technology Data Exchange (ETDEWEB)

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

    2013-10-30

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

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

    Directory of Open Access Journals (Sweden)

    Jeffrey M. Flesch

    2016-12-01

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

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

    Energy Technology Data Exchange (ETDEWEB)

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

    1995-09-01

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

  3. Preparing Medical Graduates for an Interconnected World: Current Practices and Future Possibilities for Internationalizing the Medical Curriculum in Different Contexts

    Science.gov (United States)

    Stütz, Alexander; Green, Wendy; McAllister, Lindy; Eley, Diann

    2015-01-01

    Preparing medical graduates who are competent to work in a global environment requires broad integration of international and intercultural perspectives throughout the medical curriculum. Employing Leask and Bridge's "conceptual framework of internationalisation of the curriculum," this article first highlights the emphasis placed on…

  4. Preparing Medical Graduates for an Interconnected World: Current Practices and Future Possibilities for Internationalizing the Medical Curriculum in Different Contexts

    Science.gov (United States)

    Stütz, Alexander; Green, Wendy; McAllister, Lindy; Eley, Diann

    2015-01-01

    Preparing medical graduates who are competent to work in a global environment requires broad integration of international and intercultural perspectives throughout the medical curriculum. Employing Leask and Bridge's "conceptual framework of internationalisation of the curriculum," this article first highlights the emphasis placed…

  5. Recommended Curriculum for Training in Pediatric Transplant Infectious Diseases.

    Science.gov (United States)

    Danziger-Isakov, Lara; Allen, Upton; Englund, Janet; Herold, Betsy; Hoffman, Jill; Green, Michael; Gantt, Soren; Kumar, Deepali; Michaels, Marian G

    2015-03-01

    A working group representing the American Society of Transplantation, Pediatric Infectious Diseases Society, and International Pediatric Transplant Association has developed a collaborative effort to identify and develop core knowledge in pediatric transplant infectious diseases. Guidance for patient care environments for training and core competencies is included to help facilitate training directed at improving the experience for pediatric infectious diseases trainees and practitioners in the area of pediatric transplant infectious diseases. © The Author 2013. Published by Oxford University Press on behalf of the Pediatric Infectious Diseases Society. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com.

  6. Development of a disaster preparedness curriculum for medical students: a pilot study of incorporating local events into training opportunities.

    Science.gov (United States)

    Pollard, Katherine A; Bachmann, Daniel J; Greer, Marek; Way, David P; Kman, Nicholas E

    2015-01-01

    Contemporary disasters, like the outbreak of Ebola in West Africa, have piqued the interest of medical students in disaster preparedness. The topic is also a requirement of undergraduate medical education.(1) Yet current literature suggests that disaster preparedness education is lacking. Our objective was to pilot a curriculum to augment medical students' disaster preparedness education by marshalling local resources to provide practical hands-on experiences. This pilot curriculum consisted of lectures; simulations; asynchronous learning materials; a large-scale, regional disaster exercise; and preparation for and participation in a real-time mass gathering. Outcomes were measured by student performance on written tests and evaluations of each activity. Academic Health Center with associated medical school. Fifty-two medical students participated in at least one of the six activities during this voluntary pilot program. Premedical students and residents (n=57) participated in some activities. Forty-one medical students took either the pretest or the post-test over the curriculum. Only eight students took both. A paired t test comparing pretest to post-test scores using imputed missing data (t=-11.72, df=40, p≤0.001) was consistent with an analysis using only complete data (t=-2.35, df=7, p=0.05), implying that student scores improved significantly over time. Evaluations indicated a student preference for hands-on over didactic or independent learning activities. This pilot curriculum was designed to capitalize on practical hands-on training opportunities for our medical students, including participation in a disaster exercise and a mass-gathering event. These opportunities provided effective and engaging disaster preparedness education.

  7. Are Canadian General Internal Medicine training program graduates well prepared for their future careers?

    Directory of Open Access Journals (Sweden)

    Snell Linda

    2006-11-01

    Full Text Available Abstract Background At a time of increased need and demand for general internists in Canada, the attractiveness of generalist careers (including general internal medicine, GIM has been falling as evidenced by the low number of residents choosing this specialty. One hypothesis for the lack of interest in a generalist career is lack of comfort with the skills needed to practice after training, and the mismatch between the tertiary care, inpatient training environment and "real life". This project was designed to determine perceived effectiveness of training for 10 years of graduates of Canadian GIM programs to assist in the development of curriculum and objectives for general internists that will meet the needs of graduates and ultimately society. Methods Mailed survey designed to explore perceived importance of training for and preparation for various aspects of Canadian GIM practice. After extensive piloting of the survey, including a pilot survey of two universities to improve the questionnaire, all graduates of the 16 universities over the previous ten years were surveyed. Results Gaps (difference between importance and preparation were demonstrated in many of the CanMEDS 2000/2005® competencies. Medical problems of pregnancy, perioperative care, pain management, chronic care, ambulatory care and community GIM rotations were the medical expert areas with the largest gaps. Exposure to procedural skills was perceived to be lacking. Some procedural skills valued as important for current GIM trainees and performed frequently (example ambulatory ECG interpretation had low preparation ratings by trainees. Other areas of perceived discrepancy between training and practice included: manager role (set up of an office, health advocate (counseling for prevention, for example smoking cessation, and professional (end of life issues, ethics. Conclusion Graduates of Canadian GIM training programs over the last ten years have identified perceived gaps

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

    DEFF Research Database (Denmark)

    Zhou, Chunfang

    2012-01-01

    In order to foster creative engineers, a creativity training programme was carried out in medialogy education in a Problem and Project-Based Learning (PBL) environment at Aalborg University, Denmark. This paper focuses on the question of how engineering students perceive the strategy of integrating...... creativity training into a PBL curriculum. A total of 20 medialogy students in the training programme were interviewed. The data shows that the training programme was thought useful and students get benefits such as gaining project work skills, creative concepts and confidence of being creative. However......, limitations of the programme show that only five days of training did not fit the requirements of learning skills in PBL. So the supervisors are suggested to offer more creativity techniques and process engagement to move projects forward....

  9. Development of a standardised training curriculum for robotic surgery: a consensus statement from an international multidisciplinary group of experts.

    Science.gov (United States)

    Ahmed, Kamran; Khan, Reenam; Mottrie, Alexandre; Lovegrove, Catherine; Abaza, Ronny; Ahlawat, Rajesh; Ahlering, Thomas; Ahlgren, Goran; Artibani, Walter; Barret, Eric; Cathelineau, Xavier; Challacombe, Ben; Coloby, Patrick; Khan, Muhammad S; Hubert, Jacques; Michel, Maurice Stephan; Montorsi, Francesco; Murphy, Declan; Palou, Joan; Patel, Vipul; Piechaud, Pierre-Thierry; Van Poppel, Hendrik; Rischmann, Pascal; Sanchez-Salas, Rafael; Siemer, Stefan; Stoeckle, Michael; Stolzenburg, Jens-Uwe; Terrier, Jean-Etienne; Thüroff, Joachim W; Vaessen, Christophe; Van Der Poel, Henk G; Van Cleynenbreugel, Ben; Volpe, Alessandro; Wagner, Christian; Wiklund, Peter; Wilson, Timothy; Wirth, Manfred; Witt, Jörn; Dasgupta, Prokar

    2015-07-01

    To explore the views of experts about the development and validation of a robotic surgery training curriculum, and how this should be implemented. An international expert panel was invited to a structured session for discussion. The study was of a mixed design, including qualitative and quantitative components based on focus group interviews during the European Association of Urology (EAU) Robotic Urology Section (ERUS) (2012), EAU (2013) and ERUS (2013) meetings. After introduction to the aims, principles and current status of the curriculum development, group responses were elicited. After content analysis of recorded interviews generated themes were discussed at the second meeting, where consensus was achieved on each theme. This discussion also underwent content analysis, and was used to draft a curriculum proposal. At the third meeting, a quantitative questionnaire about this curriculum was disseminated to attendees to assess the level of agreement with the key points. In all, 150 min (19 pages) of the focus group discussion was transcribed (21 316 words). Themes were agreed by two raters (median agreement κ 0.89) and they included: need for a training curriculum (inter-rater agreement κ 0.85); identification of learning needs (κ 0.83); development of the curriculum contents (κ 0.81); an overview of available curricula (κ 0.79); settings for robotic surgery training ((κ 0.89); assessment and training of trainers (κ 0.92); requirements for certification and patient safety (κ 0.83); and need for a universally standardised curriculum (κ 0.78). A training curriculum was proposed based on the above discussions. This group proposes a multi-step curriculum for robotic training. Studies are in process to validate the effectiveness of the curriculum and to assess transfer of skills to the operating room. © 2015 The Authors BJU International © 2015 BJU International Published by John Wiley & Sons Ltd.

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

    Science.gov (United States)

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

    2015-12-01

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

  11. An Example for Portfolio Preparation in German Teacher Training

    Science.gov (United States)

    Arak, Hüseyin

    2017-01-01

    In this study we are trying with the help of portfolio in teacher training and the diagnosis of the learning group concerning their skills in translation from German to Turkish, to show the documentation of the learning process. The portfolio provides a good overview about the performance of the students and it also prepares a basis for…

  12. Curriculum development: Preparing trainees to care for children and adolescents with psychiatric disorders.

    Science.gov (United States)

    Foley, Kimberly P; Haggerty, Treah S; Harrison, Natasha

    2015-01-01

    Family physicians provide care for about one-third of the children and adolescents in the United States, many of whom present with psychological concerns. Family physicians often do not recognize these psychological disorders and therefore do not diagnose or treat them. This report describes the implementation of a curriculum designed to increase family medicine trainees' level of awareness that children/adolescents experience psychiatric conditions. This goal is achieved through the addition of a clinical child/adolescent psychologist faculty member, resident self-assessment of training needs and subsequent development of didactic presentations to address these needs. The curriculum relies on the acquisition of child/adolescent psychiatric screeners, development of child/adolescent-focused bibliotherapy materials, and the development of a longitudinal behavioral sciences curriculum. To facilitate the screening of child/adolescent psychiatric disorders, a comprehensive collection of age-appropriate psychiatric screeners were compiled and made readily available in all precepting areas. To assist with the identification of specific child/adolescent psychiatric deficit areas, family medicine resident physicians were presented with an inventory of child/adolescent psychiatric, psychosocial, and behavioral topics, based upon American Academy of Family Practice guidelines and Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition psychiatric disorders, and self-selected training deficiencies.

  13. Pre-clinical pharmacology training in a student-centered veterinary curriculum.

    Science.gov (United States)

    Buur, Jennifer L

    2009-01-01

    The appropriate use of therapeutics is important to both human and animal health. The field of pharmacology is rapidly progressing such that it is impossible to convey to students every possible piece of information they will need to know throughout their veterinary careers. Instead, it is more important to train students for lifelong and self-directed learning so that they will be able to adapt to the ever-changing pharmaceutical landscape. Western University of Health Sciences College of Veterinary Medicine teaches pharmacology using a student-centered and problem-based curriculum designed to teach students not only the basics of pharmacology and clinical pharmacology, but also the personal skills needed to continue to learn beyond their formal education. The aim of this manuscript is to document the pharmacology curriculum during phase I of the veterinary curriculum. Review of the graduating class of 2010's exposure to pharmacology learning issues reveals broad-based coverage of major functional and mechanistic drug classes as well as peripheral topics, including pharmacokinetics, legal and ethical issues, and dosing regimen calculations. Previous classes have scored well on external examinations leading to a belief that this pharmacology curriculum provides adequate training for graduate veterinarians.

  14. Evaluation of a computer-guided curriculum using animation, visual images, and voice cues to train patients for peritoneal dialysis.

    Science.gov (United States)

    Bernardini, Judith; Davis, Diane J

    2014-01-01

    Training patients to perform peritoneal dialysis (PD) at home is key to good patient outcomes. Currently, no validated curriculum based on education concepts is available in the public domain, and training is not standardized. Few nurses are prepared to be effective trainers. The present study was designed to evaluate the efficiency and effectiveness of PD training using a new cycler designed with animation, visual images, and voice cues and provided by a qualified PD nurse with a standardized script to guide the trainer. ♢ The study recruited 40 participants, including individuals naive to dialysis and current automated PD (APD) patients. Participants with visual, hearing, or touch impairments were purposely included to reflect the disabilities common to the general APD population. The participants encompassed a range of self-reported computer and technical experience and education levels. Experienced training nurses trained each participant, one on one, for 4 - 8 hours during a single day; the nurses followed the standardized script as the participants progressed through the cycler training curriculum. The pace of training was adjusted to meet individual abilities and needs. Participants were evaluated by the training nurse at the end of the training session for their proficiency in meeting the learning objectives. ♢ All 40 participants completed the 1-day training and successfully met all task objectives by the end of the day. Participant ages ranged from 23 to 73 years (mean: 53.8 ± 11 years), with the women (50 ± 12 years) being significantly younger than the men (57 ± 9 years, p = 0.05). Among the participants, 90% had visual impairments; 40%, hearing impairments; and 45%, touch impairments. Twenty-nine participants (73%) had multiple impairments. Median training time was 7 ± 0.13 hours, with a range of 5 - 8.25 hours. We found no correlation between the number of hours needed for successful training and age (r = 0.30). Training time did not differ

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

    National Research Council Canada - National Science Library

    Deivis Perez

    2014-01-01

    This article presents a research aimed to analyze the approach and the definition of guiding curriculum of teacher training for work in the non-formal education in non-governmental organizations(NGOs...

  16. Abortion training to be required in standard Ob / Gyn curriculum.

    Science.gov (United States)

    1995-02-24

    On February 15, (1995) the Accreditation Council for Graduate Medical Education announced that it will now require medical schools seeking accreditation to provide abortion training for all residents in obstetrics and gynecology. The new "Program Requirements for Residency Education in Obstetrics and Gynecology," approved unanimously, will take effect on January 1, 1996. According to the Council, the newly issued standards are the first to refer specifically to abortion. The language states, "Experience with induced abortion must be part of residency training, except for residents with moral or religious objections .... Experience with management of complications of abortion must be provided to all residents." The Council also mandates that if a medical school itself has "a religious, moral or legal" objection to teaching the procedure, it must "ensure that residents ... who do not have a religious or moral objection receive education and experience in performing abortion at another institution." Other revisions provide for expanded resident education in "primary and preventive care," due to the fact that many women rely on their obstetricians and gynecologists as their primary care physicians, as well as additional training experience in family planning, including "all reversible methods of contraception" and sterilization. In order to be certified by the American Board of Obstetrics and Gynecology, ob/gyns must graduate from an accredited residency program. In addition, teaching hospitals must be accredited to secure federal reimbursements for the medical services patients receive from residents. The Accreditation Council for Graduate Medical Education operates under the aegis of the American Medical Association, the American Board of Medical Specialties, the American Hospital Association, the Association of American Medical Colleges, and the Council of Medical Specialty Societies. Both the American Board of Obstetrics and Gynecology and the American College of

  17. Developing a comprehensive training curriculum for integrated predictive maintenance

    Science.gov (United States)

    Wurzbach, Richard N.

    2002-03-01

    On-line equipment condition monitoring is a critical component of the world-class production and safety histories of many successful nuclear plant operators. From addressing availability and operability concerns of nuclear safety-related equipment to increasing profitability through support system reliability and reduced maintenance costs, Predictive Maintenance programs have increasingly become a vital contribution to the maintenance and operation decisions of nuclear facilities. In recent years, significant advancements have been made in the quality and portability of many of the instruments being used, and software improvements have been made as well. However, the single most influential component of the success of these programs is the impact of a trained and experienced team of personnel putting this technology to work. Changes in the nature of the power generation industry brought on by competition, mergers, and acquisitions, has taken the historically stable personnel environment of power generation and created a very dynamic situation. As a result, many facilities have seen a significant turnover in personnel in key positions, including predictive maintenance personnel. It has become the challenge for many nuclear operators to maintain the consistent contribution of quality data and information from predictive maintenance that has become important in the overall equipment decision process. These challenges can be met through the implementation of quality training to predictive maintenance personnel and regular updating and re-certification of key technology holders. The use of data management tools and services aid in the sharing of information across sites within an operating company, and with experts who can contribute value-added data management and analysis. The overall effectiveness of predictive maintenance programs can be improved through the incorporation of newly developed comprehensive technology training courses. These courses address the use of

  18. Beyond teacher training: the critical role of professional development in maintaining curriculum fidelity.

    Science.gov (United States)

    LaChausse, Robert G; Clark, Kim R; Chapple, Sabrina

    2014-03-01

    To examine how teacher characteristics affected program fidelity in an impact evaluation study of the Positive Prevention PLUS program, and to propose a comprehensive teacher training and professional development structure to increase program fidelity. Curriculum fidelity logs, lesson observations, and teacher surveys were used to measure teacher characteristics and implementation fidelity including adherence, adaptation, and lesson quality. Compared with non-health credentialed teachers, credential health education teachers had greater comfort and self-efficacy regarding sex-related instruction. Teacher self-efficacy and comfort were significant predictors of adherence. Implementation fidelity may be linked to teacher characteristics that can be enhanced during curriculum training. A 2-day teacher training may not adequately address teacher facilitation skills or the maintenance of institutional supports for implementing a program with fidelity and quality. A new model of comprehensive teacher training and support is offered. This new training infrastructure is intended to contribute to the school district's institutionalization of higher-quality comprehensive sexual health education and increase program fidelity. Copyright © 2014 Society for Adolescent Health and Medicine. All rights reserved.

  19. MEDLINE training for medical students integrated into the clinical curriculum.

    Science.gov (United States)

    Schwartz, D G; Schwartz, S A

    1995-03-01

    This study was initiated in response to the availabilty of unlimited access to MEDLINE via the PaperChase interface at the host institution. The goal of the study was to analyse the usage of MEDLINE by medical students during their third-year clinical clerkship in paediatrics. This was achieved by first giving them a formal demonstration of MEDLINE and then longitudinally administering a structured questionnaire at several points during their paediatric clerkship. Since medical students were required to write a thesis for this clerkship, which included an analysis of the primary literature, there was an identified need for using the system. This study analyses the students' perceptions and searching activities after formal training and upon having unlimited access to MEDLINE.

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

    Science.gov (United States)

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

    2015-08-05

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

  1. Designing a Community-Based Lay Health Advisor Training Curriculum to Address Cancer Health Disparities

    Science.gov (United States)

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

    2012-01-01

    Introduction Racial and ethnic minorities have disproportionately higher cancer incidence and mortality than their White counterparts. In response to this inequity in cancer prevention and care, community-based lay health advisors (LHAs) may be suited to deliver effective, culturally relevant, quality cancer education, prevention/screening, and early detection services for underserved populations. Approach and Strategies Consistent with key tenets of community-based participatory research (CBPR), this project engaged community partners to develop and implement a unique LHA training curriculum to address cancer health disparities among medically underserved communities in a tricounty area. Seven phases of curriculum development went into designing a final seven-module LHA curriculum. In keeping with principles of CBPR and community engagement, academic–community partners and LHAs themselves were involved at all phases to ensure the needs of academic and community partners were mutually addressed in development and implementation of the LHA program. Discussion and Conclusions Community-based LHA programs for outreach, education, and promotion of cancer screening and early detection, are ideal for addressing cancer health disparities in access and quality care. When community-based LHAs are appropriately recruited, trained, and located in communities, they provide unique opportunities to link, bridge, and facilitate quality cancer education, services, and research. PMID:22982709

  2. Recommendations for natural bodybuilding contest preparation: resistance and cardiovascular training.

    Science.gov (United States)

    Helms, E R; Fitschen, P J; Aragon, A A; Cronin, J; Schoenfeld, B J

    2015-03-01

    The anabolic effect of resistance training can mitigate muscle loss during contest preparation. In reviewing relevant literature, we recommend a periodized approach be utilized. Block and undulating models show promise. Muscle groups should be trained 2 times weekly or more, although high volume training may benefit from higher frequencies to keep volume at any one session from becoming excessive. Low to high (~3-15) repetitions can be utilized but most repetitions should occur in the 6-12 range using 70-80% of 1 repetition maximum. Roughly 40-70 reps per muscle group per session should be performed, however higher volume may be appropriate for advanced bodybuilders. Traditional rest intervals of 1-3 minutes are adequate, but longer intervals can be used. Tempo should allow muscular control of the load; 1-2 s concentric and 2-3 s eccentric tempos. Training to failure should be limited when performing heavy loads on taxing exercises, and primarily relegated to single-joint exercises and higher repetitions. A core of multi-joint exercises with some single-joint exercises to address specific muscle groups as needed should be used, emphasizing full range of motion and proper form. Cardiovascular training can be used to enhance fat loss. Interference with strength training adaptations increases concomitantly with frequency and duration of cardiovascular training. Thus, the lowest frequency and duration possible while achieving sufficient fat loss should be used. Full-body modalities or cycling may reduce interference. High intensities may as well; however, require more recovery. Fasted cardiovascular training may not have benefits over fed-state and could be detrimental.

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

    NARCIS (Netherlands)

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

    2004-01-01

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

  4. The North Dakota Mental Health and Aging Education Project: Curriculum Design and Training Outcomes for a Train-the-Trainer Model

    Science.gov (United States)

    Fitzgerald, Margaret A.; Chromy, Barbara; Philbrick, Candace A.; Sanders, Gregory F.; Muske, Kara L.; Bratteli, Marlys

    2009-01-01

    A training curriculum on mental health and aging was developed and disseminated to 32 natural caregivers throughout a frontier state using a train-the-trainer model. Those certified as trainers included social workers, religious professionals, volunteers, long-term care employees, nurses, home health workers, and professional and informal…

  5. The North Dakota Mental Health and Aging Education Project: Curriculum Design and Training Outcomes for a Train-the-Trainer Model

    Science.gov (United States)

    Fitzgerald, Margaret A.; Chromy, Barbara; Philbrick, Candace A.; Sanders, Gregory F.; Muske, Kara L.; Bratteli, Marlys

    2009-01-01

    A training curriculum on mental health and aging was developed and disseminated to 32 natural caregivers throughout a frontier state using a train-the-trainer model. Those certified as trainers included social workers, religious professionals, volunteers, long-term care employees, nurses, home health workers, and professional and informal…

  6. Providing competency-based family medicine residency training in substance abuse in the new millennium: a model curriculum

    Directory of Open Access Journals (Sweden)

    Shellenberger Sylvia

    2010-05-01

    Full Text Available Abstract Background This article, developed for the Betty Ford Institute Consensus Conference on Graduate Medical Education (December, 2008, presents a model curriculum for Family Medicine residency training in substance abuse. Methods The authors reviewed reports of past Family Medicine curriculum development efforts, previously-identified barriers to education in high risk substance use, approaches to overcoming these barriers, and current training guidelines of the Accreditation Council for Graduate Medical Education (ACGME and their Family Medicine Residency Review Committee. A proposed eight-module curriculum was developed, based on substance abuse competencies defined by Project MAINSTREAM and linked to core competencies defined by the ACGME. The curriculum provides basic training in high risk substance use to all residents, while also addressing current training challenges presented by U.S. work hour regulations, increasing international diversity of Family Medicine resident trainees, and emerging new primary care practice models. Results This paper offers a core curriculum, focused on screening, brief intervention and referral to treatment, which can be adapted by residency programs to meet their individual needs. The curriculum encourages direct observation of residents to ensure that core skills are learned and trains residents with several "new skills" that will expand the basket of substance abuse services they will be equipped to provide as they enter practice. Conclusions Broad-based implementation of a comprehensive Family Medicine residency curriculum should increase the ability of family physicians to provide basic substance abuse services in a primary care context. Such efforts should be coupled with faculty development initiatives which ensure that sufficient trained faculty are available to teach these concepts and with efforts by major Family Medicine organizations to implement and enforce residency requirements for

  7. Khoa Trinh Huan Luyen Giu Tre Ban Ngay Tai Gia (Family Day Care Training Curriculum--Vietnamese).

    Science.gov (United States)

    Nakatsu, Gail

    California's Family Day Care Training Program was designed to recruit and train, in 7 weeks, Lao, Vietnamese, and Chinese refugees to establish their own state-licensed, family day care homes. Topics in the program's curriculum include an introduction to family day care, state licenses and licensing requirements for family day care, licensing…

  8. Writing your curriculum vitae.

    Science.gov (United States)

    McKenzie, S

    2001-09-01

    Your curriculum vitae (CV) is your gateway to shortlisting. A good CV takes a long time to prepare. It should not only record your training but, more importantly, should reflect your 'physicianly' qualities, management skills and knowledge of health-care systems.

  9. Beyond the Standard Curriculum: A Review of Available Opportunities for Medical Students to Prepare for a Career in Radiation Oncology

    Energy Technology Data Exchange (ETDEWEB)

    Agarwal, Ankit; DeNunzio, Nicholas J.; Ahuja, Divya; Hirsch, Ariel E., E-mail: Ariel.hirsch@bmc.org

    2014-01-01

    Purpose: To review currently available opportunities for medical students to supplement their standard medical education to prepare for a career in radiation oncology. Methods and Materials: Google and PubMed were used to identify existing clinical, health policy, and research programs for medical students in radiation oncology. In addition, results publicly available by the National Resident Matching Program were used to explore opportunities that successful radiation oncology applicants pursued during their medical education, including obtaining additional graduate degrees. Results: Medical students can pursue a wide variety of opportunities before entering radiation oncology. Several national specialty societies, such as the American Society for Radiation Oncology and the Radiological Society of North America, offer summer internships for medical students interested in radiation oncology. In 2011, 30% of allopathic senior medical students in the United States who matched into radiation oncology had an additional graduate degree, including PhD, MPH, MBA, and MA degrees. Some medical schools are beginning to further integrate dedicated education in radiation oncology into the standard 4-year medical curriculum. Conclusions: To the authors' knowledge, this is the first comprehensive review of available opportunities for medical students interested in radiation oncology. Early exposure to radiation oncology and additional educational training beyond the standard medical curriculum have the potential to create more successful radiation oncology applicants and practicing radiation oncologists while also promoting the growth of the field. We hope this review can serve as guide to radiation oncology applicants and mentors as well as encourage discussion regarding initiatives in radiation oncology opportunities for medical students.

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

    Science.gov (United States)

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

    2015-01-01

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

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

    Science.gov (United States)

    Asgary, Ramin

    2016-04-01

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

  12. Physical training of young biathletes in step preliminary preparation

    Directory of Open Access Journals (Sweden)

    Burla Artem A.

    2014-12-01

    Full Text Available Purpose : To examine the effectiveness of different allocation of general and special physical training of young biathletes in the preparatory and competitive periods of the annual cycle at the stage of preparation. Material : The study included 24 young athletes (age 13-15 years, have been employed 1 year or more. Results : shows dynamics of the various components of fitness of young biathlon (running at 30 meters from the place of 1000 and 3000 meters, pulling up on crossbeam flexion and extension hand in the emphasis lying down, raising and lowering legs Wies, long jump with space shuttle run 4 x 9 meters. Recommended for general physical training in the preparatory period allocate 65% of the time, a special and comprehensive training - 35%. Time on general fitness is distributed as follows: Power - 50% of the time, speed and speed-power - 25%, the development of general and special endurance - 20%, improving flexibility and coordination skills - 5%. Conclusions : lessons for biathlon in the early years of training should not be aimed at increasing the level of general and special endurance. In more classes should be directed at improving the physical fitness of versatile, high-speed, speed-strength and power qualities of athletes.

  13. Nephrology training curriculum and implications for optimal kidney care in the developing world.

    Science.gov (United States)

    Okel, Julius; Okpechi, Ike G; Qarni, Bilal; Olanrewaju, Timothy; Courtney, Mark J; Luyckx, Valerie; Naicker, Sarala; Bello, Aminu K

    An effective workforce is essential for delivery of high-quality chronic disease care. Low-income nations are challenged by a dearth and/or maldistribution of an essential workforce required for all chronic disease care including chronic kidney disease (CKD). Nephrology education and training in developed countries have grown at pace with the technological advancement in the practice of medicine in order to meet the standards required of kidney health professionals towards high-quality, patient-centered medical care. The standards designed by institutions and/or professional societies, such as Royal Colleges and Medical Councils in high-income nations with well-developed health systems and infrastructures, are often not easily translatable to issues critical to nephrology practice in low-income nations. Little or no guidance is provided on common nephrological issues of regional nature or pertaining to ethnic minorities and disadvantaged groups living in those countries. There is an emergent need for a training curriculum that meets the needs and peculiarities of the developing nations, and this needs to leverage on the existing and well-validated systems of training across the globe. We evaluated nephrology training programs across 25 upper-middle and high-income nations to identify best practices and opportunities for adoption in low-income nations. We reviewed training guidelines from major professional societies on content and process of training. There are similarities and differences in structure, content, and process of training programs across countries, and there are clearly adoptable concepts/frameworks for application in low-income nations. We provide recommendations and a strategic plan for the future focus of nephrology training in the developing world to align with current trends in technological advancement and development as well as the need for emphasis on prevention of CKD. The essential competencies (patient- and population--based) required of a

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

    Science.gov (United States)

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

    2017-01-01

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

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

    CERN Multimedia

    2006-01-01

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

  16. Comprehensive training in suspected child abuse and neglect for dental students: a hybrid curriculum.

    Science.gov (United States)

    Ivanoff, Chris S; Hottel, Timothy L

    2013-06-01

    Child abuse and neglect are tragic realities of American society. However, most U.S. dental schools do not provide students with adequate training to deal with the problem. This article proposes expanding the predoctoral dental curriculum with a problem-based learning model that can effectively stimulate critical thinking skills to assist graduates in screening and reporting suspected child abuse and neglect throughout their careers. The unique multicultural environment of dental school offers students an unprecedented opportunity to develop awareness about child abuse and domestic violence, while increased vigilance can potentially save innocent young lives. Educating students about proper protocol when they suspect child abuse or neglect is imperative, particularly for dental schools involving students in community sealant and other preventive programs in public schools. By expanding their curriculum to include recognition and intervention, dental schools can help break the cycle of violence and transform attitudes towards taking decisive action. Clinical curricula that have moved to private practice preceptor models are well suited to screen for child abuse. The goal is to motivate dental schools to deal with this critical issue, develop reporting protocols and procedures for appropriate response, and provide their students with consummate training.

  17. Influence of results phsycological - professional selection, physical and training preparations on success flying training of cadets

    Directory of Open Access Journals (Sweden)

    Popov F.I.

    2010-06-01

    Full Text Available The prognosis of flying success is presented to beginning of the flying teaching of students. A prognosis is made on results a complex analysis phsycological - professional selection, physical and training preparation. Each of estimations individually does not give a reliable prediction. Facilities of physical preparation can be used for determination of level of development professionally of important qualities of future pilots. Professionally important qualities need periodic (not rarer than once in a year control after their dynamics the method of the repeated inspections.

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

    OpenAIRE

    Deivis Perez

    2014-01-01

    This article presents a research aimed to analyze the approach and the definition of guiding curriculum of teacher training for work in the non-formal education in non-governmental organizations (NGOs). We opted for a qualitative approach and case study of Te- acher Training Course for NGOs, developed by Ong São Paulo-SP. The research instruments were: analysis of documents of the cou- rse, interviews with trainers and coordinator and literature review. In this course, curriculum is defined a...

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

    Science.gov (United States)

    Eberhart, Catherine A; Martel, Stacie S

    2015-03-01

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

  20. Training and Certification for Domestic Violence Service Providers: The Need for a National Standard Curriculum and Training Approach.

    Science.gov (United States)

    Stover, Carla Smith; Lent, Kimberly

    2014-04-01

    Domestic violence (DV) continues to constitute an enormous public health problem in the United States. Knowledge and understanding of the complexities involved in DV has grown significantly in recent years revealing a need for providers who have broad training in a variety of legal, safety, developmental, and clinical issues that face families impacted by DV. This paper reviews current approaches to training and the ability of such methods to adequately prepare providers. There are no national standards for providers at any level from DV advocates to batterer interventionists, to clinicians with the required hours of training in most states at an alarmingly low level. Few states require cross training for those working as victim advocates or batterer interventionists. The systems that currently provide segregated and limited training create silos of service that are less effective. A proposed set of standards and training guidelines are proposed for DV advocates, batterer interventionists, and clinicians along with a discussion of the implications of such standards for the field.

  1. What to Consider When Preparing a Model Core Curriculum for GIS Ethics: Objectives, Methods, and a Sketch of Content

    Science.gov (United States)

    Davis, Michael

    2014-01-01

    The purpose of this article is to provide a summary of what is known about teaching ethics in engineering, science, and related disciplines. Such a summary should provide a useful starting point for preparation of a detailed curriculum for teaching the ethics of geo-coded information systems broadly understood ("GIS ethics" for short).…

  2. On inclusive education in the training of science teachers: the texture of the curriculum in practice - doi: 10.4025/actascieduc.v33i2.14407

    Directory of Open Access Journals (Sweden)

    Eveline Borges Vilela-Ribeiro

    2011-10-01

    Full Text Available The proposed curriculum, as embodiment of culture, of relations of power, politics and economy are manifested in the university through pedagogical projects of their courses - PPC. In this way, considering the relevance of the question in a time of democratizing access to education, it must be also considered how will or how is being performed the permanence of all people in university, and how the future science teachers are being prepared for the diversity. Thus, we analyzed the PPC of the licentiate courses in sciences (Biology, Physics, Mathematics, and Chemistry of a public institution of higher education in Jataí City, Goiás State, focusing on Inclusive Education and how it is being dealt in these training courses for teachers. In the documents of the examined courses, there was no reference to training for diversity, and no discipline or reference approaching this subject.

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

    Directory of Open Access Journals (Sweden)

    Deivis Perez

    2014-06-01

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

  4. Effectiveness of resident as teacher curriculum in preparing emergency medicine residents for their teaching role

    Science.gov (United States)

    HOSEIN NEJAD, HOOMAN; BAGHERABADI, MEHDI; SISTANI, ALIREZA; DARGAHI, HELEN

    2017-01-01

    Introduction: Over the past 30 years, recognizing the need and importance of training residents in teaching skills has resulted in several resident-as-teacher programs. The purpose of this study was to explore the impact of this teaching initiative and investigate the improvement in residents’ teaching skills through evaluating their satisfaction and perceived effectiveness as well as assessing medical students’ perception of the residents’ teaching quality. Methods: This research is a quasi-experimental study with pre- and post-tests, continuing from Dec 2010 to May 2011 in Imam Hospital, Tehran University of Medical Sciences. In this survey, Emergency Medicine Residents (n=32) participated in an 8-hour workshop. The program evaluation was performed based on Kirkpatrick’s model by evaluation of residents in two aspects: self-assessment and evaluation by interns who were trained by these residents. Content validity of the questionnaires was judged by experts and reliability was carried out by test re-test. The questionnaires were completed before and after the intervention. Paired sample t-test was applied to analyze the effect of RAT curriculum and workshop on the improvement of residents’ teaching skills based on their self-evaluation and Mann-Whitney U test was used to identify significant differences between the two evaluator groups before and after the workshop. Results: The results indicated that residents’ attitude towards their teaching ability was improved significantly after participating in the workshop (pKirkpatrick’s model, i.e. it showed measurable positive changes in the self-assessments of medical residents about different aspects of teaching ability and performance. However, implementing training sessions for resident physicians, although effective in improving their confidence and self-assessment of their teaching skills, seems to cause no positive change in the third evaluated level of Kirkpatrick’s model, i.e. the residents

  5. Adjusting the Passing Scores for Gearing up for Safety: Production Agriculture Safety Training for Youth Curriculum Test Instruments

    Science.gov (United States)

    Hoover, William Brian; French, Brian F.; Field, William E.; Tormoehlen, Roger L.

    2012-01-01

    Minimum passing scores for the Gearing Up for Safety: Production Agriculture Safety Training for Youth curriculum (Gearing Up for Safety) were set in 2006 with widely used and established procedures by efforts of subject matter experts (French, Breidenbach et al., 2007; French, Field, and Tormoehlen, 2006, 2007). While providing a research-based…

  6. 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...

  7. The White Mountain Apache Child Protection Service Training Curriculum. Nohwii Chaghashe Baa da gontzaa (Protect Our Apache Children).

    Science.gov (United States)

    Gonzalez-Santin, Edwin, Comp.

    This curriculum manual provides 8 days of training for child protective services (CPS) personnel (social workers and administrators) working in the White Mountain Apache tribal community. Each of the first seven units in the manual contains a brief description of contents, course objectives, time required, key concepts, possible discussion topics,…

  8. Residents’ perceptions of an integrated longitudinal curriculum: a qualitative study

    Directory of Open Access Journals (Sweden)

    Rebecca Lubitz

    2015-12-01

    Conclusions: This study suggests that an integrated longitudinalized family medicine block training model has the potential to support the principles of a longitudinal integrated competency-based curriculum to effectively prepare residents for family medicine practice.

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

    CERN Multimedia

    2006-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Antti Laherto

    2011-09-01

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

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

    Directory of Open Access Journals (Sweden)

    Lea Zenner

    2017-04-01

    Full Text Available On the one hand, India is a growing economy that needs skilled labour, self-employed entrepreneurs and employees to tackle its economic and social challenges. On the other hand, India faces high unemployment rates, especially among young people. Graduates from industrial training institutes (ITIs in particular are often facing difficulties in pursuing self-employment. Entrepreneurship education is an essential element in preparing young people for self-employment. This paper analyses how and to what extent entrepreneurship education has been conceived and implemented in vocational schools in and around Bangalore to face these challenges. Methodologically the authors use a three-step approach following the theories of a `prescribed', `adopted' or `enacted' curriculum. Qualitative interviews are used for the analysis of the adopted and enacted curriculum. The authors conclude that whereas the prescribed curriculum includes several elements of entrepreneurship education and teacher's understanding is in line with the prescription, the understanding is seldom translated into input in the day-to-day teaching. The plausible reasons for this gap are discussed in this paper.

  12. Are future medical oncologists sufficiently trained to communicate about palliative care? The medical oncology curriculum in Flanders, Belgium.

    Science.gov (United States)

    Horlait, M; Van Belle, S; Leys, M

    2017-10-01

    Palliative care is considered an integral part of oncology and communicating this with patients is an unavoidable task for oncologists. This contribution investigated to what extent communication skills for communicating palliative care with patients are trained in the formal academic training program in medical oncology in Flanders, Belgium. The programme is based on the recommendations for a Global Core Curriculum in Medical Oncology, developed by The American Society of Clinical Oncology (ASCO) together with the European Society for Medical Oncology (ESMO). For this qualitative study, data were collected using document analysis from the ESMO/ASCO recommendations and the documents of the Flanders' medical oncology programme complemented with interviews with Flemish medical oncology trainees. Few recommendations for training communication skills to communicate about palliative care were found in the ASMO/ASCO recommendations and even less in the Flanders' programme documents. Trainees are mainly exposed to palliative care communication during the clinical practice of their training. Only very few lectures or seminars are devoted to palliative care and even less on communication about palliative care. They reported several barriers to communicate about palliative care. This study revealed promising developments for the training of Flemish medical oncologists to discuss palliative care. However, there is still a need for more theoretical training on palliative care complemented with communication skills trainings. Communication training in general needs to be fully integrated as a core skill within the medical curriculum at large and should be promoted as lifelong learning and competency development.

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

    Energy Technology Data Exchange (ETDEWEB)

    Jippes, Erik [University Medical Centre Groningen, University of Groningen, Postgraduate School of Medicine, Wenckebach Institute, Hanzeplein 1, Postbus 30.001, Groningen (Netherlands); Engelen, Jo M.L. van [University of Groningen, Product Development and Strategy, Faculty Economics and Business, Groningen (Netherlands); Brand, Paul L.P. [University Medical Centre Groningen, UMCG Postgraduate School of Medicine, Hanzeplein 1, Postbus 30.001, Groningen (Netherlands); Amalia Children' s Clinic, Isala Klinieken Zwolle, Zwolle (Netherlands); Oudkerk, Matthijs [University Medical Centre Groningen, University of Groningen, Department of Radiology, Hanzeplein 1, Postbus 30.001, Groningen (Netherlands)

    2010-04-15

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

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

    Science.gov (United States)

    Ross, David A; Rohrbaugh, Robert

    2014-04-01

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

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

    Science.gov (United States)

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

    2010-01-01

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

  16. Molecular pathology curriculum for medical laboratory scientists: A report of the association for molecular pathology training and education committee.

    Science.gov (United States)

    Taylor, Sara; Bennett, Katie M; Deignan, Joshua L; Hendrix, Ericka C; Orton, Susan M; Verma, Shalini; Schutzbank, Ted E

    2014-05-01

    Molecular diagnostics is a rapidly growing specialty in the clinical laboratory assessment of pathology. Educational programs in medical laboratory science and specialized programs in molecular diagnostics must address the training of clinical scientists in molecular diagnostics, but the educational curriculum for this field is not well defined. Moreover, our understanding of underlying genetic contributions to specific diseases and the technologies used in molecular diagnostics laboratories change rapidly, challenging providers of training programs in molecular diagnostics to keep their curriculum current and relevant. In this article, we provide curriculum recommendations to molecular diagnostics training providers at both the baccalaureate and master's level of education. We base our recommendations on several factors. First, we considered National Accrediting Agency for Clinical Laboratory Sciences guidelines for accreditation of molecular diagnostics programs, because educational programs in clinical laboratory science should obtain its accreditation. Second, the guidelines of several of the best known certifying agencies for clinical laboratory scientists were incorporated into our recommendations. Finally, we relied on feedback from current employers of molecular diagnostics scientists, regarding the skills and knowledge that they believe are essential for clinical scientists who will be performing molecular testing in their laboratories. We have compiled these data into recommendations for a molecular diagnostics curriculum at both the baccalaureate and master's level of education. Copyright © 2014 American Society for Investigative Pathology and the Association for Molecular Pathology. Published by Elsevier Inc. All rights reserved.

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

    CERN Multimedia

    2006-01-01

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

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

    CERN Multimedia

    2006-01-01

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

  19. Bases Para Organizar Capacitacion en Servicio de Profesionales en Curriculum (Bases for Organizing In-Service Training for Curriculum Specialists).

    Science.gov (United States)

    Valle, Victor M.

    There is an increasing awareness of the importance of curricular issues in the educational undertaking. The curriculum, which in all its definitions contains as a common denominator the organization of educational opportunities that schools provide for their pupils, demands and needs some specific type of professional educators. Such professionals…

  20. Establishing Astronomy in the Curriculum at a Teacher Preparation College: Some Successes and Some Challenges

    Science.gov (United States)

    French, L. M.; Borkovitz, D.

    1999-12-01

    At Wheelock College, a liberal arts college in Boston which prepares students for careers in elementary and early childhood teaching and social work, we are developing science and mathematics courses designed to prepare our students for their work with children while teaching them adult-level math and science. Our students arrive with varying skill levels and, often, a great deal of math and science anxiety. We must address the anxiety in order for the students to make progress as learners and, eventually, teachers of math and science. Two courses have been notable successes. A one-semester course entitled The Solar System has become a staple in the curriculum. Major topics covered include finding our way around the sky, the nature of light and color, the size and scale of the solar system, and the causes of the Earth’s seasons and the phases of the moon. Students report that it changes their minds about how science can be taught by modeling a style of teaching which is more interactive than the way they were taught. In the graduate school, astronomy is the focus for a course entitled Teaching and Learning. Co-taught by an education faculty member and an astronomer, the course immerses students in learning a new content area and asks them to consider their own learning process. Observations play an important role here, with students keeping journals of their own sky observations. We also describe two challenges. One is the establishment of more advanced courses; although an astrophysics class has been offered twice to overwhelmingly positive student reviews, it is not easy to “sell”. The other challenge is the establishment of an introductory level course in stars and galaxies for non-science majors. This work has been supported in part by a grant from the DUE of the National Science Foundation.

  1. A train-the-trainer approach to a shared pharmacogenomics curriculum for US colleges and schools of pharmacy.

    Science.gov (United States)

    Lee, Kelly C; Ma, Joseph D; Hudmon, Karen Suchanek; Kuo, Grace M

    2012-12-12

    To assess pharmacy faculty trainers' perceptions of a Web-based train-the-trainer program for PharmGenEd, a shared pharmacogenomics curriculum for health professional students and licensed clinicians. Pharmacy faculty trainers (n=58, representing 39 colleges and schools of pharmacy in the United States and 1 school from Canada) participated in a train-the-trainer program consisting of up to 9 pharmacogenomics topics. Posttraining survey instruments assessed faculty trainers' perceptions toward the training program and the likelihood of their adopting the educational materials as part of their institution's curriculum. Fifty-five percent of faculty trainers reported no prior formal training in pharmacogenomics. There was a significant increase (ptrain licensed health professionals, and 95% indicated that they would recommend the program to other pharmacy faculty members. As a result of participating in the train-the-trainer program in pharmacogenomics, faculty member participants gained confidence in teaching pharmacogenomics to their students, and the majority of participants indicated a high likelihood of adopting the program at their institution. A Web-based train-the-trainer model appears to be a feasible strategy for training pharmacy faculty in pharmacogenomics.

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

    Science.gov (United States)

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

    2012-01-01

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

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

    Science.gov (United States)

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

    2012-01-01

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

  4. 75 FR 1814 - Solicitation for a Cooperative Agreement-Curriculum Development: Training for Correctional...

    Science.gov (United States)

    2010-01-13

    ... priorities, identify strategic objectives, create measurable goals, establish collaborative partnerships... a curriculum, which follows NIC's Instructional Theory Into Practice (ITIP) model, to be written... Agreement, a curriculum will have been developed using NIC's Instructional Theory Into Practice (ITIP)...

  5. The Current State of Middle Management Preparation, Training, and Development in Academic Libraries

    Science.gov (United States)

    Rooney, Michael P.

    2010-01-01

    This study examined the management experience, preparation, and training possessed by middle managers in academic libraries through the analysis of survey results. The analysis showed both advances in middle management preparation over recent decades and room for improvement in several aspects of management development and training within the…

  6. AN EXAMPLE FOR PORTFOLIO PREPARATION IN GERMAN TEACHER TRAINING

    Directory of Open Access Journals (Sweden)

    Hüseyin ARAK

    2017-04-01

    Full Text Available In this study we are trying with the help of portfolio in teacher training and the diagnosis of the learning group concerning their skills in translation from German to Turkish, to show the documentation of the learning process. The portfolio provides a good overview about the performance of the students and it also prepares a basis for assessment. A growing self-awareness of students can be achieved through implementing the portfolio-method. The students should collect and reflect the most important materials and practices leading to key terms of the seminar. It is more than an assessment method it is a surrounding of learning. The work with portfolio has an influence on teaching, learning and assessing. As in detail, this is dependent on the aims and other characteristics of the models which take the portfolio work as a basis. The portfolio provides us a big advantage for the support of the cultural reflection. We can observe the process of the growth of knowledge step by step, because the measurement of the development in a determined period allows us either a written work or a Multiple Choice Test. In this sense we can look at the portfolio as an assessment instrument of a process.

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

    Science.gov (United States)

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

    2013-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Baldwin-Ragaven Laurel

    2011-07-01

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

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

    Science.gov (United States)

    Gallagher, Erin; Moore, Ainsley; Schabort, Inge

    2017-03-01

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

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

    Science.gov (United States)

    Xiaoqin, Liu; Wenzhong, Zhu

    2016-01-01

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

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

    Science.gov (United States)

    Pechak, Celia; Diaz, Deborah; Dillon, Loretta

    2014-12-01

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

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

    Directory of Open Access Journals (Sweden)

    Rocio Belandria Cerdeira

    2011-04-01

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

  13. Individualization of training process as a leading construction of skiers’ training component in preparation for higher achievements

    Directory of Open Access Journals (Sweden)

    Vorfolomeeva L.A.

    2013-08-01

    Full Text Available The aim was to improve the process of preparation of skiers in preparation for higher achievements. It is spotted urgency of introduction of individualization in the training process, the principles and directions of realization. It is offered individualized relationship seen as consistent instructional techniques and forms of management training athletes. It is proved that increasing individualization rationality of functional reserves of athletes and prevent early retirement. Argues that the correction of the training process is the need for the development of genetic expression in the function of an athlete and popular sports specialization. It is noted that during the preparation of the highest achievements of a fundamentally important point is to ensure that the conditions under which the period of maximum susceptibility athlete to achieve the best results with the same period of the most intense and complex in the coordination for training loads.

  14. Raven surgical robot training in preparation for da vinci.

    Science.gov (United States)

    Glassman, Deanna; White, Lee; Lewis, Andrew; King, Hawkeye; Clarke, Alicia; Glassman, Thomas; Comstock, Bryan; Hannaford, Blake; Lendvay, Thomas S

    2014-01-01

    The rapid adoption of robotic assisted surgery challenges the pace at which adequate robotic training can occur due to access limitations to the da Vinci robot. Thirty medical students completed a randomized controlled trial evaluating whether the Raven robot could be used as an alternative training tool for the Fundamentals of Laparoscopic Surgery (FLS) block transfer task on the da Vinci robot. Two groups, one trained on the da Vinci and one trained on the Raven, were tested on a criterion FLS block transfer task on the da Vinci. After robotic FLS block transfer proficiency training there was no statistically significant difference between path length (p=0.39) and economy of motion scores (p=0.06) between the two groups, but those trained on the da Vinci did have faster task times (p=0.01). These results provide evidence for the value of using the Raven robot for training prior to using the da Vinci surgical system for similar tasks.

  15. Understanding the curriculum the light of training guiding health in Brazil.

    Science.gov (United States)

    Moraes, Bibiana Arantes; Costa, Nilce Maria da Silva

    2016-06-01

    To analyze Pedagogical Projects Courses (PPCs) from the healthcare field in light of the National Curriculum Standards (NCS) policies on healthcare training. Exploratory descriptive study of qualitative approach, in which were carried out analyzes of PPPs of Nursing, Pharmacy, Medicine, Nutrition and Dentistry of a federal university in the Midwest region of Brazil. As technical analysis of documentary sources, adopted the content analysis in the thematic mode. The analysis of PPC showed the general aspects of PPC as the course features the historical percursso and construction, professional skills and competences required for professional performance and the guiding principles of formation characterized by technical, professional practice, articulation theory/ practice, interdisciplinarity and ethical / social training. PPC presented is consistent with the proposals set out in DCN and carry training policies in health in Brazil, providing adequate training for health professionals, the demands of the population and the National Health System. Analisar os Projetos Pedagógicos de Cursos (PPC) da área da saúde à luz das Diretrizes Curriculares Nacionais (DCN) e das políticas indutoras de formação em saúde do Brasil. Pesquisa descritiva exploratória de abordagem qualitativa, na qual foram realizadas análises dos PPC dos cursos de Enfermagem, Farmácia, Medicina, Nutrição e Odontologia de uma instituição federal de ensino superior da região Centro-Oeste do Brasil. Como técnica de análises das fontes documentais, adotou-se a análise de conteúdo, na modalidade temática. As análises dos PPC evidenciaram os aspectos gerais dos PPC como as características do curso, o percursso histórico e sua construção, habilidades e competências profissionais requeridas para o desempenho profissional e os princípios norteadores da formação caracterizados pela técnica, prática profissional, articulação teoria/prática, interdisciplinaridade e formação

  16. Investing in future pediatric subspecialists: a fellowship curriculum that prepares for the transition to academic careers

    National Research Council Canada - National Science Library

    Rama, Jennifer A; Campbell, Judith R; Balmer, Dorene F; Turner, Teri L; Hsu, Deborah C

    2015-01-01

    .... In this article, the authors apply a logic model to describe their efforts to develop, implement, evaluate, and revise a comprehensive academic career development curriculum among pediatric subspecialty fellows...

  17. Preparing radiology staff to meet service goals: a training model.

    Science.gov (United States)

    Ricciardone, E B; Stepanovich, P H; West, V T

    1994-01-01

    This article describes a model used to train radiology staff in customer service relations at a large southeastern medical center. Information about the needs of the radiology department and staff was acquired through quantitative and qualitative assessments. The primary goal of the training was twofold: 1) to develop employee awareness of customer expectations and 2) to develop problem-solving skills to respond to customer service related issues. Instructional methods compatible with adult learning were used and training results were assessed. Positive changes in employee attitudes and behaviors are described and recommendations for training development and implementation are discussed.

  18. SOFTWARE TRAINING AIDS DEVELOPMENT AND IMPLEMENTATION IN PROFESSIONAL PREPARATION PRACTICE OF TECHNOLOGICAL EDUCATION TEACHER

    Directory of Open Access Journals (Sweden)

    Anatoliy G. Gritchenko

    2013-03-01

    Full Text Available The article outlines the theoretical and practical aspects of software training aids development and implementation in professional preparation practice of technological education teacher. The myriad opportunities of new information technologies are described; the characteristic features of modern software training tool (STT are revealed; the main algorithmic structure circuits of training programs construction (linear, cyclic, with hyperlinks, to the labels, which enable the development of STT variety and functionality are given; the methodology of STT creating is described based on the analysis of the technology teacher preparation in HEE content, MITE didactic functions and selection criteria of educational software for this area of specialist’s preparation.

  19. Curriculum Development 101: Lessons Learned from a Curriculum-Design Project

    Science.gov (United States)

    Albilehi, Reema; Han, Ju Young; Desmidt, Heather

    2013-01-01

    To better prepare themselves for authentic teaching situations, pre- and in-service teachers should become familiarized with the application of curriculum-development theory in their training programs. The authors will detail how they have become more prepared to face the challenges of course development by outlining their own experience designing…

  20. The curriculum for the teaching of history: between training, the prescribed and the practiced

    Directory of Open Access Journals (Sweden)

    Olavo Pereira Soares

    2012-03-01

    Full Text Available This article analyzes the relations between the curriculum of the initial formation for history teaching and the school curriculum for the teaching of this discipline. It has been assumed that the initial formation have decisive influence in the analyses that the undergraduates and entrants in the mastership makes about the school curriculum, and that such analyses no it restricts unto prescript. Initially, we present our considerations about the trajectory of current curriculum requirements for the teaching of history. After that, we raise data about as the initial formation curriculum is incorporated by undergraduates who act in public schools, and in that measure such formation interferes in the analysis and intervention that they makes in school curriculum. The data presented are tied to pedagogic and didactic interventions executed for undergraduates of the PIBID – Purse Institucional Program of the Introduction to teaching. Its possible verify that the undergraduates in action in the schools get identify how their theoretical formation enables the analyse and the intervention in the curriculum practice of the schools. The analysis of the school curriculum enables a distanced and qualitative reading of the initial formation, it allows the proposition of changes in both curriculum structures.

  1. Assessing University Nephrology Training as Preparation for Community Consultative Practice.

    Science.gov (United States)

    Muther, Richard S.; And Others

    1989-01-01

    Information about the consultative practice of nephrology in a community environment was gathered and used to speculate about improvements that could be made in the training of nephrologists in academic medical centers, based on their knowledge of such training. (Author/MLW)

  2. Private Astronaut Training Prepares Commercial Crews of Tomorrow

    Science.gov (United States)

    2015-01-01

    A new company that includes a handful of former NASA personnel is already taking applications for the first comprehensive commercial astronaut training approved by the Federal Aviation Administration. Waypoint 2 Space, located at Johnson Space Center, hopes to draw space tourists and enthusiasts and future commercial crewmembers with first-hand NASA know-how, as well as agency training technology.

  3. The influence of training and mental skills preparation on injury incidence and performance in marathon runners.

    Science.gov (United States)

    Hamstra-Wright, Karrie L; Coumbe-Lilley, John E; Kim, Hajwa; McFarland, Jose A; Huxel Bliven, Kellie C

    2013-10-01

    There has been a considerable increase in the number of participants running marathons over the past several years. The 26.2-mile race requires physical and mental stamina to successfully complete it. However, studies have not investigated how running and mental skills preparation influence injury and performance. The purpose of our study was to describe the training and mental skills preparation of a typical group of runners as they began a marathon training program, assess the influence of training and mental skills preparation on injury incidence, and examine how training and mental skills preparation influence marathon performance. Healthy adults (N = 1,957) participating in an 18-week training program for a fall 2011 marathon were recruited for the study. One hundred twenty-five runners enrolled and received 4 surveys: pretraining, 6 weeks, 12 weeks, posttraining. The pretraining survey asked training and mental skills preparation questions. The 6- and 12-week surveys asked about injury incidence. The posttraining survey asked about injury incidence and marathon performance. Tempo runs during training preparation had a significant positive relationship to injury incidence in the 6-week survey (ρ[93] = 0.26, p = 0.01). The runners who reported incorporating tempo and interval runs, running more miles per week, and running more days per week in their training preparation ran significantly faster than did those reporting less tempo and interval runs, miles per week, and days per week (p ≤ 0.05). Mental skills preparation did not influence injury incidence or marathon performance. To prevent injury, and maximize performance, while marathon training, it is important that coaches and runners ensure that a solid foundation of running fitness and experience exists, followed by gradually building volume, and then strategically incorporating runs of various speeds and distances.

  4. Let’s Wiggle with 5-2-1-0: Curriculum Development for Training Childcare Providers to Promote Activity in Childcare Settings

    Directory of Open Access Journals (Sweden)

    Debra M. Vinci

    2016-01-01

    Full Text Available Overweight and obesity are increasing in preschool children in the US. Policy, systems, and environmental change interventions in childcare settings can improve obesity-related behaviors. The aim of this study was to develop and pilot an intervention to train childcare providers to promote physical activity (PA in childcare classrooms. An evidence scan, key informant (n=34 and focus group (n=20 interviews with childcare directors and staff, and environmental self-assessment of childcare facilities (n=22 informed the design of the training curriculum. Feedback from the interviews indicated that childcare providers believed in the importance of teaching children about PA and were supportive of training teachers to incorporate PA into classroom settings. The Promoting Physical Activity in Childcare Setting Curriculum was developed and training was implemented with 16 teachers. Participants reported a positive experience with the hands-on training and reported acquiring new knowledge that they intended to implement in their childcare settings. Our findings highlight the feasibility of working with childcare staff to develop PA training and curriculum. Next steps include evaluating the curriculum in additional childcare settings and childcare staff implementation of the curriculum to understand the effectiveness of the training on PA levels of children.

  5. Survey results of the training, nutrition, and mental preparation of triathletes: practical implications of findings.

    Science.gov (United States)

    Dolan, Shawn H; Houston, Melinda; Martin, Scott B

    2011-07-01

    Although triathlon is growing in popularity at a remarkable rate, it has not been extensively studied. The aims of this research were to identify preparation strategies used by triathletes and to categorize these strategies according to gender and consultation with triathlon coaches. Survey data collected from 401 triathletes (207 males, 194 females) revealed training, nutritional, and mental preparation habits. Most participants engaged in strength training, consumed food and/or fluids during and after training, set training and competition goals, and applied mental preparation strategies during training and the hour before racing. Water was the most commonly consumed fluid; positive self-talk was the most used mental strategy. Participants were more likely to consult with a triathlon coach than a nutrition or sport psychology professional. Athletes with more years of experience in triathlon and those competing in longer distances were more likely to consult a triathlon coach. Female triathletes were more likely than male triathletes to train with others, use mental preparation strategies, and report feeling anxious before competitions. More male triathletes reported using nutritional supplements during training than their female counterparts. These findings add to the limited research base on triathletes' training habits, and hopefully will help guide practitioners who work with this group. The results provide guidance for collaborative efforts among training, nutrition, and mental health professionals to best support triathletes.

  6. Alcohol education and training in pre-registration nursing: a national survey to determine curriculum content in the United Kingdom (UK).

    Science.gov (United States)

    Holloway, Aisha S; Webster, Brian J

    2013-09-01

    Alcohol-related harm impacts significantly on the health of the population. Nurses are often among the first health professionals that many patients with alcohol-related problems come into contact with and have been identified as playing a key role but may be ill-prepared to respond. Future nurses need to have the skills, knowledge and clinical confidence to respond to patients suffering from alcohol-related harm. A pre-registration curriculum that ensures a nursing workforce fit for practice in responding to alcohol-related harm is necessary. To determine the level of alcohol education and training content in the pre-registration curriculum for nursing in the United Kingdom (UK). To establish whether there are variations in the pre-registration curriculum content across the UK. A descriptive study. All 68 UK Higher Education Institutions offering a total of 111 pre-registration courses for nurses were invited to participate in the study. Twenty nine completed questionnaires were returned, a response rate of 26%. The largest number of identified responders were from England (n=15), with 3 from Scotland and 1 each from Wales and Northern Ireland. Nine Universities chose not to identify themselves. An online semi-structured questionnaire survey was used to collect the study data. Teaching of alcohol and alcohol related harm was mainly delivered during the second year of a pre-registration nursing programme provided mainly to adult and mental health students. Overall, the majority of alcohol related content that is provided within the responding pre-registration nursing courses relates to biophysiology, aetiology, and pharmacological and non-pharmacological interventions. This study highlights the need for a greater and more relevant focus of alcohol education to pre-registration nursing students of all fields of practice incorporating an integrated approach across all years of study. Copyright © 2012 Elsevier Ltd. All rights reserved.

  7. Preparing residents in training to become health-care leaders: a pilot project.

    Science.gov (United States)

    Gurrera, Ronald J; Dismukes, Rodney; Edwards, Matthew; Feroze, Usama; Nakshabandi, Firas; Tanaka, Gen; Tang, Michael

    2014-12-01

    The aim of this study is to describe a successful and exportable training module that addresses Next Accreditation System (NAS) behavioral milestones for leadership competencies. A novel leadership training module, which required the creation of original business plans by teams of residents, was incorporated into a psychiatry PGY-2 training curriculum. In the creation and presentation of their business plans, the residents demonstrated competencies in the NAS functional domains of interpersonal and communication skills, professionalism, practice-based learning and improvement, and systems-based practice. Residents who responded with feedback after completing the course were very positive about their experience. The leadership training module described here allowed residents to acquire and demonstrate many of the competencies specified in leadership-oriented NAS milestones. The module did not require additional funding or a formal rotation or "track," is scalable to accommodate any number of residents and can be modified based on available local teaching resources.

  8. Development in Rubber Preparation for Endoscopic Training Simulator

    Directory of Open Access Journals (Sweden)

    D. Surangsrirat

    2016-01-01

    Full Text Available Endoscopy is one of the most important procedures in diagnosis and treatment of gastrointestinal tract problems. While endoscopic procedure has tremendous benefits, physicians require considerable practice and time to develop competency. Current endoscopic training process involves cognitive learning and hands-on training under the supervision of an expert gastroenterologist. Previous studies have shown that fellow involvement prolongs procedural time and incurs additional expenses to the institution. Moreover, the patient also experiences more discomfort and injury risk. Introduction of training simulator into the training process could reduce the involvement of the patients and thus reduce the risk. Porcine model is commonly used for training in endoscopy due to the similar tactile response to a human gastrointestinal tract. However, information on elastic behavior of pig or human gastrointestinal tract for the engineering purposes was limited. In this study, the modulus of elasticity and ultimate tensile stress data of the pig stomach and intestines, small and large intestines, were measured and compared with multiple rubber stomach and intestines models. Based on the experimental results and experienced gastroenterologists feedback, the proposed dipped rubber composition can provide a satisfactory tactile feedback and could be used to simulate a human gastrointestinal tract for an endoscopic simulation training model.

  9. Astronomical Approach to Physical Science Curriculum

    Science.gov (United States)

    Manning, H. L. K.; Churukian, A. D.

    2004-11-01

    The Astronomical Approach to Physical Science Curriculum (AAPS Curriculum) is an innovative curriculum that incorporates an astronomy theme into an inquiry-based physical science curriculum for pre-service, elementary school teachers. Many physical science courses are a non-cohesive collection of topics required for the state teaching license. Through the use of astronomy and space science examples, the AAPS Curriculum will have a coherent theme that ties the wide variety of physical science topics together and provides many real world applications for the topics covered in the course. This new curriculum will incorporate the applications of knowledge to complete the learning cycle-exploration, concept introduction, application. Astronomy and space science applications will be emphasized throughout the curriculum. The theme of astronomy was chosen to prepare elementary school teachers for teaching astronomy and space science in their classroom, as this is a topic in which many school children are consistently interested. Since astronomy is a topic that can be used as a springboard to teach many other areas of study, we want teachers who are knowledgeable in topics of astronomy so they are capable of preparing creative lessons throughout their entire curriculum that are exciting to their students. The AAPS Curriculum will train college students to become teachers who are comfortable with physical science and astronomy topics and who are excited to teach these topics in their classroom. Funding for this work is provided by the IDEAS grant program of the Space Telescope Science Institute.

  10. Simulation-based mastery learning for endoscopy using the endoscopy training system: a strategy to improve endoscopic skills and prepare for the fundamentals of endoscopic surgery (FES) manual skills exam.

    Science.gov (United States)

    Ritter, E Matthew; Taylor, Zachary A; Wolf, Kathryn R; Franklin, Brenton R; Placek, Sarah B; Korndorffer, James R; Gardner, Aimee K

    2017-07-11

    The fundamentals of endoscopic surgery (FES) program has considerable validity evidence for its use in measuring the knowledge, skills, and abilities required for competency in endoscopy. Beginning in 2018, the American Board of Surgery will require all candidates to have taken and passed the written and performance exams in the FES program. Recent work has shown that the current ACGME/ABS required case volume may not be enough to ensure trainees pass the FES skills exam. The aim of this study was to investigate the feasibility of a simulation-based mastery-learning curriculum delivered on a novel physical simulation platform to prepare trainees to pass the FES manual skills exam. The newly developed endoscopy training system (ETS) was used as the training platform. Seventeen PGY 1 (10) and PGY 2 (7) general surgery residents completed a pre-training assessment consisting of all 5 FES tasks on the GI Mentor II. Subjects then trained to previously determined expert performance benchmarks on each of 5 ETS tasks. Once training benchmarks were reached for all tasks, a post-training assessment was performed with all 5 FES tasks. Two subjects were lost to follow-up and never returned for training or post-training assessment. One additional subject failed to complete any portion of the curriculum, but did return for post-training assessment. The group had minimal endoscopy experience (median 0, range 0-67) and minimal prior simulation experience. Three trainees (17.6%) achieved a passing score on the pre-training FES assessment. Training consisted of an average of 48 ± 26 repetitions on the ETS platform distributed over 5.1 ± 2 training sessions. Seventy-one percent achieved proficiency on all 5 ETS tasks. There was dramatic improvement demonstrated on the mean post-training FES assessment when compared to pre-training (74.0 ± 8 vs. 50.4 ± 16, p skills exam. This simulation-based mastery learning curriculum using the ETS is feasible for training novices and

  11. Preparing Students for Education, Work, and Community: Activity Theory in Task-Based Curriculum Design

    Science.gov (United States)

    Campbell, Chris; MacPherson, Seonaigh; Sawkins, Tanis

    2014-01-01

    This case study describes how sociocultural and activity theory were applied in the design of a publicly funded, Canadian Language Benchmark (CLB)-based English as a Second Language (ESL) credential program and curriculum for immigrant and international students in postsecondary institutions in British Columbia, Canada. The ESL Pathways Project…

  12. Perceptions of preparation for further training: how our medical schools prepare graduates and the perceived factors influencing access to training.

    Science.gov (United States)

    Hyde, Sarah J; Craig, Pippa L; Sefton, Ann J; Ryan, Greg L; Arnold, Stephanie J; Naganathan, Vasi

    2010-09-06

    To investigate the specific factors that graduates perceive to influence their success in obtaining primary training in a chosen field. The New South Wales Medical Registration Board provided data on doctors who were registered to practise between 1995 and 2006. A brief, paper-based survey was sent to a random selection of 2000 doctors. Doctors' self-reported perceptions on the impact of demographic details, specialty training applied for, university training and other factors on opportunities for further training after medical school. Of the 375/1915 doctors (19.6%) who responded, most had completed a 6-year undergraduate degree from the University of Sydney, University of NSW or University of Newcastle, and most were at registrar level. Of 242/321 doctors (76%) who had applied for a training position, 240 (99%) had been accepted. The support of a mentor was considered the most positive influence on meeting long-term career goals (255/318 [80%]). Learning how to communicate with patients was valued as the most helpful aspect of medical school (270/318 [85%]). The personal attributes of graduates were considered more influential in achieving career goals and accessing further training than perceived features of a medical program. This suggests that more emphasis and research should be devoted to selecting the most appropriate candidates, rather than restructuring medical curricula to meet a presumed need for more content knowledge before graduation.

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

    Science.gov (United States)

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

    2016-01-01

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

  14. Preparing for the Olympic Games: Training adaptation in endurance sports

    NARCIS (Netherlands)

    Rietjens, G.J.W.M.

    2002-01-01

    For most elite athletes winning an Olympic gold medal is the ultimate dream. To make this dream come true, in the first place one needs sufficient talent. However next to this talent, several years of training with large amounts of strenuous work is necessary. It is therefore not remarkable that the

  15. Preparing for the Olympic Games: Training adaptation in endurance sports

    NARCIS (Netherlands)

    Rietjens, G.J.W.M.

    2002-01-01

    For most elite athletes winning an Olympic gold medal is the ultimate dream. To make this dream come true, in the first place one needs sufficient talent. However next to this talent, several years of training with large amounts of strenuous work is necessary. It is therefore not remarkable that the

  16. International Business, Gender, and Training: Preparing for the Global Economy.

    Science.gov (United States)

    Hugenberg, Lawrence W.; And Others

    This paper deals with how to train employees in transnational companies to be more "global" in their understanding and awareness of different cultures. The paper defines as "target culture" where the employee or his family will be working and considers as a confounding variable in the international marketplace the role to be…

  17. Efficacy of a Standardized Computer-Based Training Curriculum to Teach Echocardiographic Identification of Rheumatic Heart Disease to Nonexpert Users.

    Science.gov (United States)

    Beaton, Andrea; Nascimento, Bruno R; Diamantino, Adriana C; Pereira, Gabriel T R; Lopes, Eduardo L V; Miri, Cassio O; Bruno, Kaciane K O; Chequer, Graziela; Ferreira, Camila G; Lafeta, Luciana C X; Richards, Hedda; Perlman, Lindsay; Webb, Catherine L; Ribeiro, Antonio L P; Sable, Craig; Nunes, Maria do Carmo P

    2016-06-01

    The ability to integrate echocardiographic for rheumatic heart disease (RHD) into RHD prevention programs is limited because of lack of financial and expert human resources in endemic areas. Task shifting to nonexperts is promising; but investigations into workforce composition and training schemes are needed. The objective of this study was to test nonexperts' ability to interpret RHD screening echocardiograms after a brief, standardized, computer-based training course. Six nonexperts completed a 3-week curriculum on image interpretation. Participant performance was tested in a school-screening environment in comparison to the reference approach (cardiologists, standard portable echocardiography machines, and 2012 World Heart Federation criteria). All participants successfully completed the curriculum, and feedback was universally positive. Screening was performed in 1,381 children (5 to 18 years, 60% female), with 397 (47 borderline RHD, 6 definite RHD, 336 normal, and 8 other) referred for handheld echo. Overall sensitivity of the simplified approach was 83% (95% CI 76% to 89%), with an overall specificity of 85% (95% CI 82% to 87%). The most common reasons for false-negative screens (n = 16) were missed mitral regurgitation (MR; 44%) and MR ≤1.5 cm (29%). The most common reasons for false-positive screens (n = 179) included identification of erroneous color jets (25%), incorrect MR measurement (24%), and appropriate application of simplified guidelines (39.4%). In conclusion, a short, independent computer-based curriculum can be successfully used to train a heterogeneous group of nonexperts to interpret RHD screening echocardiograms. This approach helps address prohibitive financial and workforce barriers to widespread RHD screening.

  18. Recovery Act: Develop a Modular Curriculum for Training University Students in Industry Standard CO{sub 2} Sequestration and Enhanced Oil Recovery Methodologies

    Energy Technology Data Exchange (ETDEWEB)

    Trentham, R. C.; Stoudt, E. L.

    2013-05-31

    CO{sub 2} Enhanced Oil Recovery, Sequestration, & Monitoring Measuring & Verification are topics that are not typically covered in Geoscience, Land Management, and Petroleum Engineering curriculum. Students are not typically exposed to the level of training that would prepare them for CO{sub 2} reservoir and aquifer sequestration related projects when they begin assignments in industry. As a result, industry training, schools & conferences are essential training venues for new & experienced personnel working on CO{sub 2} projects for the first time. This project collected and/or generated industry level CO{sub 2} training to create modules which faculties can utilize as presentations, projects, field trips and site visits for undergrad and grad students and prepare them to "hit the ground running" & be contributing participants in CO{sub 2} projects with minimal additional training. In order to create the modules, UTPB/CEED utilized a variety of sources. Data & presentations from industry CO{sub 2} Flooding Schools & Conferences, Carbon Management Workshops, UTPB Classes, and other venues was tailored to provide introductory reservoir & aquifer training, state-of-the-art methodologies, field seminars and road logs, site visits, and case studies for students. After discussions with faculty at UTPB, Sul Ross, Midland College, other universities, and petroleum industry professionals, it was decided to base the module sets on a series of road logs from Midland to, and through, a number of Permian Basin CO{sub 2} Enhanced Oil Recovery (EOR) projects, CO{sub 2} Carbon Capture and Storage (CCUS) projects and outcrop equivalents of the formations where CO{sub 2} is being utilized or will be utilized, in EOR projects in the Permian Basin. Although road logs to and through these projects exist, none of them included CO{sub 2} specific information. Over 1400 miles of road logs were created, or revised specifically to highlight CO{sub 2} EOR projects. After testing a number of

  19. Salivary hormones response to preparation and pre-competitive training of world-class level athletes

    Directory of Open Access Journals (Sweden)

    Gaël eGuilhem

    2015-11-01

    Full Text Available This study aimed to compare the response of salivary hormones of track and field athletes induced by preparation and pre-competitive training periods in an attempt to comment on the physiological effects consistent with the responses of each of the proteins measured. Salivary testosterone, cortisol, alpha-amylase, immunoglobulin A, chromogranin A, blood creatine kinase activity and profile of mood state were assessed at rest in 24 world-class level athletes during preparation (3 times in 3 months and pre-competitive (5 times in 5 weeks training periods. Total mood disturbance and fatigue perception were reduced, while immunoglobulin A (+61% and creatine kinase activity (+43% increased, and chromogranin A decreased (-27% during pre-competitive compared to preparation period. A significant increase in salivary testosterone (+9 to +15% and a decrease in testosterone/cortisol ratio were associated with a progressive reduction in training load during pre-competitive period (P < 0.05. None of the psycho-physiological parameters were significantly correlated to training load during the pre-competitive period. Results showed a lower adrenocortical response and autonomic activity, and an improvement of immunity status, in response to the reduction in training load and fatigue, without significant correlations of salivary hormones with training load. Our findings suggest that saliva composition is sensitive to training contents (season period but could not be related to workload resulting from track and field athletics training.

  20. Salivary Hormones Response to Preparation and Pre-competitive Training of World-class Level Athletes

    Science.gov (United States)

    Guilhem, Gaël; Hanon, Christine; Gendreau, Nicolas; Bonneau, Dominique; Guével, Arnaud; Chennaoui, Mounir

    2015-01-01

    This study aimed to compare the response of salivary hormones of track and field athletes induced by preparation and pre-competitive training periods in an attempt to comment on the physiological effects consistent with the responses of each of the proteins measured. Salivary testosterone, cortisol, alpha-amylase, immunoglobulin A (IgA), chromogranin A, blood creatine kinase activity, and profile of mood state were assessed at rest in 24 world-class level athletes during preparation (3 times in 3 months) and pre-competitive (5 times in 5 weeks) training periods. Total mood disturbance and fatigue perception were reduced, while IgA (+61%) and creatine kinase activity (+43%) increased, and chromogranin A decreased (−27%) during pre-competitive compared to preparation period. A significant increase in salivary testosterone (+9 to +15%) and a decrease in testosterone/cortisol ratio were associated with a progressive reduction in training load during pre-competitive period (P < 0.05). None of the psycho-physiological parameters were significantly correlated to training load during the pre-competitive period. Results showed a lower adrenocortical response and autonomic activity, and an improvement of immunity status, in response to the reduction in training load and fatigue, without significant correlations of salivary hormones with training load. Our findings suggest that saliva composition is sensitive to training contents (season period) but could not be related to workload resulting from track and field athletics training. PMID:26635619

  1. Preparing Residents Effectively in Emergency Skills Training With a Serious Game

    Science.gov (United States)

    Dankbaar, Mary E.W.; Roozeboom, Maartje Bakhuys; Oprins, Esther A.P. B.; Rutten, Frans; van Merrienboer, Jeroen J.G.; van Saase, Jan L.C.M.; Schuit, Stephanie C.E.

    2017-01-01

    Introduction Training emergency care skills is critical for patient safety but cost intensive. Serious games have been proposed as an engaging self-directed learning tool for complex skills. The objective of this study was to compare the cognitive skills and motivation of medical residents who only used a course manual as preparation for classroom training on emergency care with residents who used an additional serious game. Methods This was a quasi-experimental study with residents preparing for a rotation in the emergency department. The “reading” group received a course manual before classroom training; the “reading and game” group received this manual plus the game as preparation for the same training. Emergency skills were assessed before training (with residents who agreed to participate in an extra pretraining assessment), using validated competency scales and a global performance scale. We also measured motivation. Results All groups had comparable important characteristics (eg, experience with acute care). Before training, the reading and game group felt motivated to play the game and spent more self-study time (+2.5 hours) than the reading group. Game-playing residents showed higher scores on objectively measured and self-assessed clinical competencies but equal scores on the global performance scale and were equally motivated for training, compared with the reading group. After the 2-week training, no differences between groups existed. Conclusions After preparing training with an additional serious game, residents showed improved clinical competencies, compared with residents who only studied course material. After a 2-week training, this advantage disappeared. Future research should study the retention of game effects in blended designs. PMID:27764018

  2. Preparing Residents Effectively in Emergency Skills Training With a Serious Game.

    Science.gov (United States)

    Dankbaar, Mary E W; Roozeboom, Maartje Bakhuys; Oprins, Esther A P B; Rutten, Frans; van Merrienboer, Jeroen J G; van Saase, Jan L C M; Schuit, Stephanie C E

    2017-02-01

    Training emergency care skills is critical for patient safety but cost intensive. Serious games have been proposed as an engaging self-directed learning tool for complex skills. The objective of this study was to compare the cognitive skills and motivation of medical residents who only used a course manual as preparation for classroom training on emergency care with residents who used an additional serious game. This was a quasi-experimental study with residents preparing for a rotation in the emergency department. The "reading" group received a course manual before classroom training; the "reading and game" group received this manual plus the game as preparation for the same training. Emergency skills were assessed before training (with residents who agreed to participate in an extra pretraining assessment), using validated competency scales and a global performance scale. We also measured motivation. All groups had comparable important characteristics (eg, experience with acute care). Before training, the reading and game group felt motivated to play the game and spent more self-study time (+2.5 hours) than the reading group. Game-playing residents showed higher scores on objectively measured and self-assessed clinical competencies but equal scores on the global performance scale and were equally motivated for training, compared with the reading group. After the 2-week training, no differences between groups existed. After preparing training with an additional serious game, residents showed improved clinical competencies, compared with residents who only studied course material. After a 2-week training, this advantage disappeared. Future research should study the retention of game effects in blended designs.

  3. Supervision of Curriculum at the Middle Level.

    Science.gov (United States)

    Kienapfel, Bruce

    1984-01-01

    Effective curriculum supervision is essential to a good middle school and curriculum program, and principals can do this job through preparation, curriculum review and development, taking advantage of supervisory opportunities, and curriculum evaluation. (DCS)

  4. Preparing pharmacists to deliver a targeted service in hypertension management: evaluation of an interprofessional training program.

    Science.gov (United States)

    Bajorek, Beata V; Lemay, Kate S; Magin, Parker J; Roberts, Christopher; Krass, Ines; Armour, Carol L

    2015-09-28

    Non-adherence to medicines by patients and suboptimal prescribing by clinicians underpin poor blood pressure (BP) control in hypertension. In this study, a training program was designed to enable community pharmacists to deliver a service in hypertension management targeting therapeutic adjustments and medication adherence. A comprehensive evaluation of the training program was undertaken. Tailored training comprising a self-directed pre-work manual, practical workshop (using real patients), and practice scenarios, was developed and delivered by an inter-professional team (pharmacists, GPs). Supported by practical and written assessment, the training focused on the principles of BP management, BP measurement skills, and adherence strategies. Pharmacists' experience of the training (expectations, content, format, relevance) was evaluated quantitatively and qualitatively. Immediate feedback was obtained via a questionnaire comprising Likert scales (1 = "very well" to 7 = "poor") and open-ended questions. Further in-depth qualitative evaluation was undertaken via semi-structured interviews several months post-training (and post service implementation). Seventeen pharmacists were recruited, trained and assessed as competent. All were highly satisfied with the training; other than the 'amount of information provided' (median score = 5, "just right"), all aspects of training attained the most positive score of '1'. Pharmacists most valued the integrated team-based approach, GP involvement, and inclusion of real patients, as well as the pre-reading manual, BP measurement workshop, and case studies (simulation). Post-implementation the interviews highlighted that comprehensive training increased pharmacists' confidence in providing the service, however, training of other pharmacy staff and patient recruitment strategies were highlighted as a need in future. Structured, multi-modal training involving simulated and inter-professional learning is effective in preparing

  5. Study of special performance and volume training loadings at swimmers in the year preparation

    Directory of Open Access Journals (Sweden)

    Balamutova N.M.

    2014-01-01

    Full Text Available Purpose : to study the dynamics of the special performance and volume of training load during annual training swimmers. Material / Methods : The study involved 14 teams of students of Kharkiv universities. All swimmers are of high qualification. Motor tests of special performance swimmers, functional tests were used to confirm the effectiveness of the training process. Results : The dynamics of special performance indicators and volume of training load of highly qualified swimmers in the annual cycle of training. Determined part of aerobic (58.3 %, aerobic- anaerobic special (34.5%, anaerobic- glycolytic (5.5%, anaerobic- alactate (1.7% loadings in the direction of total training load for the academic year. Conclusions : In preparing swimmers stayer is the most appropriate single-cycle construction of the annual cycle, and for swimmers, sprinters should be based on two-cycle version of the load distribution.

  6. Preparing to care for an aging population: medical student reflections on their clinical mentors within a new geriatrics curriculum.

    Science.gov (United States)

    Farrell, Timothy W; Shield, Renée R; Wetle, Terrie; Nanda, Aman; Campbell, Susan

    2013-01-01

    Reflective writing techniques such as journaling help provide insights into the process by which medical students are mentored and develop into practicing physicians. The authors sought to analyze medical students' journals regarding their mentored experiences within a new geriatrics curriculum at a U.S. medical school. Thirty preclinical and clinical medical student journalers participated in this project. The authors employed qualitative analytic techniques using an interdisciplinary team process. Three major themes emerged: (a) exposure to clinical mentors challenged medical students' preconceptions regarding older adults and geriatric medicine; (b) students learned new medical knowledge and techniques from observing their mentors; and (c) students provided positive and negative assessments of their mentors. Reflective journaling provides important insights into the process by which medical students draw upon mentored clinical experiences during their training. Such mentorship may be particularly relevant to promoting their interest in geriatrics.

  7. Preparation courses for medical clerkships and the final clinical internship in medical education – The Magdeburg Curriculum for Healthcare Competence

    Directory of Open Access Journals (Sweden)

    Spura, Anke

    2016-05-01

    Full Text Available Background/Goals: Supporting medical students entering their internships – the clinical clerkship and the internship “final clinical year” (Praktisches Jahr, PJ – the seminars “Ready for Clerkship” and “Ready for PJ” were held for the first time in 2014 and continued successfully in 2015. These seminars are part of the “Magdeburg Curriculum for Healthcare Competence” (Magdeburger Curriculum zur Versorgungskompetenz, MCV. The concept comprises three main issues: “Understanding interdisciplinary clinical procedures”, “Interprofessional collaboration”, and “Individual cases and their reference to the system.” The aim of the seminar series is to prepare students as medical trainees for their role in the practice-oriented clinical clerkship and PJ, respectively.Methods: Quality assurance evaluations and didactic research are integral parts of the seminars. In preparation for the “Ready for PJ” seminar a needs assessment was conducted. The seminars were rated by the participants using an anonymized questionnaire consisting of a 5-choice Likert scale (ranging from 1=fully agree to 5=fully disagree and spaces for comments that was generated by the evaluation software Evasys.Results: The results are presented for the preparatory seminars “Ready for Clerkship” and “Fit für PJ” held in 2014 and 2015. Overall, the students regarded the facultative courses as very good preparation for the clerkship as well as for the PJ. The three-dimensional main curricular concept of the MCV was recognized in the evaluation as a valuable educational approach. Interprofessional collaboration, taught by instructors focussing in teamwork between disciplines, was scored positively and highly valued.Conclusions: The “Magdeburg Curriculum for Healthcare Competence” (MCV integrates clerkship and PJ in a framing educational concept and allows students a better appreciation of their role in patient care and the tasks that they will

  8. Household Arts: A Curriculum Guide. Professional Series 3.

    Science.gov (United States)

    Markle, Roena J.

    Presented is a curriculum guide on household arts developed as part of the Adjustment Training Program of the Greater Pittsburgh Guild for the Blind. Objectives and learning experiences are described for the following seven units: orientation in the kitchen, basic food preparation, advanced food preparation, laundry, housekeeping, basic sewing,…

  9. Preparing nurses to intervene in the tobacco epidemic: Developing a model for faculty development and curriculum redesign.

    Science.gov (United States)

    Petersen, Anne Berit; Meyer, Bonnie; Sachs, Bonnie L; Bialous, Stella A; Cataldo, Janine K

    2017-07-01

    As the largest group of health professionals, nurses have a tremendous potential to help curb the tobacco epidemic. However, studies conducted across a range of global settings continue to indicate that both practicing nurses and nursing student have limited knowledge, skills and confidence needed to implement evidence-based tobacco cessation interventions. A contributing factor is the limited inclusion of tobacco control content in nursing curricula. Additionally, there is limited understanding of nurse educators' knowledge and perceptions about teaching tobacco dependence content. This paper presents the Loma Linda University School of Nursing's concurrent experience with both faculty development and curriculum redesign in the area of tobacco dependence prevention and treatment. An internal survey was administered at baseline and at 2-year follow-up to assess faculty's knowledge, perceptions and practices related to teaching tobacco dependence content and skills (n = 42). Faculty and curriculum development strategies and resources utilized, evaluation findings and subsequent lessons learned are described. The findings have implications for nursing programs seeking to enhance their curricula and commitment to ensuring that their graduates are prepared to provide evidence-based tobacco cessation interventions with each patient they encounter. Copyright © 2017 Elsevier Ltd. All rights reserved.

  10. Integration of Hands-On Team Training into Existing Curriculum Improves Both Technical and Nontechnical Skills in Laparoscopic Cholecystectomy.

    Science.gov (United States)

    Caskey, Robert C; Owei, Lily; Rao, Raghavendra; Riddle, Elijah W; Brooks, Ari D; Dempsey, Daniel T; Morris, Jon B; Neylan, Christopher J; Williams, Noel N; Dumon, Kristoffel R

    2017-05-26

    Nontechnical skills are an essential component of surgical education and a major competency assessed by the ACGME milestones project. However, the optimal way to integrate nontechnical skills training into existing curricula and then objectively evaluate the outcome is still unknown. The aim of this study was to determine the effect laparoscopic team-based task training would have on the nontechnical skills needed for laparoscopic surgery. 9 PGY-1 residents underwent an established training curriculum for teaching the knowledge and technical skills involved in laparoscopic cholecystectomy. Initial training involved a didactic session, expert-led practice on a porcine model in a simulated operating room and laparoscopic skills practice on a virtual reality trainer. Residents then performed a laparoscopic cholecystectomy on the same porcine model as a preintervention test. Three to four months following this, residents were subjected to specific nontechnical skills training involving 2 simple team-based laparoscopic tasks. They then practiced a further 4 to 6 hours on the virtual reality trainer. A repeat postintervention laparoscopic cholecystectomy was then performed 3 to 4 months after nontechnical skills training. Both the preintervention and postintervention laparoscopic cholecystectomies were audiovisually recorded and then evaluated by 2 independent surgeons in a blinded fashion. Technical skills were assessed using objective structured assessment of technical skills (OSATS) and a technique specific rating scale (TRS) that we developed for laparoscopic cholecystectomy. Nontechnical skills were assessed using nontechnical skills for surgeons (NOTSS). Residents also completed a survey at the beginning and end of the training. Tertiary care, university based teaching institution. A total of 9 general surgery residents at the intern level. The mean OSATS score improved from 13.7 ± 1.24 to 26.7 ± 0.31 (p skills training for laparoscopic cholecystectomy that was

  11. Simulator-based Transesophageal Echocardiographic Training with Motion Analysis A Curriculum-based Approach

    NARCIS (Netherlands)

    Matyal, Robina; Mitchell, John D.; Hess, Philip E.; Chaudary, Bilal; Bose, Ruma; Jainandunsing, Jayant S.; Wong, Vanessa; Mahmood, Feroze

    Background: Transesophageal echocardiography (TEE) is a complex endeavor involving both motor and cognitive skills. Current training requires extended time in the clinical setting. Application of an integrated approach for TEE training including simulation could facilitate acquisition of skills and

  12. Simulator-based Transesophageal Echocardiographic Training with Motion Analysis A Curriculum-based Approach

    NARCIS (Netherlands)

    Matyal, Robina; Mitchell, John D.; Hess, Philip E.; Chaudary, Bilal; Bose, Ruma; Jainandunsing, Jayant S.; Wong, Vanessa; Mahmood, Feroze

    2014-01-01

    Background: Transesophageal echocardiography (TEE) is a complex endeavor involving both motor and cognitive skills. Current training requires extended time in the clinical setting. Application of an integrated approach for TEE training including simulation could facilitate acquisition of skills and

  13. 77 FR 38655 - Solicitation for a Cooperative Agreement: Training Curriculum Development for Probation and...

    Science.gov (United States)

    2012-06-28

    ...-based instructional delivery strategies, and be based on NIC's Instructional Theory Into Practice (ITIP.... The curriculum should promote the use of evidence-based practices in planning and implementation... agency leadership, motivation, communication, decision-making, strategic planning, and managing daily...

  14. Mechanical Engineering at RWTH Aachen University: Professional Curriculum Development and Teacher Training

    Science.gov (United States)

    Henning, Klaus; Bornefeld, Gero; Brall, Stefan

    2007-01-01

    This paper offers a multi-perspective view on engineering education at RWTH Aachen University: curriculum design, examples of newly developed teaching methods for engineering curricula, and teaching competencies and teacher qualification. It is based on the theories of student-centred learning, project learning, social skills, etc., but the paper…

  15. Environmental Education in Serbian Primary Schools: Challenges and Changes in Curriculum, Pedagogy, and Teacher Training

    Science.gov (United States)

    Stanišic, Jelena; Maksic, Slavica

    2014-01-01

    The protection of human health and the preservation of the environment are topics that form an integral part of the primary school curriculum in Serbia. However, research studies have shown that students do not have enough knowledge to contribute to the development of a healthy lifestyle and environmental awareness. The latest changes in school…

  16. Mechanical Engineering at RWTH Aachen University: Professional Curriculum Development and Teacher Training

    Science.gov (United States)

    Henning, Klaus; Bornefeld, Gero; Brall, Stefan

    2007-01-01

    This paper offers a multi-perspective view on engineering education at RWTH Aachen University: curriculum design, examples of newly developed teaching methods for engineering curricula, and teaching competencies and teacher qualification. It is based on the theories of student-centred learning, project learning, social skills, etc., but the paper…

  17. Environmental Education in Serbian Primary Schools: Challenges and Changes in Curriculum, Pedagogy, and Teacher Training

    Science.gov (United States)

    Stanišic, Jelena; Maksic, Slavica

    2014-01-01

    The protection of human health and the preservation of the environment are topics that form an integral part of the primary school curriculum in Serbia. However, research studies have shown that students do not have enough knowledge to contribute to the development of a healthy lifestyle and environmental awareness. The latest changes in school…

  18. Training Family Medicine Residents in Effective Communication Skills While Utilizing Promotoras as Standardized Patients in OSCEs: A Health Literacy Curriculum.

    Science.gov (United States)

    Pagels, Patti; Kindratt, Tiffany; Arnold, Danielle; Brandt, Jeffrey; Woodfin, Grant; Gimpel, Nora

    2015-01-01

    Introduction. Future health care providers need to be trained in the knowledge and skills to effectively communicate with their patients with limited health literacy. The purpose of this study is to develop and evaluate a curriculum designed to increase residents' health literacy knowledge, improve communication skills, and work with an interpreter. Materials and Methods. Family Medicine residents (N = 25) participated in a health literacy training which included didactic lectures and an objective structured clinical examination (OSCE). Community promotoras acted as standardized patients and evaluated the residents' ability to measure their patients' health literacy, communicate effectively using the teach-back and Ask Me 3 methods, and appropriately use an interpreter. Pre- and postknowledge, attitudes, and postdidactic feedback were obtained. We compared OSCE scores from the group that received training (didactic group) and previous graduates. Residents reported the skills they used in practice three months later. Results. Family Medicine residents showed an increase in health literacy knowledge (p = 0.001) and scored in the adequately to expertly performed range in the OSCE. Residents reported using the teach-back method (77.8%) and a translator more effectively (77.8%) three months later. Conclusions. Our innovative health literacy OSCE can be replicated for medical learners at all levels of training.

  19. Training Family Medicine Residents in Effective Communication Skills While Utilizing Promotoras as Standardized Patients in OSCEs: A Health Literacy Curriculum

    Directory of Open Access Journals (Sweden)

    Patti Pagels

    2015-01-01

    Full Text Available Introduction. Future health care providers need to be trained in the knowledge and skills to effectively communicate with their patients with limited health literacy. The purpose of this study is to develop and evaluate a curriculum designed to increase residents’ health literacy knowledge, improve communication skills, and work with an interpreter. Materials and Methods. Family Medicine residents N=25 participated in a health literacy training which included didactic lectures and an objective structured clinical examination (OSCE. Community promotoras acted as standardized patients and evaluated the residents’ ability to measure their patients’ health literacy, communicate effectively using the teach-back and Ask Me 3 methods, and appropriately use an interpreter. Pre- and postknowledge, attitudes, and postdidactic feedback were obtained. We compared OSCE scores from the group that received training (didactic group and previous graduates. Residents reported the skills they used in practice three months later. Results. Family Medicine residents showed an increase in health literacy knowledge p=0.001 and scored in the adequately to expertly performed range in the OSCE. Residents reported using the teach-back method (77.8% and a translator more effectively (77.8% three months later. Conclusions. Our innovative health literacy OSCE can be replicated for medical learners at all levels of training.

  20. To the point: reviews in medical education-taking control of the hidden curriculum.

    Science.gov (United States)

    Chuang, Alice W; Nuthalapaty, Francis S; Casey, Petra M; Kaczmarczyk, Joseph M; Cullimore, Amie J; Dalrymple, John L; Dugoff, Lorraine; Espey, Eve L; Hammoud, Maya M; Hueppchen, Nancy A; Katz, Nadine T; Peskin, Edward G

    2010-10-01

    This article, the ninth in the "To the Point" series that is prepared by the Association of Professors of Gynecology and Obstetrics Undergraduate Medical Education Committee, discusses the role of the "hidden curriculum" in shaping the professional identity of doctors in training. The characteristics that distinguish the formal curriculum and hidden curriculum are defined. Specific examples of hidden curricula in clinical environments and the positive and negative impacts that may result are highlighted. Techniques to evaluate clinical training environments and to identify the hidden curriculum are provided and are followed by methods to promote its positive messages and lessen its negative ones.

  1. Detection and Description of Small Breast Masses by Residents Trained Using a Standardized Clinical Breast Exam Curriculum

    Science.gov (United States)

    Austin, Donald F.; Prouser, Nancy C.

    2007-01-01

    OBJECTIVES We evaluated the effect of standardized clinical breast examination (CBE) training on residents’ ability to detect a 3-mm breast mass in a silicone breast model. METHODS In this nonrandomized controlled trial, 75 first year residents (R1s) at 8 family medicine, internal medicine, and obstetrics and gynecology training programs received the intervention and second year residents (R2s) did not. Trained residency faculty taught R1s vertical strip, three-pressure method (VS3PM) CBE using a standardized curriculum, including a 1- to 2-hour online self-study with video and 2.5-hour practicum using silicone models and a trained patient surrogate. RESULTS Solitary mass detection: 84% by R1s, 46% by R2s (RR = 1.82, 95%CI = 1.36, 2.43, P < 0.0001). Of those finding a mass, 62% of R1s and 10% of R2s used at least 5 of 8 standardized descriptors (RR = 6.19, 95%CI = 2.06, 18.59, P = 0.001). R1s false positive findings were not statistically different from R2s (P = 0.54). Both the use of VS3PM and total time spent on CBE were independently highly predictive of finding the mass in either group. CONCLUSIONS Most untrained primary care residents are not proficient in CBE. Standardized VS3PM CBE training improves the ability to detect and describe a small mass in a silicone breast model. Better CBE training for residents may improve the early detection of breast cancer. PMID:18058184

  2. Development of a Human Behavior and Performance Training Curriculum for ISS Astronauts

    Science.gov (United States)

    VanderArk, Steve; Tomi, Leena; Vassin, Alexander; Inoue, Natsuhiko; Bessone, Lorendana; OConnor, Sharon; Mukai, Chiaki; Coffee, Emily; Sipes, Walter; Salnitskiy, Vyecheslav; Ren, Victor; Spychalski, Annette

    2007-01-01

    The paper will describe the DACUM process and summarize the core competencies that were agreed upon, internationally, as important for ISS astronauts. The paper will further discuss the ongoing work being completed by the subgroup, Human Behaviour and Performance Training Working Group, including defining the competencies and behavioural markers. Finally, an overview of remaining work will be provided, including determining which competencies require formal training and which require no formal training, developing training objectives, sequencing the training, and establishing how to assess training effectiveness. DISCUSSION: Designing a common set of goals for behavioural training has been the desire of the SHBP WG since its inception in 1998. This group, along with training specialists and astronauts, are making great strides toward defining these competencies. The road ahead will be exceedingly challenging as training objectives are defined and a training flow is proposed to the MCOP; with proposed ISS crews increasing to six people in the near future, such enhanced behavioural training may be all the more essential for mission success.

  3. A Capstone Course with a Comprehensive and Integrated Review of the Pharmacy Curriculum and Student Assessment as a Preparation for Advanced Pharmacy Practice Experiences

    OpenAIRE

    Hirsch, Adina C.; Parihar, Harish S.

    2014-01-01

    Objective. To create a capstone course that provides a comprehensive and integrated review of the pharmacy curriculum with a broad range of assessment tools to evaluate student knowledge and skills as a final preparation prior to beginning fourth-year advanced pharmacy practice experiences (APPEs).

  4. A transitional curriculum for preparing medical students for internship, does it work?

    Directory of Open Access Journals (Sweden)

    Mostafa Dehghani

    2013-01-01

    Full Text Available Background: In a formative evaluation, we were supposed to find whether an innovative program has some merits to be continued or not. We also determined the critical points of the program. The evaluated program was a clinical pre-clerkship curriculum launched for departing to a less stressful medical clerkship. Materials and Methods: We analyzed the information contained in the students′ logbooks. Using Dundee Ready Education Environment Measure standardized questionnaire, we also assessed the students′ perception of learning environment within six clinical departments. Results: Totally, 64% of expected patient contacts, and teaching of more than 71% of required skills at 4 departments were carried out and students had more positive than negative perspective of their learning environments. Conclusion: The evaluand is a worthwhile program to be continued, though it needs some considerations for improvement.

  5. The Specificity of Rugby Union Training Sessions in Preparation for Match Demands.

    Science.gov (United States)

    Campbell, Patrick G; Peake, Jonathan M; Minett, Geoffrey M

    2017-09-05

    Investigations into the specificity of rugby union training practices in preparation for competitive demands has predominantly focussed on physical and physiological demands. The evaluation of the contextual variance in perceptual strain or skill requirements between training and matches in rugby union is unclear, yet holistic understanding may assist to optimise training design. This study evaluated the specificity of physical, physiological, perceptual and skill demands of training sessions compared with competitive match-play in pre-professional, elite club rugby union. Global positioning system (GPS) devices, video capture, heart rate (HR), and session ratings of perceived exertion (sRPE) were used to assess movement patterns, skill completions, physiologic, and perceptual responses, respectively. Data were collected across a season (training sessions n=29; matches n=14). Participants (n=32) were grouped in playing positions as: outside backs, centres, halves, loose forwards, lock forwards, and front row forwards. Greater total distance, low-intensity activity, maximal speed and metres per min were apparent in matches compared to training in all positions (P0.90). Similarly, match HR, and sRPE responses were higher than those recorded in training (P0.8). Key skill completions for forwards (i.e., scrums, rucks and lineouts) and backs (i.e., kicks) were greater under match conditions than in training (P1.50). Considerable disparities exist between the perceptual, physiological, and key skill demands of competitive matches versus training sessions in pre-professional rugby union players. Practitioners should consider the specificity of training tasks for pre-professional rugby players to ensure the best preparation for match demands.

  6. A System Approach to Navy Medical Education and Training. Appendix 44. Competency Curriculum for Dental Assistant.

    Science.gov (United States)

    1974-08-31

    With direct or indirect supervision; using the required instruments and equipment, e.g., scalers , curettes, files, ultrasonic unit and prophylactic...the periodontium Dental materials and equipment, e.g., scalers , curettes, files, ultrasonic unit and prophylactic handpiece with polishing cups and...objectives, are the foundatioa of the curriculum. A complete module would be comprised of seven part ..: a cluster of related tasks; a performance

  7. The Geography Curriculum and Its Contents: Preparing for the Twenty-First Century in Argentina Geography Education.

    Science.gov (United States)

    Montiel, Gloria Z. de

    1996-01-01

    Considers the various educational philosophies governing geography instruction in Argentina and places them in historical perspective. Contrasts the positivist and historicist approaches and discusses the current curriculum. Includes summaries of proposed changes in the curriculum emphasizing social education. (MJP)

  8. Factors influencing the preparation, support and training of South African expatriates

    Directory of Open Access Journals (Sweden)

    A. J. Vogel

    2008-12-01

    Full Text Available Purpose: The purpose of this paper is to determine if the independent variables; location of an international assignment, the age of an expatriate, the duration of an assignment and the management level of an expatriate, influence the preparation, support and training that they require for an international assignment. Design/Methodology/Approach: This formal, empirical study was undertaken using an electronic questionnaire that was distributed to expatriates who were on an international assignment. Expatriates who were on an international assignment were thought to be in the best position to respond to their preparation, support and training needs. Findings: The research found that the preparation, support and training required by South African expatriates are not influenced by the location of an international assignment, the age of the expatriate, the duration of an international assignment or the management level of the expatriate. Implications: The findings highlight the fact that human resource managers of South African multinational enterprises should provide all their expatriates with the same preparation, support and training, as well as identifies five requirements that should be included in all South African expatriate policies.

  9. Participation in Education and Training: The Influence of Preparation and Organizational Roles.

    Science.gov (United States)

    Grzyb, Stanley W., Jr.; Graham, Steven W.; Donaldson, Joe F.

    1998-01-01

    The Participation Reasons Scale (PRS) was used with Army Engineers to study the effects that academic preparation, leadership and functional roles, and occupational specialty have on reasons for becoming involved in training and education. Five general factors were identified: professional improvement and development, personal security, enhancing…

  10. Trauma Non-Technical Training (TNT-2): the development, piloting and multilevel assessment of a simulation-based, interprofessional curriculum for team-based trauma resuscitation.

    Science.gov (United States)

    Doumouras, Aristithes G; Keshet, Itay; Nathens, Avery B; Ahmed, Najma; Hicks, Christopher M

    2014-10-01

    Medical error is common during trauma resuscitations. Most errors are nontechnical, stemming from ineffective team leadership, nonstandardized communication among team members, lack of global situational awareness, poor use of resources and inappropriate triage and prioritization. We developed an interprofessional, simulation-based trauma team training curriculum for Canadian surgical trainees. Here we discuss its piloting and evaluation.

  11. Media-Smart Youth: Eat, Think, and Be Active! A Workshop Curriculum for Youth Ages 11 to 13. Guide for Training Program Facilitators

    Science.gov (United States)

    Shriver, Eunice Kennedy

    2008-01-01

    The Media-Smart Youth: Eat, Think, and Be Active! program is an engaging curriculum that helps young people understand the complex media world around them so they can make thoughtful decisions about issues important to their health, specifically nutrition and physical activity. This training guide was developed in response to the requests of…

  12. Praktikum Medizinische Recherche: Erfahrungen mit einer curricular integrierten Schulungsveranstaltung / Medical Information Retrieval Training: a practical training integrated into the curriculum

    Directory of Open Access Journals (Sweden)

    Wagner, Christiane

    2006-12-01

    Full Text Available n June 2004 a course problem oriented learning (POL has been introduced at the medical faculty of the University Leipzig. The course on the topic „Infectology and Immunology“ takes place once a year and lasts for four weeks. It consists of a series of lectures and tutorials, in which small groups of students work on clinical case examples. Also part of the course are some practical training sessions. One of them is a 90 minutes practical training on searching for medical literature, which is organized by the medical library. In 2006 the practical training took place for the third time. The article tells about the development within the three years and the experiences that have been made.

  13. Model curriculum outline for Alternatively Fueled Vehicle (AFV) automotive technician training in light and medium duty CNG and LPG

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1997-04-01

    This model curriculum outline was developed using a turbo-DACUM (Developing a Curriculum) process which utilizes practicing experts to undertake a comprehensive job and task analysis. The job and task analysis serves to establish current baseline data accurately and to improve both the process and the product of the job through constant and continuous improvement of training. The DACUM process is based on the following assumptions: (1) Expert workers are the best source for task analysis. (2) Any occupation can be described effectively in terms of tasks. (3) All tasks imply knowledge, skills, and attitudes/values. A DACUM panel, comprised of six experienced and knowledgeable technicians who are presently working in the field, was given an orientation to the DACUM process. The panel then identified, verified, and sequenced all the necessary job duty areas and tasks. The broad duty categories were rated according to relative importance and assigned percentage ratings in priority order. The panel then rated every task for each of the duties on a scale of 1 to 3. A rating of 3 indicates an {open_quotes}essential{close_quotes} task, a rating of 2 indicates an {open_quotes}important{close_quotes} task, and a rating of 1 indicates a {open_quotes}desirable{close_quotes} task.

  14. A comparison of how behavioral health organizations utilize training to prepare for health care reform.

    Science.gov (United States)

    Stanhope, Victoria; Choy-Brown, Mimi; Barrenger, Stacey; Manuel, Jennifer; Mercado, Micaela; McKay, Mary; Marcus, Steven C

    2017-02-14

    Under the Affordable Care Act, States have obtained Medicaid waivers to overhaul their behavioral health service systems to improve quality and reduce costs. Critical to implementation of broad service delivery reforms has been the preparation of organizations responsible for service delivery. This study focused on one large-scale initiative to overhaul its service system with the goal of improving service quality and reducing costs. The study examined the participation of behavioral health organizations in technical assistance efforts and the extent to which organizational factors related to their participation. This study matched two datasets to examine the organizational characteristics and training participation for 196 behavioral health organizations. Organizational characteristics were drawn from the Substance Abuse and Mental Health Services Administration National Mental Health Services Survey (N-MHSS). Training variables were drawn from the Clinical Technical Assistance Center's master training database. Chi-square analyses and multivariate logistic regression models were used to examine the proportion of organizations that participated in training, the organizational characteristics (size, population served, service quality, infrastructure) that predicted participation in training, and for those who participated, the type (clinical or business) and intensity of training (webinar, learning collaborative, in-person) they received. Overall 142 (72. 4%) of the sample participated in training. Organizations who pursued training were more likely to be large in size (p = .02), serve children in addition to adults (p organizational readiness for health care reform initiatives among behavioral health organizations.

  15. [FEES for neurogenic dysphagia: training curriculum of the German Society of Neurology and the German Stroke Society].

    Science.gov (United States)

    Dziewas, R; Glahn, J; Helfer, C; Ickenstein, G; Keller, J; Lapa, S; Ledl, C; Lindner-Pfleghar, B; Nabavi, D; Prosiegel, M; Riecker, A; Stanschus, S; Warnecke, T; Busse, O

    2014-08-01

    Neurogenic dysphagia is one of the most frequent and prognostically relevant neurological deficits in a variety of disorders, such as stroke, parkinsonism and advanced neuromuscular diseases. Flexible endoscopic evaluation of swallowing (FEES) is now probably the most frequently used tool for objective dysphagia assessment in Germany. It allows evaluation of the efficacy and safety of swallowing, determination of appropriate feeding strategies and assessment of the efficacy of different swallowing manoeuvres. The literature furthermore indicates that FEES is a safe and well-tolerated procedure. In spite of the huge demand for qualified dysphagia diagnostics in neurology, a systematic FEES education has yet not been established. The structured training curriculum presented in this article aims to close this gap and intends to enforce a robust and qualified FEES service. As management of neurogenic dysphagia is not confined to neurologists, this educational program is applicable to other clinicians and speech language therapists with expertise in dysphagia as well.

  16. Training Consumer Educators: A Curriculum and Program Handbook. A Report on the Experience of the Consumer Law Training Center.

    Science.gov (United States)

    New York Law School, NY. Consumer Law Training Center.

    Information is presented on the administration of consumer education programs to train teachers and community group leaders who will be teaching consumer education in their own communities. Suggestions and examples are based on experience in creating and teaching such a program in consumer law in New York City. The first three chapters give…

  17. Training Consumer Educators: A Curriculum and Program Handbook. A Report on the Experience of the Consumer Law Training Center.

    Science.gov (United States)

    New York Law School, NY. Consumer Law Training Center.

    Information is presented on the administration of consumer education programs to train teachers and community group leaders who will be teaching consumer education in their own communities. Suggestions and examples are based on experience in creating and teaching such a program in consumer law in New York City. The first three chapters give…

  18. One or two trainees per workplace in a structured multimodality training curriculum for laparoscopic surgery?

    DEFF Research Database (Denmark)

    Nickel, Felix; Jede, Felix; Minassian, Andreas;

    2014-01-01

    different approaches for optimal training outcome. However, no standards currently exist for the number of trainees assigned per workplace. Methods. This is a monocentric, open, three-arm randomized controlled trial. The participants are laparoscopically-naive medical students from Heidelberg University...... individual factors that might exert influence on training outcome. Discussion. This study aims to assess whether workplaces in laparoscopy training courses for beginners should be used by one trainee or two trainees simultaneously, by measuring the impact on operative performance and learning curves....... Possible factors of influence, such as the role of observing the training partner, exchange of thoughts, active reflection, model learning, motivation, pauses, and sympathy will be explored in the data analysis. This study will help optimize the efficiency of laparoscopy training courses. Trial...

  19. Vision, Curriculum, and Pedagogical Content Knowledge in the Preparation of Israel Educators

    Science.gov (United States)

    Backenroth, Ofra; Sinclair, Alex

    2014-01-01

    In this article we explore how we as teacher educators translate a new vision of Israel education into curricular practice in the preparation of emerging Jewish educators. Using a practitioner inquiry mode of research, we reflect on our existential vision of Israel education and its translation into practice as creators and directors of a semester…

  20. Crisis in the Curriculum? New Counselors' Crisis Preparation, Experiences, and Self-Efficacy

    Science.gov (United States)

    Morris, Carrie A. Wachter; Minton, Casey A. Barrio

    2012-01-01

    Professional counselors are responsible for providing crisis assessment, referral, and intervention (Council for Accreditation of Counseling and Related Educational Programs, 2009); however, little is known about their preparation and experiences in these areas. This study examined new professional counselors' (N= 193) crisis intervention…

  1. Internationalising the Student Experience: Preparing Instructors to Embed Intercultural Skills in the Curriculum

    Science.gov (United States)

    Mak, Anita S.; Kennedy, Monica

    2012-01-01

    The Internationalising the Student Experience Project was devised and piloted as a teaching innovation to improve the intercultural awareness of instructors and, subsequently, that of their domestic and international students. In this article we claim that instructor preparation in the use of the Alliance Building and Cultural Mapping tools of the…

  2. Unfolding Case-Based Practicum Curriculum Infusing Crisis, Trauma, and Disaster Preparation

    Science.gov (United States)

    Greene, Catie A.; Williams, Amy E.; Harris, Pamela N.; Travis, Sterling P.; Kim, Sharon Y.

    2016-01-01

    The authors evaluated an unfolding case-based approach to a practicum in counseling course infusing crisis, trauma, and disaster preparation for changes in students' crisis self-efficacy across a semester. The course, informed by constructivist-developmental pedagogy and centered on the unfolding case, resulted in significant increases in…

  3. Crisis in the Curriculum? New Counselors' Crisis Preparation, Experiences, and Self-Efficacy

    Science.gov (United States)

    Morris, Carrie A. Wachter; Minton, Casey A. Barrio

    2012-01-01

    Professional counselors are responsible for providing crisis assessment, referral, and intervention (Council for Accreditation of Counseling and Related Educational Programs, 2009); however, little is known about their preparation and experiences in these areas. This study examined new professional counselors' (N= 193) crisis intervention…

  4. Olympic preparation in Brazilian judo athletes: description and perceived relevance of training practices.

    Science.gov (United States)

    Franchini, Emerson; Takito, Monica Y

    2014-06-01

    The aim of this study was to describe the training routines used by judo athletes and their perception concerning the relevance, effort made, concentration needed, and pleasure obtained during the training sessions conducted 6 months before their Olympic participation and to compare with medal winners and other competitors in these aspects. Sixty-one Olympic Brazilian judo athletes (men = 39; women = 22), representing 66.3% of all Brazilian participants in this Olympic sport (from 1964 to 2008), including 10 medal winners (9 men and 1 woman) answered a questionnaire concerning their training routines. Mann-Whitney and Student's t-test for independent samples were used. Judo medalists and nonmedalists in the Olympic Games did not differ in: (a) the age when they started to practice and to compete in judo, (b) the age when they competed in the Olympic Games, (c) hours of training per week and per training session and the number of training sessions per day in their preparation for this event, (d) frequency and time spent for performing judo-specific and general exercises and their perceived relevance, effort, pleasure, and concentration for these activities performed during the preparation for the Olympic Games. The only differences found were the groundwork (ne-waza) randori practice, which was less frequently performed by medal winners, and perceived relevance attributed to this activity, which was considered less relevant by the medal winners compared with nonmedal winners. Thus, judo Olympic medal winners and nonmedalists did not differ in many training aspects in the final phase of their preparation to the Olympic Games.

  5. Competency in chaos: lifesaving performance of care providers utilizing a competency-based, multi-actor emergency preparedness training curriculum.

    Science.gov (United States)

    Scott, Lancer A; Swartzentruber, Derrick A; Davis, Christopher Ashby; Maddux, P Tim; Schnellman, Jennifer; Wahlquist, Amy E

    2013-08-01

    Providing comprehensive emergency preparedness training (EPT) to care providers is important to the future success of disaster operations in the US. Few EPT programs possess both competency-driven goals and metrics to measure performance during a multi-patient simulated disaster. A 1-day (8-hour) EPT course for care providers was developed to enhance provider knowledge, skill, and comfort necessary to save lives during a simulated disaster. Nine learning objectives, 18 competencies, and 34 performance objectives were developed. During the 2-year demonstration of the curriculum, 24 fourth-year medical students and 17 Veterans Hospital Administration (VHA) providers were recruited and volunteered to take the course (two did not fully complete the research materials). An online pre-test, two post-tests, course assessment, didactic and small group content, and a 6-minute clinical casualty scenario were developed. During the scenario, trainees working in teams were confronted with three human simulators and 10 actor patients simultaneously. Unless appropriate performance objectives were met, the simulators "died" and the team was exposed to "anthrax." After the scenario, team members participated in a facilitator-led debriefing using digital video and then repeated the scenario. Trainees (N = 39) included 24 (62%) medical students; seven (18%) physicians; seven (18%) nurses; and one (3%) emergency manager. Forty-seven percent of the VHA providers reported greater than 16 annual hours of disaster training, while 15 (63%) of the medical students reported no annual disaster training. The mean (SD) score for the pre-test was 12.3 (3.8), or 51% correct, and after the training, the mean (SD) score was 18.5 (2.2), or 77% (P < .01). The overall rating for the course was 96 out of 100. Trainee self-assessment of "Overall Skill" increased from 63.3 out of 100 to 83.4 out of 100 and "Overall Knowledge" increased from 49.3 out of 100 to 78.7 out of 100 (P < .01). Of the 34

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

    Science.gov (United States)

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

    2017-04-01

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

  7. Cognitive-Behavioral Training in the Curriculum: Time, Slow Learners, and Basic Skills.

    Science.gov (United States)

    Gerber, Michael M.

    1986-01-01

    The article discusses ways that cognitive behavioral training (CBT) methods might facilitate acquisitions of basic skills in mildly handicapped students. Elements of the CBT approach are described and studies are reviewed regarding effective teaching, time, and technology. (CL)

  8. The role of curriculum in influencing students to select generalist training: A 21-year longitudinal study

    OpenAIRE

    Stimmel, Barry; Serber, M.

    1999-01-01

    To determine if specific curricula or backgrounds influence selection of generalist careers, the curricular choices of graduates of Mount Sinai School of Medicine between 1970 and 1990 were reviewed based on admission category. Students were divided into three groups: Group 1, those who started their first year of training at the School of Medicine; Group 2, those accepted with advanced standing into their third year of training from the Sophie Davis School of Biomedical Education, a five-yea...

  9. Recommended curriculum for subspecialty training in transplant infectious disease on behalf of the American Society of Transplantation Infectious Diseases Community of Practice Educational Initiatives Working Group.

    Science.gov (United States)

    Avery, R; Clauss, H; Danziger-Isakov, L; Davis, J; Doucette, K; van Duin, D; Fishman, J; Gunseren, F; Humar, A; Husain, S; Isada, C; Julian, K; Kaul, D; Kumar, D; Martin, S; Michaels, M; Morris, M; Silveira, F; Subramanian, A

    2010-06-01

    The American Society of Transplantation Infectious Diseases (ID) Community of Practice has established an education workgroup to identify core components of a curriculum for training specialists in transplant ID. Clinical, laboratory, and research training form the triad of components on which an additional year of ID training, dedicated to the care of solid organ and hematopoietic stem cell transplant recipients, should be based. The recommended training environment would have access to adequate numbers of transplant patients, along with qualified faculty committed to teaching specialized fellows in this area. The learning objectives for both inpatient and outpatient clinical training are presented. The laboratory component requires trainees to attain expertize in utilizing and interpreting cutting-edge diagnostics used in transplant medicine. The research component may involve basic science, and translational or clinical research individualized to the trainee. Finally, suggestions for evaluation of both the fellows and the training program are provided.

  10. Interactive dedicated training curriculum improves accuracy in the interpretation of MR imaging of prostate cancer

    Energy Technology Data Exchange (ETDEWEB)

    Akin, Oguz; Zhang, Jingbo; Hricak, Hedvig [Memorial Sloan-Kettering Cancer Center, Department of Radiology, New York, NY (United States); Riedl, Christopher C. [Memorial Sloan-Kettering Cancer Center, Department of Radiology, New York, NY (United States); Medical University of Vienna, Department of Radiology, Vienna (Austria); Ishill, Nicole M.; Moskowitz, Chaya S. [Memorial Sloan-Kettering Cancer Center, Epidemiology and Biostatistics, New York, NY (United States)

    2010-04-15

    To assess the effect of interactive dedicated training on radiology fellows' accuracy in assessing prostate cancer on MRI. Eleven radiology fellows, blinded to clinical and pathological data, independently interpreted preoperative prostate MRI studies, scoring the likelihood of tumour in the peripheral and transition zones and extracapsular extension. Each fellow interpreted 15 studies before dedicated training (to supply baseline interpretation accuracy) and 200 studies (10/week) after attending didactic lectures. Expert radiologists led weekly interactive tutorials comparing fellows' interpretations to pathological tumour maps. To assess interpretation accuracy, receiver operating characteristic (ROC) analysis was conducted, using pathological findings as the reference standard. In identifying peripheral zone tumour, fellows' average area under the ROC curve (AUC) increased from 0.52 to 0.66 (after didactic lectures; p < 0.0001) and remained at 0.66 (end of training; p < 0.0001); in the transition zone, their average AUC increased from 0.49 to 0.64 (after didactic lectures; p = 0.01) and to 0.68 (end of training; p = 0.001). In detecting extracapsular extension, their average AUC increased from 0.50 to 0.67 (after didactic lectures; p = 0.003) and to 0.81 (end of training; p < 0.0001). Interactive dedicated training significantly improved accuracy in tumour localization and especially in detecting extracapsular extension on prostate MRI. (orig.)

  11. Central Florida Film Production Technology Training Program. Final Report.

    Science.gov (United States)

    Valencia Community Coll., Orlando, FL.

    The Central Florida Film Production Technology Training program provided training to prepare persons for employment in the motion picture industry. Students were trained in stagecraft, sound, set construction, camera/editing, and post production. The project also developed a curriculum model that could be used for establishing an Associate in…

  12. The role of curriculum in influencing students to select generalist training: a 21-year longitudinal study.

    Science.gov (United States)

    Stimmel, B; Serber, M

    1999-03-01

    To determine if specific curricula or backgrounds influence selection of generalist careers, the curricular choices of graduates of Mount Sinai School of Medicine between 1970 and 1990 were reviewed based on admission category. Students were divided into three groups: Group 1, those who started their first year of training at the School of Medicine; Group 2, those accepted with advanced standing into their third year of training from the Sophie Davis School of Biomedical Education, a five-year program developed to select and produce students likely to enter primary care fields; and Group 3, those accepted with advanced standing into the third year who spent the first two years at a foreign medical school. All three groups took the identical last two years of clinical training at the School of Medicine. These were no significant differences with respect to initial choice of generalist training programs among all three groups, with 46% of the total cohort selecting generalist training. Of those students who chose generalist programs, 58% in Group 1, 51% in Group 2, and 41% in Group 3 remained in these fields rather than progressing to fellowship training. This difference was significant only with respect to Group 3. However, when an analysis was performed among those students providing only primary care as compared to only specialty care, there were no significant differences. Analysis by gender revealed women to be more likely to select generalist fields and remain in these fields without taking specialty training (P students. The analysis indicated that, despite the diverse characteristics of students entering the third year at the School of Medicine, no one group produced a statistically greater proportion of generalists positions than any other, and academic performance while in medical school did not have a significant influence on whether a student entered a generalist field.

  13. Computer-based Training (CBT in der Humanmedizin [Computer-based training (CBT in an undergraduate medical curriculum

    Directory of Open Access Journals (Sweden)

    Smolle, Josef

    2007-05-01

    Full Text Available [english] Background: Computer based training (CBT is based on chunking of the learning content and follows a highly structured instructional design. The question is addressed whether verbally expressible knowledge can be acquired by CBT in a learning content example in human medicine. Methods: 43 students of human medicine (31 females, 12 males studied a CBT learning object on general tumour pathology comprising 32 frames for three times and wrote short essays on the topic. The main goal was to assess the increase of the frequency of terms and concepts of general tumour pathology between the essays as determined by content analysis.Results: Frequency analysis showed 28 +- 25 hits in the first, 40 +- 19 hits in the second and – after two weeks intermission – 35 +- 17 hits in the third essay, with the increase being highly significant (p < 0.01 The hits in the essay correlated significantly with the performance in the CBT learning object. In the qualitative feedback, positive remarks prevailed (p < 0.01. Conclusion: Computer based training does not simply drill the performance in predefined frames, but facilitates the achievement of knowledge which can be verbally expressed. Performance of the individual student in the CBT learning objects is significantly correlated to the quality of the short essay on the same topic.[german] Zielsetzung: Computer-based Training (CBT als tutorielles e-Learning-Konzept beruht auf einer Zerlegung des Lernstoffs in kleine Einheiten (Chunking und einem stark strukturierten instruktionalen Prozess. Die Studie befasst sich mit der Frage, ob auf diese Art aktiv explizites (sprachlich ausdrückbares Wissen zu einem humanmedizinischen Thema erworben werden kann. Methodik: 43 Studierende der Humanmedizin (31 Frauen, 12 Männer machten ein CBT-Lernobjekt zur Allgemeinen Tumorpathologie mit 32 Frames 3 mal durch und erstellten Kurzessays. Hauptzielgröße war die Differenz der inhaltlichen Frequenzanalyse

  14. The improvement of technical preparation of sprinters on the initial stage of sport training

    Directory of Open Access Journals (Sweden)

    Maleniuk T.V.

    2010-05-01

    Full Text Available Directions of perfection of technical preparation of sprinters are examined on the initial stage of the sporting training. The basic elements of technique at run are certain 100 meters. The system of criteria of estimation of technical preparedness of sprinters is developed. The certain lacks of technical preparedness are exposed. The method of improvement of technical preparation is developed and its efficiency is tested. The system of criteria of estimation of technical preparedness of sprinters is developed. A general tendency is exposed to their finding on middle, above average and to high levels.

  15. 41-D crewmembers Resnik and Walker prepare experiments in training for flight

    Science.gov (United States)

    1984-01-01

    Astronaut Judith A. Resnik, mission specialist, and Charles D. Walker, payload specialist for 41-D, prepare for some scheduled intravehicular activity involving the continuous flow electrophoresis systems (CFES) experiment. In the background are stowage lockers and a CFES trainer - part of the shuttle one-G trainer at JSC (35755,35757); Resnik works with a sample connected to the CFE experiment during training session (35756,35758).

  16. Infusing the Core Curriculum with Societally Relevant Issues and Preparing Faculty to Work with Diverse Students

    Science.gov (United States)

    Shellito, L. J.; Straw, B.; Sexton, J. M.; Hoyt, W.

    2016-12-01

    The way we teach our courses has an impact on student experience, and ultimately, student interest and persistence in geoscience majors and career paths. With that in mind, the primary goal of the InTeGrate implementation program in the University of Northern Colorado Department of Earth and Atmospheric Science is to promote retention in the Earth Science major through interventions that impact student classroom experience. We used two approaches to accomplish this. 1) We developed interdisciplinary curricular activities that are based on societally-relevant issues, engage students in problem-solving, and that prompt students to consider the relationships between science, society, and sustainability. We implemented these activities in core earth science courses and in a general education scientific writing course. 2) Our Earth and Atmospheric Science faculty participated in diversity and equity awareness training. In this presentation, we share our initial assessment of the effectiveness of new curricular activities and the effectiveness of a workshop developed for faculty that promotes awareness of teaching styles and behaviors that promote inclusion of students traditionally underrepresented in the sciences. Our results suggest that incorporating a societally-relevant component to activities improves student interest in the material and provides them with experience in interdisciplinary analysis and problem solving. The implementation of sustainability issues into a general education scientific writing course has a demonstrated impact on student perception of climate change and sustainability. Faculty report that they are more aware of teaching styles that promote inclusion of students traditionally underrepresented in the sciences.

  17. Long-Term Impact of the Farm Financial Analysis Training Curriculum on FSA Borrowers in Pennsylvania

    Science.gov (United States)

    Balliet, Kenneth L.; Douglass, Mark B.; Hanson, Gregory

    2010-01-01

    The Farm Financial Analysis Training (FFAT) course covers fundamental skills and concepts in liquidity, profitability, solvency, and efficiency. The research reported here identifies and measures the impacts of FFAT on participants including: 1) perceived gains in knowledge, 2) changes in management behavior, 3) changes in specific farm assets and…

  18. The Strategy to Align Road Safety Education to the Further Education and Training Band Curriculum

    Science.gov (United States)

    Malan, Lianne; van Dijk, Gerda; Fourie, David

    2016-01-01

    Road safety education is a complex phenomenon which should be viewed holistically if taken into account the interconnectedness of education, infrastructure and enforcement. Effective road safety education is specifically important for learners in the Further Education and Training (FET) band, as they are active contributors to a community. The…

  19. Translation Training in the Jordanian Context: Curriculum Evaluation in Translator Education

    Science.gov (United States)

    Mahasneh, Anjad

    2013-01-01

    This study aims at drawing a clear picture of translator training in Jordan through the evaluation of translation programs at the Master's level. The framework of the Context, Input, Process, and Product components of the CIPP evaluation model developed by Daniel Stufflebeam in 1971 was used to evaluate the three translation Master's programs at…

  20. Developing an educational training module in forensic odontology: A proposal for dental curriculum

    Directory of Open Access Journals (Sweden)

    Shally Khanna

    2014-09-01

    Full Text Available A number of methods have been introduced in scientific literature to study the lip print and palatal rugae; still there is a need for more descriptive and self-explanatory methods. Awareness regarding practical knowledge of cheiloscopy and palatoscopy is ambiguous among dental professionals. In the present work, an effort was made to introduce an educational training module for dental professionals with a view to improving the data recording and interpretation methods. A computer aided statistical method has also been suggested, i.e., systematic stage-wise filtering to test the uniqueness of lip and palatal rugae patterns. In this study, dental professionals were asked to match random lip and palatal rugae patterns before and after training. Proportions of accurate matching pre- and post-training were then compared. A systematic stage-wise filtering method was used to prove the uniqueness of lip prints and palatal rugae in large samples. It was observed that the educational training module helped to improve the ability of dental professionals in identifying individuals based on lip prints and palatal rugae. Application of systematic stage-wise filtering technique eased the process of checking the uniqueness of patterns.

  1. A Curriculum Framework for Geographical Information Science (GISc) Training at South African Universities

    Science.gov (United States)

    du Plessis, H.; van Niekerk, A.

    2012-01-01

    Geographical information science (GISc) is one of the fastest growing industries worldwide. Being a relatively new discipline, universities often provide training as part of geography, surveying, town planning, environmental and computer science programmes. This complicates professional accreditation assessments as the content, outcomes, extent…

  2. A Curriculum Framework for Geographical Information Science (GISc) Training at South African Universities

    Science.gov (United States)

    du Plessis, H.; van Niekerk, A.

    2012-01-01

    Geographical information science (GISc) is one of the fastest growing industries worldwide. Being a relatively new discipline, universities often provide training as part of geography, surveying, town planning, environmental and computer science programmes. This complicates professional accreditation assessments as the content, outcomes, extent…

  3. Using entrustable professional activities to guide curriculum development in psychiatry training

    Directory of Open Access Journals (Sweden)

    Boyce Philip

    2011-11-01

    Full Text Available Abstract Background Clinical activities that trainees can be trusted to perform with minimal or no supervision have been labelled as Entrustable Professional Activities (EPAs. We sought to examine what activities could be entrusted to psychiatry trainees in their first year of specialist training. Methods We conducted an online survey of Fellows of the Royal Australian and New Zealand College of Psychiatrists (RANZCP. Results The majority of respondents considered initiating patients with the common medications, discharging patient suffering from schizophrenia, bipolar disorder or following a crisis admission, conducting risk assessments and managing psychiatric emergencies were activities that trainees could be entrusted with by the end of the first stage of training. Conclusions Four activities were identified that trainees should be entrusted with by the end of their first year of training. Each of these activities comprises a set of competencies in each of the CanMEDS roles. When a trainee is unable to satisfactorily perform an EPA, deficits in the underpinning competencies can be a focus for remediation. Further EPAs are being identified in areas of more specialised practice for use within more advanced training.

  4. Long-Term Impact of the Farm Financial Analysis Training Curriculum on FSA Borrowers in Pennsylvania

    Science.gov (United States)

    Balliet, Kenneth L.; Douglass, Mark B.; Hanson, Gregory

    2010-01-01

    The Farm Financial Analysis Training (FFAT) course covers fundamental skills and concepts in liquidity, profitability, solvency, and efficiency. The research reported here identifies and measures the impacts of FFAT on participants including: 1) perceived gains in knowledge, 2) changes in management behavior, 3) changes in specific farm assets and…

  5. Influence of cueing on the preparation and execution of untrained and trained complex motor responses

    Science.gov (United States)

    Alouche, S.R.; Sant'Anna, G.N.; Biagioni, G.; Ribeiro-do-Valle, L.E.

    2012-01-01

    This study investigated the influence of cueing on the performance of untrained and trained complex motor responses. Healthy adults responded to a visual target by performing four sequential movements (complex response) or a single movement (simple response) of their middle finger. A visual cue preceded the target by an interval of 300, 1000, or 2000 ms. In Experiment 1, the complex and simple responses were not previously trained. During the testing session, the complex response pattern varied on a trial-by-trial basis following the indication provided by the visual cue. In Experiment 2, the complex response and the simple response were extensively trained beforehand. During the testing session, the trained complex response pattern was performed in all trials. The latency of the untrained and trained complex responses decreased from the short to the medium and long cue-target intervals. The latency of the complex response was longer than that of the simple response, except in the case of the trained responses and the long cue-target interval. These results suggest that the preparation of untrained complex responses cannot be completed in advance, this being possible, however, for trained complex responses when enough time is available. The duration of the 1st submovement, 1st pause and 2nd submovement of the untrained and the trained complex responses increased from the short to the long cue-target interval, suggesting that there is an increase of online programming of the response possibly related to the degree of certainty about the moment of target appearance. PMID:22473319

  6. Influence of cueing on the preparation and execution of untrained and trained complex motor responses

    Directory of Open Access Journals (Sweden)

    S.R. Alouche

    2012-05-01

    Full Text Available This study investigated the influence of cueing on the performance of untrained and trained complex motor responses. Healthy adults responded to a visual target by performing four sequential movements (complex response or a single movement (simple response of their middle finger. A visual cue preceded the target by an interval of 300, 1000, or 2000 ms. In Experiment 1, the complex and simple responses were not previously trained. During the testing session, the complex response pattern varied on a trial-by-trial basis following the indication provided by the visual cue. In Experiment 2, the complex response and the simple response were extensively trained beforehand. During the testing session, the trained complex response pattern was performed in all trials. The latency of the untrained and trained complex responses decreased from the short to the medium and long cue-target intervals. The latency of the complex response was longer than that of the simple response, except in the case of the trained responses and the long cue-target interval. These results suggest that the preparation of untrained complex responses cannot be completed in advance, this being possible, however, for trained complex responses when enough time is available. The duration of the 1st submovement, 1st pause and 2nd submovement of the untrained and the trained complex responses increased from the short to the long cue-target interval, suggesting that there is an increase of online programming of the response possibly related to the degree of certainty about the moment of target appearance.

  7. Improving Preparation for College Physics of Minority Students Aspiring to Science-Related Careers: Investigation of Student Difficulties and Development of Appropriate Curriculum.

    Science.gov (United States)

    Rosenquist, Mark Linn

    This dissertation reports on a project, begun in 1976 by the Physics Education Group at the University of Washington, to improve the performance of minority undergraduates in physics and other science courses required for admission to engineering, medicine, and other technical professions. The project has two main elements. The first is an investigation of specific conceptual and reasoning difficulties encountered by the students in the study of physics and physical science. This investigation forms the basis of an empirical assessment of the students' academic needs. The second is the use of this assessment in developing a curriculum specifically designed to help students overcome the difficulties they experience in introductory science courses. The research and curriculum development have taken place in the context of a special physics course to help prepare minority college students for science-related majors. Specific difficulties encountered by the students as they work through the subject matter of the course have been identified and grouped into three categories: difficulty with basic concepts, difficulty with scientific representations, and difficulty with scientific reasoning. Curriculum development has focused on helping students overcome these difficulties. The dissertation gives the results of the investigation and presents samples of the curriculum with a discussion of the principles of its design. The dissertation also illustrates how the close association of investigation of difficulties, development of curriculum, and teaching of the course has provided an environment that allows continuous feedback on the design of instructional materials and facilitates the tasks of testing, evaluation, and revision. The effectiveness of the project is discussed in terms of student achievement at the University of Washington and curriculum adoption by other institutions. It appears that the goal of increasing minority representation in the sciences through action

  8. Use of trainings in mountain terms in the olympic annual loop of preparation in at run on midranges

    Directory of Open Access Journals (Sweden)

    Samolenko T.V.

    2012-03-01

    Full Text Available The variant of the use of training of sportsmen is presented in mountain terms. The basic going is exposed near planning of training in the annual loop of preparation of sportsmen. The features of correlation of facilities of preparation are considered at combination of training in middleland and highland. 4 collections are recommended in mountains in the year of leadthrough of Games of Olympiad in the following orientation: pulling (middleland in, intensive and power (highland, antihunt on a background sufficient intensity (highland, volume and intensive (middleland. Correlation of loadings of different orientation is rotined taking into account the individual features of to training of sportsmen.

  9. One or two trainees per workplace in a structured multimodality training curriculum for laparoscopic surgery?

    DEFF Research Database (Denmark)

    Nickel, Felix; Jede, Felix; Minassian, Andreas;

    2014-01-01

    different approaches for optimal training outcome. However, no standards currently exist for the number of trainees assigned per workplace. Methods. This is a monocentric, open, three-arm randomized controlled trial. The participants are laparoscopically-naive medical students from Heidelberg University....... After a standardized introduction to laparoscopic cholecystectomy (LC) with online learning modules, the participants perform a baseline test for basic skills and LC performance on a virtual reality (VR) trainer. A total of 100 students will be randomized into three study arms, in a 2:2:1 ratio...... training between tests. A post-test is performed to reassess basic skills and LC performance on the VR trainer. The performance of a cadaveric porcine LC is then measured as the primary outcome using standardized and validated ratings by blinded experts with the Objective Structured Assessment of Technical...

  10. [Clinical ecomomics: a pleading for complementing the medical curriculum and specialty training].

    Science.gov (United States)

    Porzsolt, F; Weiss, M; Hege-Scheuing, G; Fangerau, H

    2010-11-01

    Clinical economics requires an understanding of clinical relationships just like health economy requires an understanding of economic relationships. Hitherto we have ensured that economists can differentiate symptoms from diagnoses and diagnostics from screening at the interface between medicine and economy. However, we overlooked the fact that physicians should be able to understand the principles of marginal benefit and medical ethics, as well as the differences among efficacy, effectiveness, and benefit, to be able to make sound decisions. To make up for this neglected demand, we present our definition of clinical economics, identify the potential conflicts between medical professionalism and commercialized medicine, describe the importance - but also the limits - of scientific evidence, explain the difference between 'prioritization' and strict rationing, and attempt to justify the fact that the necessary changes in the provision of healthcare will probably only be achieved if we instill this new way of thinking in medical students during their medical education. Complementing the medical curriculum with clinical economics would achieve this goal. © Georg Thieme Verlag KG Stuttgart · New York.

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

    Directory of Open Access Journals (Sweden)

    Machleidt, Wielant

    2008-08-01

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

  12. Development of a surgical skills curriculum for the training and assessment of manual skills in orthopedic surgical residents.

    Science.gov (United States)

    Hohn, Eric A; Brooks, Adam G; Leasure, Jeremi; Camisa, William; van Warmerdam, Jennifer; Kondrashov, Dimitriy; Montgomery, William; McGann, William

    2015-01-01

    To develop and conduct a pilot study of a curriculum of 4 surrogate bone training modules to assess and track progress in basic orthopedic manual skills outside the operating room. Four training modules were developed with faculty and resident input. The modules include (1) cortical drilling, (2) drill trajectory, (3) oscillating saw, and (4) pedicle probing. Orthopedic resident's performance was evaluated. Validity and reliability results were calculated using standard analysis of variance and multivariate regression analysis accounting for postgraduate year (PGY) level, number of attempts, and specific outcome target results specific to the simulation module. St. Mary's Medical Center in San Francisco, CA. These modules were tested on 15 orthopedic surgery residents ranging from PGY 1 to PGY 5 experience. The cortical drilling module had a mean success rate of 56% ± 5%. There was a statistically significant difference in performance according to the diameter of the drill used from 33% ± 7% with large diameter to 70% ± 6% with small diameter. The drill trajectory module had a success rate of 85% ± 3% with a trend toward improvement across PGY level. The oscillating saw module had a mean success rate of 25% ± 5% (trajectory) and 84% ± 6% (depth). We observed a significant improvement in trajectory performance during the second attempt. The pedicle probing module had a success rate of 46% ± 10%. The results of this pilot study on a small number of residents are promising. The modules were inexpensive and easy to administer. Conclusions of statistical significance include (1) residents who could easily detect changes in surrogate bone thickness with a smaller diameter drill than with a larger diameter drill and (2) residents who significantly improved saw trajectory with an additional attempt at the module. Copyright © 2014 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  13. A System Approach to Navy Medical Education and Training. Appendix 30. Curriculum for General Hospital Corpsman.

    Science.gov (United States)

    1974-08-31

    34sPt(11e UNCLASSIFIED .L*..u4iy CLASSiFiCATION oF THItS PA _( w Doe Ent.etd) currently designated Navy enlisted occupations, 20 Naval Enlisted Classi... EDUCAION AND TRAINING. APPfN-Y Cl,,jAUG ඒ N001 69 ’ -0 Ś UNCLASSIF EDUL NC 5 - IIl.IIIII -II-I fl25 IllU 1. I~ L.8 1.25 .4 .6__ MICRfl t n I UR l~ 3...ing therapy; giving chest physical therapy; suctioning nasal and oral pas - sages and trachea and giving tracheotomy care. 9. Precautionary measures

  14. Issues of Visitor Management at Heritage Sites and Implications for Training and Curriculum Development

    Directory of Open Access Journals (Sweden)

    Arthur Pedersen

    2014-10-01

    Full Text Available The presentation offers observations related to heritage natural and cultural site visitor management interventions. Observations include the need for the more robust planning and management frameworks and processes that permit and guide discussion among the different constituencies; making the diverse values usually contained in the tourism and conservation dynamic explicit.   The presentation suggests processes that encourage, because of economic and social self-interest, essential links between heritage site management, local communities and the tourism industry.  It suggests training needs for implementing these frameworks and processes.

  15. [Curriculum design of the Master's in Public Health program via the inservice education system. The Working Group of the Innovation Program in Health Systems and Professional Training].

    Science.gov (United States)

    1995-01-01

    This article presents the curriculum design process experience of the School of Public Health of Mexico's In-Service Master of Public Health Program, offered through the distance education model. The Program was created as a response to the Mexican health system's human resources training needs, with the purpose of contributing to the health services decentralization process, the strengthening of managerial skills of local health district managers, and to the professionalization of public health. The Program's design and development are based on a distance education system as an alternative to the traditional training models. The distance education model offers the possibility to train human resources on their job, to link permanently theory and practice, and to improve, in the short-term, the professional performance of students. The curriculum design process included the analysis of the student's training needs based on their professional profile, the type of plan of study that could take into account those training needs, and of the advisers and tutor's required profile, educational background, and job experience. The different disciplines were grouped around the knowledge objects, and not around independent courses. The health planning process was taken as a central axis and conductive line for integrating the thematic contents. The Master's plan of study was conformed by four stages: health diagnosis, formulation of the organized social response, implementation, and evaluation.

  16. The Perceived long-term impact of the radiological curriculum innovation in the medical doctors training at Ghent University

    Energy Technology Data Exchange (ETDEWEB)

    Kourdioukova, Elena V., E-mail: elena.kourdioukova@ugent.be [Department of Radiology, Ghent University Hospital (UZG), MR/-1K12, De Pintelaan 185, B-9000 Ghent (Belgium); Valcke, Martin [Department of Educational Studies, Ghent University, H. Dunantlaan 2, B-9000 Ghent (Belgium); Verstraete, Koenraad L. [Department of Radiology, Ghent University Hospital (UZG), MR/-1K12, De Pintelaan 185, B-9000 Ghent (Belgium)

    2011-06-15

    Objectives: How do students experience and perceive the innovative undergraduate radiology curriculum at Ghent University, and what explains differences in student perception? Methods: A survey was presented to the 2008 cohort of students enrolled in the undergraduate medical curriculum at Ghent University. The survey focused on their experiences and perceptions in relation to the innovative undergraduate radiology teaching. Results and conclusion: The present research results point at a favorable perception of the innovative radiology curriculum components. The study points - both during pre-clinical and clinical years - at the appreciation for curriculum components that combine traditional curriculum components (ex-cathedra lessons with syllabus) with distance learning components such as E-learning and E-testing. In clinical years - as expected - students switch to the application of knowledge and skills and therefore heavily appreciate practice linked curriculum components.

  17. 75 FR 80799 - Preparation of the PEIS for Modernization of Training Infrastructure at Pōhakuloa Training Area, HI

    Science.gov (United States)

    2010-12-23

    ... infrastructure (roads and utilities), and training support facilities in the cantonment area at P hakuloa... PTA's long-term vision for modernizing training ranges, training support infrastructure, and the... consider modernizing the training ranges, training support infrastructure, and the cantonment area at...

  18. Analysis of accessibility for buildings of a graduation school--an experiment in ergonomics training curriculum.

    Science.gov (United States)

    Acioly, A S G; Oliveira, M D; Freitas, V H F

    2012-01-01

    This article presents a description of a study experience developed in the Discipline of Supervised Internship of the Industrial Design Course of the Federal University of Paraíba. The study is based on focused on ergonomics analysis and accessibility as an object of study, access into and out of buildings of classrooms and laboratories of the same institution. Among the buildings selected, which encompass where the course is established, is a contemporary building and a renovated building of historical and artistic values for current use. The study is characterized by a description of the objects of study, analysis of the reference literature and recommendations for adjustments in the event of any inconsistency with the accessibility standards. The experience of this supervised training provided an opportunity to perform design activities to a group of students in applied ergonomics, as well as enabling contact with professional practice, adding the contact with the appropriate guidelines governing intervention in historic heritage buildings.

  19. Individual experience of construction of training on stage immediate preparation for main event in running middle-distance

    Directory of Open Access Journals (Sweden)

    Samolenko T.V.

    2011-07-01

    Full Text Available The article deals with important aspects of sports training distance runner in the Olympic cycle, based on analysis of the construction phase of immediate preparation for major competitions. Shows the magnitude of the means of training and options for their relations over the years the Olympic cycle. Identify indicators of individual variability of investigated parameters loads.

  20. 78 FR 3408 - Notice of Intent to Prepare a Supplement to the Gulf of Alaska Navy Training Activities...

    Science.gov (United States)

    2013-01-16

    ... Department of the Navy Notice of Intent to Prepare a Supplement to the Gulf of Alaska Navy Training... Training Activities Environmental Impact Statement (EIS)/ Overseas Environmental Impact Statement (OEIS.../OEIS will also analyze data using an acoustic model not available for the 2011 EIS/OEIS, the Navy...

  1. 22 CFR 96.48 - Preparation and training of prospective adoptive parent(s) in incoming cases.

    Science.gov (United States)

    2010-04-01

    ... adequate prior training or have prior experience as parent(s) of children adopted from abroad. (h) The... least ten hours (independent of the home study) of preparation and training, as described in paragraphs... and children with a history of multiple caregivers may experience, before and after their adoption; (6...

  2. Train of high-power femtosecond pulses: Probe wave in a gas of prepared atoms

    Science.gov (United States)

    Muradyan, Gevorg; Muradyan, Atom Zh.

    2009-09-01

    We present a method for generating a regular train of ultrashort optical pulses in a prepared two-level medium. The train develops from incident monochromatic probe radiation traveling in a medium of atoms, which are in a quantum mechanical superposition of dressed internal states. In the frame of linear theory for the probe radiation, the energy of individual pulses is an exponentially growing function of atom density and of interaction cross section. Pulse repetition rate is determined by the pump field’s generalized Rabi frequency and can be around 1 THz and greater. We also show that the terms, extra to the dipole approximation, endow the gas by a new property: nonsaturating dependence of refractive index on dressing monochromatic field intensity. Contribution of these nonsaturating terms can be compatible with the main dipole approximation term contribution in the wavelength region of about ten micrometers (the range of CO2 laser) or larger.

  3. ALGORITHM OF PREPARATION OF THE TRAINING SAMPLE USING 3D-FACE MODELING

    Directory of Open Access Journals (Sweden)

    D. I. Samal

    2016-01-01

    Full Text Available The algorithm of preparation and sampling for training of the multiclass qualifier of support vector machines (SVM is provided. The described approach based on the modeling of possible changes of the face features of recognized person. Additional features like perspectives of shooting, conditions of lighting, tilt angles were introduced to get improved identification results. These synthetic generated changes have some impact on the classifier learning expanding the range of possible variations of the initial image. The classifier learned with such extended example is ready to recognize unknown objects better. The age, emotional looks, turns of the head, various conditions of lighting, noise, and also some combinations of the listed parameters are chosen as the key considered parameters for modeling. The third-party software ‘FaceGen’ allowing to model up to 150 parameters and available in a demoversion for free downloading is used for 3D-modeling.The SVM classifier was chosen to test the impact of the introduced modifications of training sample. The preparation and preliminary processing of images contains the following constituents like detection and localization of area of the person on the image, assessment of an angle of rotation and an inclination, extension of the range of brightness of pixels and an equalization of the histogram to smooth the brightness and contrast characteristics of the processed images, scaling of the localized and processed area of the person, creation of a vector of features of the scaled and processed image of the person by a Principal component analysis (algorithm NIPALS, training of the multiclass SVM-classifier.The provided algorithm of expansion of the training selection is oriented to be used in practice and allows to expand using 3D-models the processed range of 2D – photographs of persons that positively affects results of identification in system of face recognition. This approach allows to compensate

  4. Reform and Practice for Vocational Accounting Training Curriculum%高职会计综合实训课程改革与实践

    Institute of Scientific and Technical Information of China (English)

    周彦; 苗美华

    2012-01-01

    会计综合实训课程是高职会计类专业的一门专业核心课程,传统的课堂教学不能从根本上提升学生的职业技能。课程改革以实体企业为背景,以实际工作任务为引领,以会计工作过程中涉及的专业知识与技能为主线,编写出版了包含业务指导、业务原始单据、工作组织等系列特色教材,采用教学做一体化教学模式,手工与计算机并行运行,训练和提高了学生的职业岗位能力和职业综合能力。%Accounting comprehensive training course for higher vocational accounting class is a core curricu-lum. The traditional training skills can not fundamentally enhance students' occupation skills. Curriculum reform is in the context of business entities. The professional knowledge and skills involve in the accounting process as the main line to write the teaching material. The teaching material contains business guidance, business source docu- ments, work organization and so on. Curriculum reform uses the teaching to do integration teaching mode and the manual and computerization to run in parallel. Through curriculum reform, training and professional post ability im-proves the students'comprehensive ability and career.

  5. Designing a curriculum for communication skills training from a theory and evidence-based perspective.

    Science.gov (United States)

    Street, Richard L; De Haes, Hanneke C J M

    2013-10-01

    Because quality health care delivery requires effective clinician-patient communication, successful training of health professionals requires communication skill curricula of the highest quality. Two approaches for developing medical communication curricula are a consensus approach and a theory driven approach. We propose a theory-driven, communication function framework for identifying important communication skills, one that is focused on the key goals and outcomes that need to be accomplished in clinical encounters. We discuss 7 communication functions important to medical encounters and the types of skills needed to accomplish each. The functional approach has important pedagogical implications including the importance of distinguishing the performance of a behavior (capacity) from the outcome of that behavior in context (effectiveness) and the recognition that what counts as effective communication depends on perspective (e.g., observer, patient). Consensus and theory-driven approaches to medical communication curricula are not necessarily contradictory and can be integrated to further enhance ongoing development and improvements in medical communication education. A functional approach should resonate with practicing clinicians and continuing education initiatives in that it is embraces the notion that competent communication is situation-specific as clinicians creatively use communicative skills to accomplish the key goals of the encounter. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

  6. Internship training adequately prepares South African medical graduates for community service - with exceptions.

    Science.gov (United States)

    Nkabinde, T C; Ross, A; Reid, S; Nkwanyana, N M

    2013-09-30

    The 2-year internship period for medical graduates began in South Africa in 2005 and has never been formally evaluated. This study assessed the perceptions of community service medical officers (COSMOs) working at district hospitals (DHs) in KwaZulu-Natal (KZN) to determine whether the 2-year internship programme had adequately prepared them for community service (CS). A cross-sectional descriptive study was conducted regarding the perceptions of COSMOs working at 22 district hospitals in KZN. Data were collected in July 2012, using a questionnaire based on the core skills and knowledge detailed in the Health Professions Council of South Africa intern log book. All eight domains were self-assessed and a score of 4 out of 5 indicated an ability to work independently. Of the COSMOs, 78% (60 out of 89) completed the questionnaire. Most felt well-prepared for CS in all disciplines, but critical gaps in knowledge and skills were identified in paediatrics, orthopaedics, anaesthetics and obstetrics. In addition, 75% of respondents (45 out of 60) expressed a need for additional training in the disciplines of ear, nose and throat (ENT), urology, ophthalmology and dermatology. The 2-year internship has provided the basis for independent medical practice in DHs. However, certain critical skill gaps need urgent attention, particularly in obstetrics and anaesthesia. Areas of weakness in ENT, urology, ophthalmology and dermatology could be addressed by including these specialities as a compulsory rotation in surgery, medicine or family medicine during internship training.

  7. Management of the highly qualified football team preparation during the transition period of the year cycle of training

    Directory of Open Access Journals (Sweden)

    Shamardin V.N.

    2012-03-01

    Full Text Available The questions of modeling of highly qualified football team training in the transitional periods of the year cycle of training are given in this article. It is shown that usage of various exercises aimed at integrated development of motor qualities helps to maintain a gradual increase physical and functional training. Data for the study were pedagogical monitoring in the highly qualified football team of "Dnipro" Dnepropetrovsk year cycle preparation in the seasons of 2002 - 2011. It is established that the implementation of individual plans in the transition period allows players to carry high training loads during the preparatory period without a sharp decline in their performance.

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

    Science.gov (United States)

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

    2017-06-12

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

  9. An Innovative Model for Training Orientation and Mobility Assistants.

    Science.gov (United States)

    Wiener, W. R.

    1993-01-01

    A model was developed to prepare specialists in orientation and mobility (O&M) who work with people with visual impairments, with the specialists in turn training and supervising O&M assistants. The project developed curriculum guidelines, training methods, a national workshop, and regional seminars. (DB)

  10. Preparing Teachers to Train the Next Generation of Scientists with the AMS DataStreme Project

    Science.gov (United States)

    Abshire, W. E.; Geer, I. W.; Weinbeck, R. S.; Mills, E. W.; Nugnes, K. A.; Stimach, A. E.

    2016-12-01

    K-12 teacher professional development rich in content and pedagogical methods and materials for implementation of STEM concepts in the classroom will enhance teacher preparation and practice, and ultimately student learning is the purpose of the American Meteorological Society (AMS) DataStreme Project. DataStreme Atmosphere, Ocean, and Earth's Climate System (ECS) are offered each fall and spring semester by Local Implementation Teams across the country in coordination with AMS Education Program scientists and educators. Participants may receive 3 tuition-free graduate credits through State University of New York's The College at Brockport upon completion of each course and construction of a Plan of Action for peer-training. Peer training is a key focus of DataStreme. Based on survey results, a DataStreme participant impacts an average of up to 10 other teachers and over 350 students within two years of training. Therefore, the 220 teachers who completed a DataStreme course in fall 2015 will likely reach over 2000 teachers and close to 77,000 students within two years. Further, DataStreme improves teachers' pedagogical abilities. According to the fall 2015 pre-survey of DataStreme ECS participants, approximately 15% of participants rated their pedagogical abilities in the Superior or Exemplary levels (highest rankings). On the post-survey, 59% of participants fell in these categories, clearly highlighting the positive shift. This survey also revealed teachers' ability to use climate-science content to stimulate student interests. The AMS looks to further this success with redevelopment of a previously offered K-12 teacher professional development course focused on water. From 2001-2008, AMS offered DataStreme Water in the Earth System, training 3145 teachers on the global water cycle. AMS is eager to continue helping teachers and students improve their understanding of water processes and overall environmental science literacy.

  11. National assessment of business-of-medicine training and its implications for the development of a business-of-medicine curriculum.

    Science.gov (United States)

    Patel, Anit T; Bohmer, Richard M J; Barbour, J Robert; Fried, Marvin P

    2005-01-01

    The objectives were, first, to determine the current state of business training in otolaryngology residency programs in the United States and, second, to lay the groundwork for development of a business-of-medicine (BOM) curriculum. Cross-sectional survey. A survey concerning methodology and topics for management training of residents was mailed to the chairpersons or program directors of the 102 otolaryngology residency programs. A similar survey was sent to 576 otolaryngology graduates (classes of 2000, 2001, and 2002). An interactive BOM curriculum on CD-ROM was developed based on the results. The response rate among program directors was 74.5% (76 of 102), and among the otolaryngology graduates, 38.2% (220 of 575). Seventy-five percent of graduates rated their BOM training as poor or fair. Only 8% rated their BOM training as excellent. Twenty percent of the graduates responded to having a BOM course during residency. Recent graduates reported that a BOM course can best be taught through lectures and apprenticeship/mentoring, whereas program directors reported that a BOM course can best be taught through lectures and outside consultants. Graduates reported that coding compliance was the topic most neglected in residency, whereas program directors reported that coding compliance was the main topic covered in the business training. Both groups agreed that department attending physicians have the most impact on a resident's business training. Program directors reported that correct coding, planning one's entry into medical practice, risk management, and reimbursement issues are the most important topics for residents to learn, whereas recent graduates stated that the most important topics should be correct coding, office management, risk management, and reimbursement. The present study reflects a perceived necessity for improvement of BOM training in otolaryngology residency programs. Based on this finding, the outcome measures from the survey, and the authors' own

  12. A Proficiency-Based Progression Training Curriculum Coupled With a Model Simulator Results in the Acquisition of a Superior Arthroscopic Bankart Skill Set.

    Science.gov (United States)

    Angelo, Richard L; Ryu, Richard K N; Pedowitz, Robert A; Beach, William; Burns, Joseph; Dodds, Julie; Field, Larry; Getelman, Mark; Hobgood, Rhett; McIntyre, Louis; Gallagher, Anthony G

    2015-10-01

    To determine the effectiveness of proficiency-based progression (PBP) training using simulation both compared with the same training without proficiency requirements and compared with a traditional resident course for learning to perform an arthroscopic Bankart repair (ABR). In a prospective, randomized, blinded study, 44 postgraduate year 4 or 5 orthopaedic residents from 21 Accreditation Council for Graduate Medical Education-approved US orthopaedic residency programs were randomly assigned to 1 of 3 skills training protocols for learning to perform an ABR: group A, traditional (routine Arthroscopy Association of North America Resident Course) (control, n = 14); group B, simulator (modified curriculum adding a shoulder model simulator) (n = 14); or group C, PBP (PBP plus the simulator) (n = 16). At the completion of training, all subjects performed a 3 suture anchor ABR on a cadaveric shoulder, which was videotaped and scored in blinded fashion with the use of previously validated metrics. The PBP-trained group (group C) made 56% fewer objectively assessed errors than the traditionally trained group (group A) (P = .011) and 41% fewer than group B (P = .049) (both comparisons were statistically significant). The proficiency benchmark was achieved on the final repair by 68.7% of participants in group C compared with 36.7% in group B and 28.6% in group A. When compared with group A, group B participants were 1.4 times, group C participants were 5.5 times, and group C(PBP) participants (who met all intermediate proficiency benchmarks) were 7.5 times as likely to achieve the final proficiency benchmark. A PBP training curriculum and protocol coupled with the use of a shoulder model simulator and previously validated metrics produces a superior arthroscopic Bankart skill set when compared with traditional and simulator-enhanced training methods. Surgical training combining PBP and a simulator is efficient and effective. Patient safety could be improved if

  13. 高中特色課程的開發與實施:以論證課程為例 Developing and Implementing Argumentation Training Curriculum as a High School-Based Feature Curriculum in Taiwan

    Directory of Open Access Journals (Sweden)

    洪逸文 Yi-Wen Hung

    2016-03-01

    Full Text Available 論證教學,不僅是近年來科學教育發展的一個重要趨勢,更是幫助學生面對未來多變社會的一種關鍵能力,因為許多研究都指出論證訓練可增進學生的高層次思考與溝通表達能力。本研究的目的在於發展一套適用於臺灣高中教學現場之論證課程,採用了TAP模式作為課程的論證架構。本研究採行動研究來呈現課程發展的歷程,發現課程具有幾個特色:本土性的日常生活議題、提供各式的課程鷹架與三階段的課程模組化。本研究主要利用探究式教學法進行論證教學,從課程實施的成效發現,探究式教學法與論證課程能有效提升學生論證能力及論證品質,更能強化學生對知識結構的理解與提升學生的批判性思考能力。 Argumentation is an important trend in science education worldwide. Moreover, it is also a key competence helping students to face the changing world in the future, for there are a lot of studies indicating that argumentation would help students foster higher thinking skills, such as reflection and critical thinking. This research was to develop an argumentation-training curriculum for Taiwan high schools and demonstrated the course of development and implementation through the action research made by a high school earth science teacher. We adopted Toulmin Argumentation Pattern (TAP as a framework in this curriculum. There were several characteristics in this curriculum, including issues from local environment, scaffolding strategies for teaching and learning and three-step modules in curriculum design. The research teacher adopted inquiry teaching through the whole curriculum. The results showed students’ argumentation ability had been improved. Besides, students’ understandings toward knowledge building and their critical thinking skills were also improved.

  14. Optimum parity of volumes of training loadings in the one-cyclic experimental period of preparation taekwondo athletes high qualification

    Directory of Open Access Journals (Sweden)

    Saienko V.G.

    2010-09-01

    Full Text Available Efficiency of application of correlation of volumes of the trainings loadings is tested in preparation of sportsmen. 12 sportsmen took part in an experiment (age of 18-22, experience of employments from 8 to 15 years. On the extent of three months the program of preparation was used. All sportsmen conducted the identical amount of trainings employments - 105. The most effective construction of training process of sportsmen is certain in one-cyclic three months period. It has such correlation of volumes of trainings facilities: base technique - 10%, formal complexes of battle exercises - 9%, specially-preparatory exercises - 24%, exercises on shells - 17%, exercises with a partner - 17%, sparrings - 23%.

  15. Research on Physical Education Curriculum Based on the Training Applied Talents in Higher Vocational Colleges%基于应用型人才培养的高职院校体育课程研究

    Institute of Scientific and Technical Information of China (English)

    王吉全

    2014-01-01

    为探索高职院校体育课程与应用型人才培养的关系,促进高校体育课程与应用型人才培养的结合,运用文献资料、逻辑分析等研究方法对当前高职院校体育课程创新与应用型人才培养进行了分析。研究结果显示:创新思想贯穿于整个体育课程、教师思想贯穿于课程全过程、打造积极的课程创新环境等是促进体育课程创新与应用型人才培养的有效措施。%To explore vocational colleges sports curriculum and the relationship between the applied talent traing , promote the combination of colleges and universities sports curriculum and applied talents training , using the methods of literature study and logic analysis , the current higher vocational colleges sports curriculum innovation and applied talents training were analyzed .The results show that the innovation thought throughout the sports curriculum, teacher thought throughout the course curriculum , creating a positive environment , such as curriculum innovation is an effective measures to promote the physical education curriculum innovation and cultivate applied talents.

  16. One or two trainees per workplace in a structured multimodality training curriculum for laparoscopic surgery? Study protocol for a randomized controlled trial - DRKS00004675.

    Science.gov (United States)

    Nickel, Felix; Jede, Felix; Minassian, Andreas; Gondan, Matthias; Hendrie, Jonathan D; Gehrig, Tobias; Linke, Georg R; Kadmon, Martina; Fischer, Lars; Müller-Stich, Beat P

    2014-04-23

    Laparoscopy training courses have been established in many centers worldwide to ensure adequate skill learning before performing operations on patients. Different training modalities and their combinations have been compared regarding training effects. Multimodality training combines different approaches for optimal training outcome. However, no standards currently exist for the number of trainees assigned per workplace. This is a monocentric, open, three-arm randomized controlled trial. The participants are laparoscopically-naive medical students from Heidelberg University. After a standardized introduction to laparoscopic cholecystectomy (LC) with online learning modules, the participants perform a baseline test for basic skills and LC performance on a virtual reality (VR) trainer. A total of 100 students will be randomized into three study arms, in a 2:2:1 ratio. The intervention groups participate individually (Group 1) or in pairs (Group 2) in a standardized and structured multimodality training curriculum. Basic skills are trained on the box and VR trainers. Procedural skills and LC modules are trained on the VR trainer. The control group (Group C) does not receive training between tests. A post-test is performed to reassess basic skills and LC performance on the VR trainer. The performance of a cadaveric porcine LC is then measured as the primary outcome using standardized and validated ratings by blinded experts with the Objective Structured Assessment of Technical Skills. The Global Operative Assessment of Laparoscopic Surgical skills score and the time taken for completion are used as secondary outcome measures as well as the improvement of skills and VR LC performance between baseline and post-test. Cognitive tests and questionnaires are used to identify individual factors that might exert influence on training outcome. This study aims to assess whether workplaces in laparoscopy training courses for beginners should be used by one trainee or two trainees

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

    Science.gov (United States)

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

    2017-06-01

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

  18. Features of 30–40 years old tourists-skiers’ technical training during before hiking preparation

    Directory of Open Access Journals (Sweden)

    Alexander Toporkov

    2016-06-01

    Full Text Available Purpose: compare the test results of the level of tourists’ technical readiness of 30–40 years old skiers in winter period of preparation. Determine the effectiveness of developed programs to improve the technical readiness of 30–40 years old tourists-skiers. Material & Methods: 14 people aged 30 to 40 years old who have a different experience in water, hiking and mountain as well as ski-sport hiking took part in research. Analysis of scientific and methodical literature, pedagogical observations, pedagogical experiment, methods of mathematical statistics is used. Results: the test results of 30–40 years old tourists skiers which are the participants in the experimental group received in winter period of preparation and preparatory period and the results after passing ski sports hiking of the third category of complexity are processed. Their comparative analysis is held. Conclusions: it was found that the developed training program can effectively influence the increase of the level of tourists’ and skiers’ technical skills and preparedness, which contributes to the successful passage of ski sports categorized hiking.

  19. Are We Learning Enough Pathology in Medical School to Prepare Us for Postgraduate Training and Examinations?

    Directory of Open Access Journals (Sweden)

    Emma Marsdin

    2013-01-01

    Full Text Available Medical schools responded to the first publication of Tomorrow’s Doctors with an abbreviated syllabus and a reduction in didactic teaching hours. Prescribing errors, however, have increased, and there is a perception amongst clinicians that junior doctors know less about the pathological basis of disease. We asked junior doctors how useful they thought their undergraduate teaching in pathology had been in their postgraduate training. We had 70 questionnaire responses from junior doctors within a single deanery and found that although almost every doctor, (96%, thought that pathology formed a major component of their postgraduate exams, most, (67%, thought that their undergraduate teaching left them unprepared for their postgraduate careers, and they had to learn basic principles, as they revised for postgraduate exams. Few used a pathology text for learning, most doctors, (91%, relying on question and answer revision resources for exam preparation. Perhaps, as revision materials are used so widely, they might be adapted for long-term deep learning, alongside clinical work. This presents an opportunity for pathologists, deaneries, royal colleges, and publishing houses to work together in the preparation of quality written and online material readily accessible to junior doctors in their workplace.

  20. Disease surveillance system evaluation as a model for improved integration and standardization of the laboratory component in the Field Epidemiology and Laboratory Training Program (FELTP) curriculum worldwide.

    Science.gov (United States)

    Rush, Thomas

    2012-11-01

    Integration of laboratory training into the Centers for Disease Control and Prevention's (CDC) Field Epidemiology Training Program (FETP) began in 2004 and has advanced the training of laboratory scientists worldwide on the basic principles of epidemiology, disease surveillance, and outbreak investigation. The laboratory component of the FE(L)TP training has traditionally been disease specific, revolving around classroom and bench training on laboratory methods, and field placement in areas where services are needed. There is however a need to improve the integration of epidemiology elements used in surveillance, outbreak investigation, and evaluation activities with specific measurable laboratory activities that could in turn impact the overall disease surveillance and response. A systematic and clear evaluation guideline for the laboratory components of disease surveillance systems alongside the corresponding epidemiological indicators can better identify, address, and mitigate weaknesses that may exist in the entire surveillance system, and also help to integrate and standardize the FE(L)TP curriculum content. The institution of laboratory Quality Management System principles linked to a comprehensive surveillance evaluation scheme will result in improved disease surveillance, response, and overall laboratory capacity over time.

  1. Communication skills training for radiation therapists: preparing patients for radiation therapy.

    Science.gov (United States)

    Halkett, Georgia; O'Connor, Moira; Aranda, Sanchia; Jefford, Michael; Merchant, Susan; York, Debra; Miller, Lisa; Schofield, Penelope

    2016-12-01

    Patients sometimes present for radiation therapy with high levels of anxiety. Communication skills training may assist radiation therapists to conduct more effective consultations with patients prior to treatment planning and treatment commencement. The overall aim of our research is to examine the effectiveness of a preparatory programme 'RT Prepare' delivered by radiation therapists to reduce patient psychological distress. The purpose of this manuscript was to describe the communication skills workshops developed for radiation therapists and evaluate participants' feedback. Radiation therapists were invited to participate in two communication skills workshops run on the same day: (1) Consultation skills in radiation therapy and (2) Eliciting and responding to patients' emotional cues. Evaluation forms were completed. Radiation therapists' consultations with patients were then audio-recorded and evaluated prior to providing a follow-up workshop with participants. Nine full day workshops were held. Sixty radiation therapists participated. Positive feedback was received for both workshops with 88% or more participants agreeing or strongly agreeing with all the statements about the different components of the two workshops. Radiation therapists highlighted participating in role play with an actor, discussing issues; receiving feedback; acquiring new skills and knowledge; watching others role play and practicing with checklist were their favourite aspects of the initial workshop. The follow-up workshops provided radiation therapists with feedback on how they identified and addressed patients' psychological concerns; time spent with patients during consultations and the importance of finding private space for consultations. Communication skills training consisting of preparing patients for radiation therapy and eliciting and responding to emotional cues with follow-up workshops has the potential to improve radiation therapists' interactions with patients undergoing

  2. An innovative blended learning approach using virtual patients as preparation for skills laboratory training: perceptions of students and tutors.

    Science.gov (United States)

    Lehmann, Ronny; Bosse, Hans Martin; Simon, Anke; Nikendei, Christoph; Huwendiek, Sören

    2013-02-12

    Currently only a few reports exist on how to prepare medical students for skills laboratory training. We investigated how students and tutors perceive a blended learning approach using virtual patients (VPs) as preparation for skills training. Fifth-year medical students (N=617) were invited to voluntarily participate in a paediatric skills laboratory with four specially designed VPs as preparation. The cases focused on procedures in the laboratory using interactive questions, static and interactive images, and video clips. All students were asked to assess the VP design. After participating in the skills laboratory 310 of the 617 students were additionally asked to assess the blended learning approach through established questionnaires. Tutors' perceptions (N=9) were assessed by semi-structured interviews. From the 617 students 1,459 VP design questionnaires were returned (59.1%). Of the 310 students 213 chose to participate in the skills laboratory; 179 blended learning questionnaires were returned (84.0%). Students provided high overall acceptance ratings of the VP design and blended learning approach. By using VPs as preparation, skills laboratory time was felt to be used more effectively. Tutors perceived students as being well prepared for the skills laboratory with efficient uses of time. The overall acceptance of the blended learning approach was high among students and tutors. VPs proved to be a convenient cognitive preparation tool for skills training.

  3. Wind energy curriculum development at GWU

    Energy Technology Data Exchange (ETDEWEB)

    Hsu, Stephen M [GWU

    2013-06-08

    A wind energy curriculum has been developed at the George Washington University, School of Engineering and Applied Science. Surveys of student interest and potential employers expectations were conducted. Wind industry desires a combination of mechanical engineering training with electrical engineering training. The curriculum topics and syllabus were tested in several graduate/undergraduate elective courses. The developed curriculum was then submitted for consideration.

  4. Preparing a 21st century workforce: is it time to consider clinically based, competency-based training of health practitioners?

    Science.gov (United States)

    Nancarrow, Susan A; Moran, Anna M; Graham, Iain

    2014-02-01

    Health workforce training in the 21st century is still based largely on 20th century healthcare paradigms that emphasise professionalisation at the expense of patient-focussed care. This is illustrated by the paradox of increased training times for health workers that have corresponded with workforce shortages, the limited career options and pathways for paraprofessional workers, and inefficient clinical training models that detract from, rather than add to, service capacity. We propose instead that a 21st century health workforce training model should be: situated in the clinical setting and supported by outsourced university training (not the other way around); based on the achievement of specific milestones rather than being time-defined; and incorporate para-professional career pathways that allow trainees to 'step-off' with a useable qualification following the achievement of specific competencies. Such a model could be facilitated by existing technology and clinical training infrastructure, with enormous potential for economies of scale in the provision of formal training. The benefits of a clinically based, competency-based model include an increase in clinical service capacity, and clinical training resources become a resource for the delivery of healthcare, not just education. Existing training models are unsustainable, and are not preparing a workforce with the flexibility the 21st century demands.

  5. Wind Energy Technology: Training a Sustainable Workforce

    Science.gov (United States)

    Krull, Kimberly W.; Graham, Bruce; Underbakke, Richard

    2009-01-01

    Through innovative teaching and technology, industry and educational institution partnerships, Cloud County Community College is preparing a qualified workforce for the emerging wind industry estimated to create 80,000 jobs by 2020. The curriculum blends on-campus, on-line and distance learning, land-lab, and field training opportunities for…

  6. Wind Energy Technology: Training a Sustainable Workforce

    Science.gov (United States)

    Krull, Kimberly W.; Graham, Bruce; Underbakke, Richard

    2009-01-01

    Through innovative teaching and technology, industry and educational institution partnerships, Cloud County Community College is preparing a qualified workforce for the emerging wind industry estimated to create 80,000 jobs by 2020. The curriculum blends on-campus, on-line and distance learning, land-lab, and field training opportunities for…

  7. Pipeline: An Employment and Training Simulation.

    Science.gov (United States)

    Easterly, Jean L.; Meyer, David P.

    This monograph is one of a series developed for curriculum in higher education which prepares personnel for employment in local, state, and regional levels of Employment and Training Administration programs of the U.S. Department of Labor. This publication describes a simulation game called "Pipeline" rather than a regular university course. The…

  8. International Federation for Emergency Medicine model curriculum for emergency medicine specialists

    Directory of Open Access Journals (Sweden)

    Cherri Hobgood

    2011-06-01

    Full Text Available To meet a critical and growing need for emergency physicians and emergency medicine resources worldwide, physicians must be trained to deliver time-sensitive interventions and lifesaving emergency care. Currently, there is no globally recognized, standard curriculum that defines the basic minimum standards for specialist trainees in emergency medicine. To address this deficit, the International Federation for Emergency Medicine (IFEM convened a committee of international physicians, health professionals, and other experts in emergency medicine and international emergency medicine development to outline a curriculum for training of specialists in emergency medicine. This curriculum document represents the consensus of recommendations by this committee. The curriculum is designed to provide a framework for educational programs in emergency medicine. The focus is on the basic minimum emergency medicine educational content that any emergency medicine physician specialist should be prepared to deliver on completion of a training program. It is designed not to be prescriptive but to assist educators and emergency medicine leadership to advance physician education in basic emergency medicine no matter the training venue. The content of this curriculum is relevant not just for communities with mature emergency medicine systems but in particular for developing nations or for nations seeking to expand emergency medicine within the current educational structure. We anticipate that there will be wide variability in how this curriculum is implemented and taught. This variability will reflect the existing educational milieu, the resources available, and the goals of the institutions’ educational leadership with regard to the training of emergency medicine specialists.

  9. Joint Curriculum Development of the Training Program for Five-Year, Rural-Oriented, Tuition-Waived Medical Students

    Science.gov (United States)

    Che, Xiang-Xin; Niu, Li; Xia, Xiu-Long; Wang, Xin

    2014-01-01

    To alleviate the shortage of competent undergraduate-level medical professionals in the central and western rural regions of China, from 2010 to 2012, the Chinese government mandated 100 medical colleges to recruit 30,000 rural-oriented, tuition-waived medical students (RTMS) for the township and village hospitals. But no educational curriculum is…

  10. The Impact of Overseas Training on Curriculum Innovation and Change in English Language Education in Western China

    Science.gov (United States)

    Li, Daguo; Edwards, Viv

    2013-01-01

    This article assesses the impact of a UK-based professional development programme on curriculum innovation and change in English Language Education (ELE) in Western China. Based on interviews, focus group discussions and observation of a total of 48 English teachers who had participated in an overseas professional development programme influenced…

  11. How well do we prepare pediatric radiologists regarding child abuse? Results of a survey of recently trained fellows

    Energy Technology Data Exchange (ETDEWEB)

    Pennington, Debra J.; Lonergan, Gael J. [Austin Radiological Association, 6101 West Courtyard Drive, Bldg. 5, TX 78730, Austin (United States); Mendelson, Kenneth L. [South Shore Hospital, Weymouth, Massachusetts (United States)

    2004-01-01

    Pediatric radiologists serve an important role in the radiologic diagnosis, investigation, and in legal proceedings in cases of child abuse. The Society for Pediatric Radiology should evaluate and insure the adequacy of training of pediatric radiologists for this important role. The Society for Pediatric Radiology Committee on Child Abuse, 2002, conducted a 24-question survey to evaluate the scope and perceived adequacy of training received by pediatric radiology fellows regarding the radiologic diagnosis of child abuse and the associated legal process. Eighty-four surveys were mailed to radiologists who had completed a year in pediatric radiology fellowship training during the years 1999 and 2000. There were 33 surveys returned for an overall response of 39%. Respondents' perception of adequacy of training was best for the radiologic diagnosis of child abuse. The majority perceived they were not well trained in the investigative and legal processes regarding child abuse. The majority would welcome standardized training. Current pediatric radiology training programs do not sufficiently prepare pediatric radiologists for their role in the legal system regarding child abuse. A standardized program to train pediatric radiologists about the imaging diagnosis of child abuse and their role in the legal system is recommended. (orig.)

  12. Psychopharmacology Curriculum Field Test

    Science.gov (United States)

    Zisook, Sidney; Balon, Richard; Benjamin, Sheldon; Beresin, Eugene; Goldberg, David A.; Jibson, Michael D.; Thrall, Grace

    2009-01-01

    Objective: As part of an effort to improve psychopharmacology training in psychiatric residency programs, a committee of residency training directors and associate directors adapted an introductory schizophrenia presentation from the American Society of Clinical Psychopharmacology's Model Psychopharmacology Curriculum to develop a multimodal,…

  13. 产学研下创新型研究生人才培养课程体系探索%Exploration of the Curriculum System for Innovative Postgraduate Training under Industry-University-Research Cooperation

    Institute of Scientific and Technical Information of China (English)

    胡顺仁; 赵红

    2015-01-01

    Curriculum system is an important link in postgraduate training, especially for cultivating innovative talents under the industry-university-research cooperation . This paper discussed the necessity of personnel training under industry-university-research cooperation, analyzed five key factors for innovative curriculum system settings, including training target, course characteristics and influencing factors, curriculum function, optimization and adjustment of curriculum structure, implementation and evaluation of curriculum system.%课程体系是研究生人才培养的一个重要环节,对产学研下培养创新型人才尤为重要。本文从产学研人才培养必要性出发,分析了创新型课程体系的设置需要从培养目标、课程特点及影响因素、课程功能、优化调整课程体系结构、课程体系实施与评价机制五个关键因素。

  14. Designing and teaching of the education curriculum for disaster preparation course among college students%大学生备灾教育课程设计与教学

    Institute of Scientific and Technical Information of China (English)

    胡秀英; 刘祚燕; 王恒; 陈龑; 陈华英; 刘逸文; 叶磊; 方进博; 成翼娟

    2013-01-01

    目的 探讨大学生备灾教育课程设计与教学实践效果.方法 介绍备灾教育的课程设计、课程内容、课程教学的实施及评价等内容.结果 大学生对备灾教育课程设计的整体满意度为95.42%;对课程教学的平均满意度为94.65%;课程学习后大学生的备灾意识、知识和行为能力提高明显(P<0.01).结论 大学生备灾教育课程设计合理,课程教学成效显著,在一定程度上能够为今后我国备灾教育的深入开展提供参考.%Objective To explore designing and practicing of the education curriculum for disaster preparation among college students. Methods The process of curriculum design, curriculum content, implementation and evaluation of the curriculum teaching were introduced. Results Students'overall satisfaction of the course was 95.42% ,and the average satisfaction of teaching was 94.65% . Students'awareness, knowledge and abilities of disaster preparation significantly improved after studying the curriculum (P <0. 01 ) . Conclusion The designing of the education for disaster preparation among college students is reasonable. The effects of the curriculum teaching is remarkble. It can provide reference for the future further development of disaster - preparation of our country.

  15. Development of Curriculum for ""Information"" Teacher Training Based upon Information Science and Technology Education : Comparative Study on Existent Teacher Training Curricula

    OpenAIRE

    山本, 透; 上田, 邦夫

    2003-01-01

    The rapid progress of advanced information technology is going to change the situation and environment which surround information education. A new government-guidelines-for-teaching for high schools was notified on March 29, 1999, and a subject of information was newly established. Furthermore, the contents of the curriculum in connection with the subject of information license were clarified in July, 2000. While it has been indefinite what subject course is needed from a viewpoint of ""infor...

  16. The Development of a Competency-based Curriculum System in Corporate Training Institutions -with Y Company’s professional training curriculum system for safety management positions as the example%基于岗位胜任能力的企业培训机构课程体系构建--以Y企业安全管理岗位专业培训课程体系为例

    Institute of Scientific and Technical Information of China (English)

    谢景山; 李庆萍

    2014-01-01

    以Y企业安全管理岗位专业培训课程体系为例,分析了基于岗位胜任能力模型的企业培训课程体系的建设路径和方法。Y企业建立了安全管理岗位胜任能力模型,分析了不同层级安全管理人员的知识和技能,通过划分职位层、确认能力要素、提炼典型行为、开发课程、形成课程库、建成课程体系等6个步骤,建立了适合Y企业发展需要的课程体系。%Taking Y Company’s professional training curriculum system for management positions as the example, the paper analyses the ways and methods of developing competency-based training curriculum systems in enterprises. Y Company has developed a competency model for its safety management positions. It made an analysis of the knowledge and skills of different levels of safety managers, and succeeded in building a curriculum system that is appropriate for the company’s development through 6 steps: defining different position levels, identifying competency elements, deifning typical behaviors, developing curriculum, building a curriculum library and ifnally completing the curriculum system.

  17. The Impact of the Sarbanes-Oxley Act of 2002 on the Business and Accounting Curriculums

    Science.gov (United States)

    Reed, Ronald O.; Bullock, Charles; Johnson, Gene; Iyer, Vish

    2007-01-01

    Business and accounting curriculums are designed to educate and train future business professionals and leaders. When Congress passed SOX in 2002, it dramatically impacted the responsibilities of corporate executives and CPAs and consequently required corresponding changes in the business schools prepare students to assume these roles. Because the…

  18. Emergency Medical Technician-Ambulance: National Standard Curriculum. Instructor's Lesson Plans (Third Edition).

    Science.gov (United States)

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

    This set of instructor's lesson plans is one of three documents prepared for the Emergency Medical Technician (EMT) National Standard Curriculum. It contains detailed outlines of course content and guidance for teaching each course lesson. The training course contains 33 lessons covering all emergency medical techniques currently considered to be…

  19. Training Internal Medicine Residents in Social Medicine and Research-Based Health Advocacy: A Novel, In-Depth Curriculum.

    Science.gov (United States)

    Basu, Gaurab; Pels, Richard J; Stark, Rachel L; Jain, Priyank; Bor, David H; McCormick, Danny

    2017-04-01

    Health disparities are pervasive worldwide. Physicians have a unique vantage point from which they can observe the ways social, economic, and political factors impact health outcomes and can be effective advocates for enhanced health outcomes and health equity. However, social medicine and health advocacy curricula are uncommon in postgraduate medical education. In academic year (AY) 2012, the Cambridge Health Alliance internal medicine residency program transformed an elective into a required social medicine and research-based health advocacy curriculum. The course has three major innovations: it has a yearlong longitudinal curriculum, it is required for all residents, and all residents complete a group research-based health advocacy project within the curricular year. The authors describe the structure, content, and goals of this curriculum. Over the last four years (AYs 2012-2015), residents (17/32; 53%) have rated the overall quality of the course highly (mean = 5.2, where 6 = outstanding; standard deviation = 0.64). In each year since the new course has been implemented, all scholarly work from the course has been presented at conferences by 31 resident presenters and/or coauthors. The course seems to enhance the residency program's capacity to recruit high-caliber residents and faculty members. The authors are collecting qualitative and quantitative data on the impact of the course. They will use their findings to advocate for a national health advocacy competency framework. Recommendations about how to initiate or further develop social medicine and health advocacy curricula are offered.

  20. A review of the constructs, curriculum and training data from a workforce development program for recovery support specialists.

    Science.gov (United States)

    Stoneking, Beth C; McGuffin, Beverly A

    2007-01-01

    The theoretical underpinnings, training content and initial training data of a workforce development program are described. The program was designed for people with psychiatric and/or substance use disorders, and provides skills to improve their employability in the behavioral health system. Trainees rated their knowledge, skills and attitudes as improved after training. Supervisor ratings of participants after three months of employment are consistent with the participant's self-ratings.

  1. The pipeline training program in maternal and child health: interdisciplinary preparation of undergraduate students from underrepresented groups.

    Science.gov (United States)

    Pizur-Barnekow, Kris; Rhyner, Paula M; Lund, Shelley

    2010-05-01

    The Preparing Academically Successful Students in Maternal and Child Health (MCH PASS) training program provided financial support and specialized training to occupational therapy (OT) and speech-language pathology (SLP) undergraduate students from underrepresented groups in maternal and child health. The project assisted undergraduate trainees to matriculate into graduate programs in their respective fields and facilitated application into long-term maternal and child health training programs. Sixteen trainees (8 OT and 8 SLP) participated in an undergraduate training program with an emphasis on interdisciplinary teaming, family mentoring, leadership development, public health and population-based research. Instruction occurred in community and classroom settings through didactic instruction and small group discussions. Fifteen of the trainees applied to and were accepted in graduate programs in their respective fields. Two trainees applied to a long-term MCH training program. Students reported increased knowledge about programs that serve women and children, the effects of poverty on health, interdisciplinary teaming and the daily routines of families who have a child with a special health care need. The MCH PASS program provided a unique opportunity for undergraduate students in OT and SLP to learn about public health with an emphasis on maternal and child health. The specialized preparation enabled students to understand better the health concerns of underserved families whose children have special health care needs.

  2. Preparation

    Directory of Open Access Journals (Sweden)

    M.M. Dardir

    2014-03-01

    Full Text Available Some hexanamide-mono and di-linoleniate esters were prepared by the reaction of linolenic acid and hexanamide (derived from the reaction of hexanoic acid and diethanolamine. The chemical structure for the newly prepared hexanamide-mono and di-linoleniate esters were elucidated using elemental analysis, (FTIR, H 1NMR and chemical ionization mass spectra (CI/Ms spectroscopic techniques. The results of the spectroscopic analysis indicated that they were prepared through the right method and they have high purity. The new prepared esters have high biodegradability and lower toxicity (environmentally friendly so they were evaluated as a synthetic-based mud (ester-based mud for oil-well drilling fluids. The evaluation included study of the rheological properties, filtration and thermal properties of the ester based-muds formulated with the newly prepared esters compared to the reference commercial synthetic-based mud.

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

    Science.gov (United States)

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

    2017-02-01

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

  4. Flexible endoscopic evaluation of swallowing (FEES) for neurogenic dysphagia: training curriculum of the German Society of Neurology and the German stroke society.

    Science.gov (United States)

    Dziewas, Rainer; Glahn, Jörg; Helfer, Christine; Ickenstein, Guntram; Keller, Jochen; Ledl, Christian; Lindner-Pfleghar, Beate; G Nabavi, Darius; Prosiegel, Mario; Riecker, Axel; Lapa, Sriramya; Stanschus, Sönke; Warnecke, Tobias; Busse, Otto

    2016-02-25

    Neurogenic dysphagia is one of the most frequent and prognostically relevant neurological deficits in a variety of disorders, such as stroke, parkinsonism and advanced neuromuscular diseases. Flexible endoscopic evaluation of swallowing (FEES) is now probably the most frequently used tool for objective dysphagia assessment in Germany. It allows evaluation of the efficacy and safety of swallowing, determination of appropriate feeding strategies and assessment of the efficacy of different swallowing manoeuvres. The literature furthermore indicates that FEES is a safe and well-tolerated procedure. In spite of the huge demand for qualified dysphagia diagnostics in neurology, a systematic FEES education has not yet been established. The structured training curriculum presented in this article aims to close this gap and intends to enforce a robust and qualified FEES service. As management of neurogenic dysphagia is not confined to neurologists, this educational programme is applicable to other clinicians and speech-language therapists with expertise in dysphagia as well. The systematic education in carrying out FEES across a variety of different professions proposed by this curriculum will help to spread this instrumental approach and to improve dysphagia management.

  5. Athletic Training Educators' Pedagogical Strategies for Preparing Students to Address Sudden Death in Sport

    Science.gov (United States)

    Mazerolle, Stephanie M.; Pagnotta, Kelly D.; Salvatore, Anthony C.; Casa, Douglas J.

    2013-01-01

    Context: Educational training programs both impart knowledge and allow students to practice skills to gain clinical competence. Objective: Understand the educational training provided to athletic training students regarding sudden death in sport beyond exertional heat stroke. Design: An exploratory, qualitative study using telephone interviews and…

  6. Preparing for the European Championships: A six-step mental skills training program in disability sports

    DEFF Research Database (Denmark)

    Larsen, Carsten Hvid

    2014-01-01

    This article presents a case example and six-step mental-skills training program for high-performance athletes in disability sports. Starting out with a basic description about applied sport psychology in disability sports, the author proceeds to describe the mental skills training program...... with reviewing coach and player reflections on the application of the mental-skills training program....

  7. Improving Mathematical Problem-Solving Skills in the Middle Grades. A Staff Training Manual.

    Science.gov (United States)

    Weiland, Linnea; And Others

    This manual was written to help district curriculum leaders in New Jersey improve instruction in mathematical problem solving in middle and junior high schools. Four training modules contain the material and information needed to conduct a staff development course. The manual was designed to accompany turn-key training sessions to prepare the…

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

    Science.gov (United States)

    BATMALE, LOUIS F.; MULLANY, GEORGE G.

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

  9. Joining University Affiliated Programs and Schools of Social Work: A Collaborative Model for Disabilities Curriculum Development and Training.

    Science.gov (United States)

    Liese, Hank; Clevenger, Richard; Hanley, Barbara

    1999-01-01

    A survey of 58 university-affiliated programs serving persons with mental retardation and developmental disabilities (MR/DD) found that 74% were affiliated with a school of social work and identified types of and settings for MR/DD training opportunities. Results suggest that potential exists for creating and expanding such training relationships.…

  10. Explicit training in human values and social attitudes of future engineers in Spain : commentary on "preparing to understand and use science in the real world: interdisciplinary study concentrations at the technical University of Darmstadt".

    Science.gov (United States)

    Fabregat, Jaime

    2013-12-01

    In Spain before the 1990s there was no clear and explicit comprehensive training for future engineers with regard to social responsibility and social commitment. Following the Spanish university curricular reform, which began in the early 1990s, a number of optional subjects became available to students, concerning science, technology and society (STS), international cooperation, the environment and sustainability. The latest redefinition of the Spanish curriculum in line with the Bologna agreements has reduced the number of non-obligatory subjects, but could lead to improving preparation for social responsibility due to the requirement that the design of curricula and the assessment of students should be based on competencies, some of which include human values and attitudes.

  11. A model curriculum for a course on the built environment and public health: training for an interdisciplinary workforce.

    Science.gov (United States)

    Botchwey, Nisha D; Hobson, Susan E; Dannenberg, Andrew L; Mumford, Karen G; Contant, Cheryl K; McMillan, Tracy E; Jackson, Richard J; Lopez, Russell; Winkle, Curtis

    2009-02-01

    Despite growing evidence of the direct and indirect effects of the built environment on public health, planners, who shape the built environment, and public health professionals, who protect the public's health, rarely interact. Most public health professionals have little experience with urban planners, zoning boards, city councils, and others who make decisions about the built environment. Likewise, few planners understand the health implications of design, land use, or transportation decisions. One strategy for bridging this divide is the development of interdisciplinary courses in planning and public health that address the health implications of the built environment. Professional networking and Internet-based searches in 2007 led to the identification of six primarily graduate-level courses in the U.S. that address the links between the built environment and public health. Common content areas in most of the identified courses included planning and public health histories, health disparities, interdisciplinary approaches, air and water quality, physical activity, social capital, and mental health. Instructors of these courses collaborated on course content, assignments, and evaluations to develop a model curriculum that follows an active learning-centered approach to course design. The proposed model curriculum is adaptable by both planning and public health departments to promote interdisciplinary learning. Results show that students gain planning and public health perspectives through this instruction, benefiting from active-learning opportunities. Faculty implementation of the proposed interdisciplinary model curriculum will help bridge the divide between the built environment and public health and enable both planners and public health professionals to value, create, and promote healthy environments.

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

    NARCIS (Netherlands)

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

    2015-01-01

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

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

    NARCIS (Netherlands)

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

    2015-01-01

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

  14. Girls Entering Technology, Science, Math and Research Training (get Smart): a Model for Preparing Girls in Science and Engineering Disciplines

    Science.gov (United States)

    Mawasha, P. Ruby; Lam, Paul C.; Vesalo, John; Leitch, Ronda; Rice, Stacey

    In this article, it is postulated that the development of a successful training program for women in science, math, engineering, and technology (SMET) disciplines is dependent upon a combination of several factors, including (a) career orientation: commitment to SMET as a career, reasons for pursuing SMET as a career, and opportunity to pursue a SMET career; (b) knowledge of SMET: SMET courses completed, SMET achievement, and hands-on SMET activities; (c) academic and social support: diversity initiatives, role models, cooperative learning, and peer counseling; and (d) self-concept: program emphasis on competence and peer competition. The proposed model is based on the GET SMART (Girls Entering Technology, Science, Math and Research Training) workshop program to prepare and develop female high school students as competitive future SMET professionals. The proposed model is not intended to serve as an elaborate theory, but as a general guide in training females entering SMET disciplines.

  15. Training practitioners in preparing systematic reviews: a cross-sectional survey of participants in the Australasian Cochrane Centre training program

    Directory of Open Access Journals (Sweden)

    Silagy Chris

    2002-06-01

    Full Text Available Abstract Background Although systematic reviews of health care interventions are an invaluable tool for health care providers and researchers, many potential authors never publish reviews. This study attempts to determine why some people with interest in performing systematic reviews do not subsequently publish a review; and what steps could possibly increase review completion. Methods Cross-sectional survey by email and facsimile of the 179 participants in Australasian Cochrane Centre training events between 1998 and 2000. Results Ninety-two participants responded to the survey (51 percent. Response rate of deliverable surveys was 82 percent (92/112. The remainder of the participants had invalid or no contact information on file. More than 75 percent of respondents felt that the current workshops met their needs for training. The most critical barriers to completion of a Cochrane review were: lack of time (80 percent, lack of financial support (36 percent, methodological problems (23 percent and problems with group dynamics (10 percent. Conclusions Strategies to protect reviewer time and increase the efficiency of the review process may increase the numbers of trained reviewers completing a systematic review.

  16. Foundational Elements of Applied Simulation Theory: Development and Implementation of a Longitudinal Simulation Educator Curriculum

    Science.gov (United States)

    Posner, Glenn; Humphrey-Murto, Susan

    2017-01-01

    Simulation-based education has gained popularity, yet many faculty members feel inadequately prepared to teach using this technique. Fellowship training in medical education exists, but there is little information regarding simulation or formal educational programs therein. In our institution, simulation fellowships were offered by individual clinical departments. We recognized the need for a formal curriculum in educational theory. Kern’s approach to curriculum development was used to develop, implement, and evaluate the Foundational Elements of Applied Simulation Theory (FEAST) curriculum. Needs assessments resulted in a 26-topic curriculum; each biweekly session built upon the previous. Components essential to success included setting goals and objectives for each interactive session and having dedicated faculty, collaborative leadership and administrative support for the curriculum. Evaluation data was collated and analyzed annually via anonymous feedback surveys, focus groups, and retrospective pre-post self-assessment questionnaires. Data collected from 32 fellows over five years of implementation showed that the curriculum improved knowledge, challenged thinking, and was excellent preparation for a career in simulation-based medical education. Themes arising from focus groups demonstrated that participants valued faculty expertise and the structure, practicality, and content of the curriculum. We present a longitudinal simulation educator curriculum that adheres to a well-described framework of curriculum development. Program evaluation shows that FEAST has increased participant knowledge in key areas relevant to simulation-based education and that the curriculum has been successful in meeting the needs of novice simulation educators. Insights and practice points are offered for educators wishing to implement a similar curriculum in their institution. PMID:28280655

  17. Foundational Elements of Applied Simulation Theory: Development and Implementation of a Longitudinal Simulation Educator Curriculum.

    Science.gov (United States)

    Chiu, Michelle; Posner, Glenn; Humphrey-Murto, Susan

    2017-01-27

    Simulation-based education has gained popularity, yet many faculty members feel inadequately prepared to teach using this technique. Fellowship training in medical education exists, but there is little information regarding simulation or formal educational programs therein. In our institution, simulation fellowships were offered by individual clinical departments. We recognized the need for a formal curriculum in educational theory. Kern's approach to curriculum development was used to develop, implement, and evaluate the Foundational Elements of Applied Simulation Theory (FEAST) curriculum. Needs assessments resulted in a 26-topic curriculum; each biweekly session built upon the previous. Components essential to success included setting goals and objectives for each interactive session and having dedicated faculty, collaborative leadership and administrative support for the curriculum. Evaluation data was collated and analyzed annually via anonymous feedback surveys, focus groups, and retrospective pre-post self-assessment questionnaires. Data collected from 32 fellows over five years of implementation showed that the curriculum improved knowledge, challenged thinking, and was excellent preparation for a career in simulation-based medical education. Themes arising from focus groups demonstrated that participants valued faculty expertise and the structure, practicality, and content of the curriculum. We present a longitudinal simulation educator curriculum that adheres to a well-described framework of curriculum development. Program evaluation shows that FEAST has increased participant knowledge in key areas relevant to simulation-based education and that the curriculum has been successful in meeting the needs of novice simulation educators. Insights and practice points are offered for educators wishing to implement a similar curriculum in their institution.

  18. Does a PBL-based medical curriculum predispose training in specific career paths? A systematic review of the literature.

    Science.gov (United States)

    Tsigarides, Jordan; Wingfield, Laura R; Kulendran, Myutan

    2017-01-07

    North American medical schools have used problem-based learning (PBL) structured medical education for more than 60 years. However, it has only recently been introduced in other medical schools outside of North America. Since its inception, there has been the debate on whether the PBL learning process predisposes students to select certain career paths. To review available evidence to determine the predisposition of specific career paths when undertaking a PBL-based medical curriculum. The career path trajectory was determined as measured by official Matching Programs, self-reported questionnaires and surveys, and formally defined career development milestones. A systematic literature review was performed. PubMed, Medline, Cochrane and ERIC databases were analysed in addition to reference lists for appropriate inclusion. Eleven studies fitting the inclusion criteria were identified. The majority of studies showed that PBL did not predispose a student to a career in a specific speciality (n = 7 out of 11 studies, 64%). However, three studies reported a significantly increased number of PBL graduates working in primary care compared to those from a non-PBL curriculum. PBL has been shown not to predispose medical students to a career in General Practice or any other speciality. Furthermore, a greater number of similar studies are required before a definitive conclusion can be made in the future.

  19. Preparing pharmacists to deliver a targeted service in hypertension management: evaluation of an interprofessional training program

    National Research Council Canada - National Science Library

    Bajorek, Beata V; Lemay, Kate S; Magin, Parker J; Roberts, Christopher; Krass, Ines; Armour, Carol L

    2015-01-01

    ...) control in hypertension. In this study, a training program was designed to enable community pharmacists to deliver a service in hypertension management targeting therapeutic adjustments and medication adherence...

  20. Preparing Corrections Staff for the Future: Results of a 2-Day Training About Aging Inmates.

    Science.gov (United States)

    Masters, Julie L; Magnuson, Thomas M; Bayer, Barbara L; Potter, Jane F; Falkowski, Paul P

    2016-04-01

    The aging of the prison population presents corrections staff with unique challenges in knowing how to support inmates while maintaining security. This article describes a 2-day training program to introduce the aging process to select staff at all levels. While the results of a pre-posttest measure, using a modified version of Palmore's Facts on Aging Quiz, did not produce a statistically significant difference at the conclusion of the training, attendees did express satisfaction with the training and their newfound insight into the challenges faced by aging inmates. They also offered recommendations for future training to include more practical suggestions for the work environment.

  1. Curriculum Animation

    Science.gov (United States)

    Gose, Michael D.

    2004-01-01

    Twenty-five teachers with reputations for artistry in curriculum planning were interviewed about their "curriculum animation" plans or how they ensured their curriculum was brought to life. Their statements indicated that much of their planning is informal and intuitive, and that the criteria they use for their curriculum includes: (1) it is…

  2. [European curriculum for further education in radiology].

    Science.gov (United States)

    Ertl-Wagner, B

    2014-11-01

    The European training curriculum for radiology of the European Society of Radiology (ESR) aims to harmonize training in radiology in Europe. Levels I and II constitute the centerpiece of the curriculum. The ESR recommends a 5-year training period in radiology with 3 years of level I and 2 years of level II training. The undergraduate (U) level curriculum is conceived as a basis for teaching radiology in medical schools and consists of a modality-oriented U1 level and an organ-based U2 level. Level III curricula provide contents for subspecialty and fellowship training after board certification in radiology. The curricular contents of all parts of the European Training Curriculum are divided into the sections knowledge, skills as well as competences and attitudes. The European training curriculum is meant to be a recommendation and a basis for the development of national curricula, but is not meant to replace existing national regulations.

  3. 对华东师范大学运动训练专业课程安排的思考%The thinking of the sports training curriculum arrangement of East China Normal University

    Institute of Scientific and Technical Information of China (English)

    钱禾丰

    2015-01-01

    随着社会的进步和科学的飞速发展,运动训练专业作为培养高层次教练员、运动员人才的高等教育,肩负起了重大的历史责任。但是从运动训练的专业设置、学科模式来看,尚处于一个需要不断完善和发展的过程中。运动训练专业主要以培养那些从事竞技运动训练、教学、科研等方面工作的高级专业人才为主,有关的课程设置相对其他体育师范、人文类专业也应更具专业性和针对性。但从最近几年运动训练专业的开展情况来看,还是暴露出许多问题。因此,本文通过文献资料法、数理统计法等研究方法,找出华东师范大学运动训练专业课程设置中存在的问题,探讨运动训练专业的培养目标,为构建合理的课程方案提供理论依据。%As the fast progress of the society and science, sports training as higher education has the gravely historic responsibility to cultivate high-level coaches and athletes responsibility. But seeing from the sports training of professional courses and curriculums, it is still in the process of developing and perfecting. And sports training courses mainly train those engaged in competitive sports training, teaching and scientific research, and other aspects of senior professionals working mainly about curriculum, relative to other sports normal, humanities courses should also be more professional and pertinence. But in recent years the development of sports training appears a lot of problems. Therefore, this article is by means of the literature material method, mathematical statistics method, fingering out the problem of the East China normal university sports training curriculum, discusses the final training objective of the sports training curriculum for constructing reasonable curriculum program provides theory basis.

  4. The journey of a science teacher: Preparing female students in the Training Future Scientists after school program

    Science.gov (United States)

    Robinson-Hill, Rona M.

    What affect does female participation in the Training Future Scientist (TFS) program based on Vygotsky's sociocultural theory and Maslow's Hierarchies of Needs have on female adolescents' achievement levels in science and their attitude toward science and interest in science-based careers? The theoretical framework for this study was developed through a constructivist perspective, using dialogic engagement, coinciding with Lev Vygotsky's sociocultural learning theory. This action research project used mixed methods research design, targeted urban adolescent females who were members of Boys & Girls Club of Greater St. Louis (BGCGSTL) after-school program. The data collection measures were three qualitative instruments (semi-structured interviews, reflective journal entries and attitudinal survey open-ended responses) and two quantitative instruments (pre-test and posttests over the content from the Buckle-down Curriculum and attitudinal survey scaled responses). The goal was to describe the impact the Training Future Scientist (TFS) after-school program has on the girls' scientific content knowledge, attitude toward choosing a science career, and self-perception in science. Through the TFS after-school program participants had access to a secondary science teacher-researcher, peer leaders that were in the 9th--12th grade, and Science, Technology, Engineering and Math (STEM) role models from Washington University Medical School Young Scientist Program (YSP) graduate and medical students and fellows as volunteers. The program utilized the Buckle-down Curriculum as guided, peer-led cooperative learning groups, hands-on labs and demonstrations facilitated by the researcher, trained peer leaders and/or role models that used constructivist science pedagogy to improve test-taking strategies. The outcomes for the TFS study were an increase in science content knowledge, a positive trend in attitude change, and a negative trend in choosing a science career. Keywords: informal

  5. Autonomic cardiac regulation and morpho-physiological responses to eight week training preparation in junior soccer players

    Directory of Open Access Journals (Sweden)

    Michal Botek

    2014-09-01

    Full Text Available Background: Training preparation in soccer is thought to improve body composition and performance level, especially the maximal aerobic capacity (VO2max. However, an enhancement in performance may be attenuated by the increase of fatigue. Heart rate variability (HRV as a non-invasive index of autonomic nervous system (ANS activity has been considered to be a sensitive tool in fatigue assessment. Objective: This study was focused to evaluate the response of ANS activity and morpho-physiological parameters to eight week training preparation. Methods: Study included 12 trained soccer players aged 17.2 ± 1.2 years. Athletes underwent pre- and post-preparation testing that included the ANS activity assessment by spectral analysis of HRV in supine and upright position. Further, body composition was analyzed via electrical bio-impedance method and physiological parameters were assessed during maximal stress tests. ANS activity and subjective feeling of fatigue was assessed continuously within subsequent weeks of preparation. Results: No significant differences in all HRV variables within weeks were found. Pre vs. post analyses revealed a significant (p < .05 increase in body weight, fat free mass, body mass index, and peak power. A significant decline in mean maximal heart rate (HR and resting HR at standing was identified at the end of preparation. Since no significant changes between pre- post-preparation in the mean VO2max occurred, the positive correlation between the individual change in VO2max and the vagally related HRV [supine LnHF (r = .78, Ln rMSSD (r = .63, and the standing LnHF (r = .73, p < .05] was found. Conclusions: This study showed that an 8 week training program modified particularly fat free mass and short-term endurance, whereas both the autonomic cardiac regulation and the feeling of fatigue remained almost unaffected. Standing position seems to be more sensitive in terms of the HR response in relation to fatigue

  6. Teacher Preparation for Vocational Education and Training in Germany: A Potential Model for Canada?

    Science.gov (United States)

    Barabasch, Antje; Watt-Malcolm, Bonnie

    2013-01-01

    Germany's vocational education and training (VET) and corresponding teacher-education programmes are known worldwide for their integrated framework. Government legislation unifies companies, unions and vocational schools, and specifies the education and training required for students as well as vocational teachers. Changing from the Diplom…

  7. 14 CFR 121.913 - Qualification curriculum.

    Science.gov (United States)

    2010-01-01

    ... 14 Aeronautics and Space 3 2010-01-01 2010-01-01 false Qualification curriculum. 121.913 Section 121.913 Aeronautics and Space FEDERAL AVIATION ADMINISTRATION, DEPARTMENT OF TRANSPORTATION (CONTINUED... Qualification curriculum. Each qualification curriculum must contain training, evaluation, and certification...

  8. Intensive Training Academy During Winter Breaks (Winternships) at a Two-Year Hispanic Serving Institution to Prepare STEM Students for Summer Internships

    Science.gov (United States)

    Farmer, J. C.; Sim, A. M.; Usher, T. D.

    2014-12-01

    College of the Desert, in partnership with California State University San Bernardino, both Hispanic serving institutions, with the support of a 3-year grant through the NASA Curriculum Improvements Partnership Award for the Integration of Research (CIPAIR) has provided training for community college students, especially those from underrepresented groups, to better prepare them for summer internships opportunities at four-year schools and national laboratories. The Winternships provided an enhanced alternative learning environment for students pursuing degrees in the STEM fields through faculty and peer mentoring in guided undergraduate research activities. All activities associated with undergraduate research were covered including literature searches, hands-on laboratory and field research, collection and analysis of data, culminating in oral and written presentations at College of the Desert and regional student conferences. In addition, students received assistance in searching for summer internships in their area of interest, completing applications, and guidance on follow-up communication with the programs to which they applied. During the funding period, 44 students participated in the Winternship activity in which all submitted a minimum of 3 applications for summer internship opportunities. Results presented will include student success at receiving summer internships, examples of projects completed during the summer and winter activities, and impact on student success. Adaption of this program to other community colleges and into a sophomore level research experience course will be described. This activity has now been funded through the NSF Centers of Research Excellence in Science and Technology (CREST) Program for an additional five years in a partnership with California State University at San Bernardino.

  9. Research enrichment: evaluation of structured research in the curriculum for dental medicine students as part of the vertical and horizontal integration of biomedical training and discovery

    Directory of Open Access Journals (Sweden)

    Stewart Tanis

    2008-02-01

    Full Text Available Abstract Background Research programs within medical and dental schools are important vehicles for biomedical and clinical discovery, serving as effective teaching and learning tools by providing situations in which predoctoral students develop problem-solving and critical-thinking skills. Although research programs at many medical and dental schools are well-established, they may not be well integrated into the predoctoral curriculum to effectively support the learning objectives for their students. Methods A series of structured seminars, incorporating faculty research, was designed for first-year dental students at the University of Nevada, Las Vegas, School of Dental Medicine to reinforce and support the concepts and skills taught in concurrent courses. A structured research enrichment period was also created to facilitate student engagement in active research using faculty and student curricular release time. Course evaluations and surveys were administered to gauge student perceptions of the curricular integration of research, the impact of these seminars on recruitment to the research program, and overall levels of student satisfaction with research enrichment. Results The analysis of course surveys revealed that students perceived the research-containing seminars effectively illustrated concepts, were logically sequenced, and were well-integrated into their curriculum. In addition, analysis of surveys revealed that the Integration Seminar courses motivated students to engage in research enrichment. Finally, this analysis provided evidence that students were very satisfied with their overall learning experience during research enrichment. Conclusion Curricular integration is one method of improving the teaching and learning of complicated and inter-related concepts, providing an opportunity to incorporate research training and objectives into traditionally separate didactic courses. Despite the benefits of curricular integration, finding

  10. 77 FR 16562 - Solicitation for a Cooperative Agreement-Curriculum Development for MET, ECCP, and ICMS Training...

    Science.gov (United States)

    2012-03-21

    ...'' which concerns the development of blended learning materials for ECCP training. Two separate awards will... adequate length to deliver the program content, but are encouraged to consider blended learning strategies...-criminal attitudes, values and beliefs; criminal associates; temperament and personality factors; family...

  11. Understanding L2 Speaking Problems: Implications for ESL Curriculum Development in a Teacher Training Institution in Hong Kong

    Science.gov (United States)

    Gan, Zhengdong

    2012-01-01

    This paper reports the result of a study that aimed to identify the problems with oral English skills of ESL (English as a second language) students at a tertiary teacher training institution in Hong Kong. The study, by way of semi-structured interview, addresses the gap in our understanding of the difficulties ESL students encountered in their…

  12. Nachhaltigkeit einer verbesserten studentischen Evaluation im operativen Fachgebiet des Reformstudiengangs HeiCuMed [Sustainability of an improved student evaluation of the undergraduate surgical training in the reform curriculum HeiCuMed

    Directory of Open Access Journals (Sweden)

    Kadmon, Martina

    2008-05-01

    Full Text Available [english] Aims: HeiCuMed (Heidelberger Curriculum Medicinale represents a reform curriculum which had the aim to resolve known problems of the traditional curriculum. The new clinical curriculum was implemented in October 2001. The comparative student evaluation of the undergraduate surgical training before and after the implementation of HeiCuMed shows a significantly higher rating of the surgical training in the reform curriculum. The present study aims at complementing the evaluation data collected during the surgical training by interviewing students from the traditional program and students from HeiCuMed in their final year of undergraduate training. Results: The interview data show that the introduction of new didactic strategies, the aligned contents in the different surgical fields, which were also matched with contents from internal medicine, as well as the case-based interactive teaching were responsible for the improved evaluation of students in HeiCuMed. The tutor continuity which is achieved by releasing the responsible tutor from clinical and operative duties for a period of 1-2 weeks, seems an important factor for the success. HeiCuMed students experienced the relation of the training to their future profession significantly stronger than students from the traditional curriculum and thus felt a stronger subjective learning success. Conclusion: In summary, the surgical training in HeiCuMed is highly effective from the point of view of the students, both in their realtime as well as in their retrospective judgement. [german] Zielsetzung: HeiCuMed (Heidelberger Curriculum Medicinale steht für ein Reformcurriculum, das sich zum Ziel gesetzt hat, Lösungsansätze für apparente Probleme des traditionellen Curriculums in die Curriculumsplanung zu integrieren. Im Oktober 2001 wurde das neue klinische Curriculum implementiert. Eine wesentliche Qualitätssicherungsmaßnahme im Block Operative Medizin war die Weiterführung der zuvor

  13. Training report of the FBR cycle training facility in 2001

    Energy Technology Data Exchange (ETDEWEB)

    Watanabe, Toshio; Sasaki, Kazuichi; Sawada, Makoto [Japan Nuclear Cycle Development Inst., Tsuruga, Fukui (Japan); Ozawa, Kazumasa [Hitachi Ltd., Tokyo (Japan); Nagai, Humio [Fast Technology Engineering Co. (Japan)

    2002-08-01

    The FBR Cycle Training Facility has been operating since Sep. 2000 for staff of FBR 'Monju' and ATR 'Fugen' and fireman of the local community, etc. In 2000, 6 courses of the sodium handling training were held 22 times and also eight courses of the maintenance training were 11 times and total participants were 305. In order to grade up the trainigs for providing restarting of 'Monju', the corresponding training course on sodium piping leakage accident was added as newly sodium handling training course and partial contents of some courses were devised based on some comments by the training discussing committee organized in our center. In 2001, seven sodium handling training courses were carried out 25 times and eight maintenance courses were conducted 11 times and total participated number was 220, i.e. 157 trainees for sodium training courses and 63 trainees for maintenance training courses. Additionally, since a new licensed sodium training course for sodium handling workers included head of worker will be introduced from next year owing to the fire accident of maintenance building in the experimental fast reactor 'JOYO' occurred Oct in 2001, which was coursed by sodium spontaneous combustion due to inefficient handling on tidy up of the sodium handling working, training curriculum, training text and questions for examination are provided as for preparing its course cooperated with Oarai Engineering Center. (author)

  14. Precision Machining Technology. Curriculum Guide.

    Science.gov (United States)

    Idaho State Dept. of Education, Boise. Div. of Vocational Education.

    This curriculum guide was developed from a Technical Committee Report prepared with the assistance of industry personnel and containing a Task List which is the basis of the guide. It presents competency-based program standards for courses in precision machining technology and is part of the Idaho Vocational Curriculum Guide Project, a cooperative…

  15. Two Training-Load Paradoxes: Can We Work Harder and Smarter, Can Physical Preparation and Medical be Team-Mates?

    Science.gov (United States)

    Gabbett, Tim J; Whiteley, Rod

    2016-10-13

    We have observed that in professional sporting organisations the staff responsible for physical preparation and medical care typically practice in relative isolation and display tension in regards their attitudes toward training load prescription (much more, and much less training respectively). Recent evidence shows that relatively high chronic training loads, when they are appropriately reached, are associated with reduced injury risk and better performance. Understanding this link between performance and training loads removes this tension, but requires a better understanding of the relationship between the acute:chronic workload ratio (ACWR), and it's association with performance and injury. However there remain many questions to be answered in the area of ACWR, and we are likely at an early stage of our understanding of these parameters and their inter-relationships. This opinion paper explores these themes and makes recommendations for improving performance through better synergies within support staff approaches. Further, aspects of the ACWR which remain to be clarified, the role of shared decision-making, risk:benefit estimation, and clearer accountability are discussed.

  16. An Investigation of the Teaching Approach Used by Tutors to Prepare Science and Mathematics Teachers during Training at Morogoro Teachers' College

    Science.gov (United States)

    Mungure, Daudi Mika

    2017-01-01

    This paper investigated the teaching approach used by tutors to prepare science and mathematics teachers during training at Morogoro teachers' college. For six years consecutive the performance of science and mathematics in secondary school has become very poor even though the training colleges produce science and mathematics teachers every year…

  17. Extended training to prepare GPs for future workforce needs: a qualitative investigation of a 1-year fellowship in urgent care.

    Science.gov (United States)

    Dale, Jeremy; Russell, Rachel; Harkness, Frances; Wilkie, Veronica; Aiello, Matthew

    2017-09-01

    It has been argued that UK general practice specialist training should be extended to better prepare GPs for the challenges facing 21st-century health care. Evidence is needed to inform how this should occur. To investigate the experience of recently trained GPs undertaking a 1-year full-time fellowship programme designed to provide advanced skills training in urgent care, integrated care, leadership, and academic practice; and its impact on subsequent career development. Semi-structured interviews conducted longitudinally over 2 years augmented by observational data in the West Midlands, England. Participants were interviewed on at least three occasions: twice while undertaking the fellowship, and at least once post-completion. Participants' clinical and academic activities were observed. Data were analysed using a framework approach. Seven GPs participated in the pilot scheme. The fellowship was highly rated and felt to be balanced in terms of the opportunities for skill development, academic advancement, and confidence building. GPs experienced enhanced employability on completing the scheme, and at follow-up were working in a variety of primary care/urgent care interface clinical and leadership roles. Participants believed it was making general practice a more attractive career option for newly qualified doctors. The 1-year fellowship provides a defined framework for training GPs to work in an enhanced manner across organisational interfaces with the skills to support service improvement and integration. It appears to be well suited to preparing GPs for portfolio roles, but its wider applicability and impact on NHS service delivery needs further investigation. © British Journal of General Practice 2017.

  18. Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 7: Industrial Maintenance Technology, of a 15-Volume Set of Skill Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

    Science.gov (United States)

    Texas State Technical Coll., Waco.

    This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related…

  19. Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 11: Computer-Aided Manufacturing & Advanced CNC, of a 15-Volume Set of Skill Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

    Science.gov (United States)

    Texas State Technical Coll., Waco.

    This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related…

  20. Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 13: Laser Machining, of a 15-Volume Set of Skill Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

    Science.gov (United States)

    Texas State Technical Coll., Waco.

    This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related…

  1. Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 14: Automated Equipment Technician (CIM), of a 15-Volume Set of Skill Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

    Science.gov (United States)

    Texas State Technical Coll., Waco.

    This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related…

  2. 档案袋评定与高师视唱练耳课程评价的改革%Portfolio Assessment and Assessment Reform of Sight Singing and Ear Training Curriculum in Higher Education

    Institute of Scientific and Technical Information of China (English)

    王德君; 李迅

    2012-01-01

    The aim of this paper is to put forward some thoughts to reform the curriculum assessment system of sight singing and ear training practices in higher education.Based on the portfolio assessment theory,the research subsequently investigates the existing teaching assessment system of sight singing and ear training curriculum in China's higher education.%本文在档案袋评定方式的理论综述的基础上,结合我国高师视唱练耳课程教学评价现状进行探讨,对视唱练耳课程评定方式实践方面提出了一些改革思路。

  3. [The effectiveness of cavity preparation training using a virtual reality simulation system with or without feedback].

    Science.gov (United States)

    Yasukawa, Yuriko

    2009-06-01

    The aims of this research were to examine the effectiveness of feedback (FB) study of cavity preparation using a virtual reality system (VRS) and to discuss the evidence from an educational standpoint Thirty-nine dental undergraduate students of the fifth grade of Tokyo Medical and Dental University were randomly divided into the FR group and no-FR group (FB group n=21, no-FR group n=18). All subjects of each group performed cavity preparation of class II on the lower left first molar using VRS (DentSim) four times every week (EXO-3). At session EXO, all subjects performed a pre-test to assess their basic skill leve. At sessions EX1 and EX2, the FR group received feedback from the instructor based on a computer-assessment system. The no-FR group practiced their self-judgment without any feedback. At the last session, EX3, the preparation test was administered. All cavity preparations were graded by the VRS. The results showed that the FR group obtained significantly higher scores than the no-FR group, such as total score, outline shape, outline centralization, outline smoothness, wall incline, wall smoothness, proximal clearance, and box width. By session EX2, the FR group tended to spend longer preparation time than the no-FR group, however, at session EX3, there was no difference between both groups. These resdlts confirmed the effectiveness of cavity preparation with feedback study using VRS. It is suggested that this method of learning cavity preparation techniques is suitable for novice undergraduate dental students at the initial stage of cavity preparation practice.

  4. Improvement of technical training of sportswomen in rhythmic gymnastics by means of acrobatics at the stage of preliminary basic preparation

    Directory of Open Access Journals (Sweden)

    Petro Kyzim

    2016-10-01

    Full Text Available Purpose: to prove experimentally the technique of improvement of technical training of sportswomen in rhythmic gymnastics by means of acrobatics at the stage of preliminary basic preparation. Material & Methods: the following methods of the research were used: analysis and synthesis of references, pedagogical observations, pedagogical testing, pedagogical experiment, method of expert assessment (qualimetry, methods of mathematical statistics. Results: the level of technical skill of performance of pre-acrobatic elements by sportswomen of rhythmic gymnastics before carrying out the pedagogical experiment is determined. The dynamics of indicators of the level of technical preparedness of sportswomen of rhythmic gymnastics is defined. Conclusions: it is established that additional resources of acrobatics influence significantly the level of technical preparedness of sportswomen of rhythmic gymnastics at the stage of preliminary basic preparation.

  5. Hypoxic training for swimmer's combined team preparation of the law university

    Directory of Open Access Journals (Sweden)

    Balamutova N.M.

    2012-03-01

    Full Text Available The matters of the hypoxic training for highly qualified swimmers as extra means of improving level for sports achievements were considered. A method of artificial hypoxic training that increase indexes of cardiorespiratory system of tested people was developed. Twelve students from the university swimming combined team took part in the experiment. In the experiment were used pedagogical testing methods, biochemistry analysis of blood, cardiorespiratory indexes rating, methods of mathematical statistics. It was determined that offered methodology of hypoxic training allows to reach higher sports achievements. It is set that the use of irregular hypoxic influences is considerably modified dependence a «dose is an effect» in regard to loadings of anaerobic alactic influence

  6. 基于业务过程的语言培训课程设计%Design of Language Training Curriculum that is based on Business and Work Processes

    Institute of Scientific and Technical Information of China (English)

    龚知鹏

    2015-01-01

    The new era and situation have set forth new requirements for corporate English training. The paper offers several recommendations from the perspective of curriculum design for SINOPEC’s English training in the new era:the curriculum framework design should be based on SINOPEC’s overseas business profile and function of language, the course design should be based on overseas work processes which should be further properly ordered and exemplified, and in the curriculum design process special attention should be paid to development of learning transfer ability and training of complete work process thinking.%本文从课程设计角度为新时期中国石化英语培训提出了若干建议:课程框架设计应基于中国石化海外业务情况和语言使用功能,课程内容设计应基于海外业务工作过程并将其合理序化和例化,同时在课程设计过程中应注意学习迁移能力的培养和完整工作过程思维的训练。

  7. Preparing palliative home care nurses to act as facilitators for physicians' learning: Evaluation of a training programme.

    Science.gov (United States)

    Pype, Peter; Mertens, Fien; Wens, Johan; Stes, Ann; Van den Eynden, Bart; Deveugele, Myriam

    2015-05-01

    Palliative care requires a multidisciplinary care team. General practitioners often ask specialised palliative home care teams for support. Working with specialised nurses offers learning opportunities, also called workplace learning. This can be enhanced by the presence of a learning facilitator. To describe the development and evaluation of a training programme for nurses in primary care. The programme aimed to prepare palliative home care team nurses to act as facilitators for general practitioners' workplace learning. A one-group post-test only design (quantitative) and semi-structured interviews (qualitative) were used. A multifaceted train-the-trainer programme was designed. Evaluation was done through assignments with individual feedback, summative assessment through videotaped encounters with simulation-physicians and individual interviews after a period of practice implementation. A total of 35 nurses followed the programme. The overall satisfaction was high. Homework assignments interfered with the practice workload but showed to be fundamental in translating theory into practice. Median score on the summative assessment was 7 out of 14 with range 1-13. Interviews revealed some aspects of the training (e.g. incident analysis) to be too difficult for implementation or to be in conflict with personal preferences (focus on patient care instead of facilitating general practitioners' learning). Training palliative home care team nurses as facilitator of general practitioners' workplace learning is a feasible but complex intervention. Personal characteristics, interpersonal relationships and contextual variables have to be taken into account. Training expert palliative care nurses to facilitate general practitioners' workplace learning requires careful and individualised mentoring. © The Author(s) 2014.

  8. Achievement Goal Orientation for Athletic Training Education: Preparing for Lifelong Learning

    Science.gov (United States)

    Peer, Kimberly S.

    2007-01-01

    Objective: This review of literature presents the theoretical framework of goal orientation and student achievement from a pedagogical perspective while providing practical applications and implications for integrating goal orientation into athletic training education programs. Data Sources: Selected literature derived from EBSCO, Education…

  9. Strength Training: Aspiring Principals Need Fortified Programs to Prepare Them for the Challenges They Face

    Science.gov (United States)

    Gill, Jennifer

    2012-01-01

    Every district wants its schools to shine, and more are recognizing that, in order to raise performance, they need well-trained principals who can shake up the status quo and create an environment where all students flourish. Indeed, in a six-year study analyzing data from 180 schools in nine states, researchers from the Universities of Minnesota…

  10. Advocacy 201: Incorporating Advocacy Training in Health Education Professional Preparation Programs

    Science.gov (United States)

    Thompson, Amy; Kerr, Dianne; Dowling, Jamie; Wagner, Laurie

    2012-01-01

    Involvement in advocacy is a responsibility of health educators, as identified by the National Commission on Health Education Credentialing. Of all the professional responsibilities, participation in advocacy-related activity is often neglected. This lack of participation may be due to the absence of advocacy and policy skills training in health…

  11. Preparing Flight Attendants for In-Flight Psychiatric Emergencies: A Training Manual

    Science.gov (United States)

    Gras, Rebecca E.

    2011-01-01

    While in-flight psychiatric emergencies occur at a lower rate than other medical emergencies (Matsumoto & Goebert, 2001), they tend to cause a higher degree of disruption for passengers (Gordan, Kingham, & Goodwin, 2004). However, flight attendants often receive training that is too basic, minimal, and insufficient to effectively manage…

  12. Leadership Training in an Industry Context: Preparing Student Leaders for a Chaotic News Media

    Science.gov (United States)

    Herndon, Keith; Krueger, Vicki

    2016-01-01

    This application brief explains the creation and execution of a leadership training program within the context of journalism education. The news media has experienced profound changes in an era of digital disruption. Massive job loss, financial distress, and ownership consolidation have resulted in a chaotic industry. Promising young journalists…

  13. Hospitality Occupations. Curriculum Guide.

    Science.gov (United States)

    California State Dept. of Education, Sacramento. Bureau of Homemaking Education.

    This curriculum guide on the hospitality occupations was developed to help secondary and postsecondary home economics teachers prepare individuals for entry-level jobs in the hospitality industry. The content is in seven sections. The first section presents organizational charts of a medium-size hotel, food and beverage division, housekeeping and…

  14. Carnival in the Curriculum

    Science.gov (United States)

    Herne, Steve; Burgess-Macey, Celia; Rogers, Maggie

    2008-01-01

    This article focuses on a carnival in the curriculum project designed to revitalise the arts in the experience of students in Higher Education preparing to become primary school teachers. It argues the relevance of a combined arts or trans-disciplinary artform in the remit of a visual arts education journal and explores carnival as a complex,…

  15. Effects of Cycling vs. Running Training on Endurance Performance in Preparation for Inline Speed Skating.

    Science.gov (United States)

    Stangier, Carolin; Abel, Thomas; Hesse, Clemens; Claen, Stephanie; Mierau, Julia; Hollmann, Wildor; Strüder, Heiko K

    2016-06-01

    Winter weather conditions restrict regular sport-specific endurance training in inline speed skating. As a result, this study was designed to compare the effects of cycling and running training programs on inline speed skaters' endurance performance. Sixteen (8 men, 8 women) high-level athletes (mean ± SD 24 ± 8 years) were randomly assigned to 1 of 2 groups (running and cycling). Both groups trained twice a week for 8 weeks, one group on a treadmill and the other on a cycle ergometer. Training intensity and duration was individually calculated (maximal fat oxidation: ∼52% of V[Combining Dot Above]O2peak: 500 kcal per session). Before and after the training intervention, all athletes performed an incremental specific (inline speed skating) and 1 nonspecific (cycling or running) step test according to the group affiliation. In addition to blood lactate concentration, oxygen uptake (V[Combining Dot Above]O2), ventilatory equivalent (VE/V[Combining Dot Above]O2), respiratory exchange ratio (RER), and heart rate were measured. The specific posttest revealed significantly increased absolute V[Combining Dot Above]O2peak values (2.9 ± 0.4, 3.4 ± 0.7, p = 0.01) and submaximal V[Combining Dot Above]O2 values (p ≤ 0.01). VE/V[Combining Dot Above]O2 and RER significantly decreased at maximal (46.6 ± 6.6, 38.5 ± 3.4, p = 0.005; 1.1 ± 0.03, 1.0 ± 0.04, p = 0.001) and submaximal intensities (p ≤ 0.04). None of the analysis revealed a significant group effect (p ≥ 0.15). The results indicate that both cycling vs. running exercise at ∼52% of V[Combining Dot Above]O2peak had a positive effect on the athletes' endurance performance. The increased submaximal V[Combining Dot Above]O2 values indicate a reduction in athletes' inline speed skating technique. Therefore, athletes would benefit from a focus on technique training in the subsequent period.

  16. The Influence of SLA Training in Curricular Design among Teachers in Preparation

    Science.gov (United States)

    Kessler, Greg; Bikowski, Dawn

    2011-01-01

    This study reports on how language teachers in preparation integrate key concepts from second language acquisition (SLA) theory into CALL curricular design. The need for language teachers who have had SLA coursework to receive orientation to student-centered learning in a CALL context has been identified previously (Kessler, 2010). This research…

  17. Video Games as a Training Tool to Prepare the Next Generation of Cyber Warriors

    Science.gov (United States)

    2014-10-01

    Raytheon found that 82% of millennials said, 5 “no high school teacher or guidance counselor ever mentioned to them the idea of a career in cy-6...Paragon House. 25 [Raytheon 2013] 26 Raytheon. (2013). Preparing Millennials to Lead in Cyberspace. [PDF Document] Retrieved 27 fromhttp

  18. The Influence of SLA Training in Curricular Design among Teachers in Preparation

    Science.gov (United States)

    Kessler, Greg; Bikowski, Dawn

    2011-01-01

    This study reports on how language teachers in preparation integrate key concepts from second language acquisition (SLA) theory into CALL curricular design. The need for language teachers who have had SLA coursework to receive orientation to student-centered learning in a CALL context has been identified previously (Kessler, 2010). This research…

  19. 护士长管理实践培训课程的设置%Study on the curriculum arrangement of management practice training for head nurses

    Institute of Scientific and Technical Information of China (English)

    张含凤; 李秋洁; 吕冬梅

    2013-01-01

    目的:探讨护士长管理实践培训课程的设置,系统地、科学地提高护士长的管理实践技能,为护士长的管理实践培训提供科学依据。方法采用德尔菲法就护士长对管理实践培训课程的需求程度、课时数、授课方式、评价方法进行2轮函询。结果护士长管理实践培训课程由计划职能、组织职能、领导职能、控制职能、人力资源管理、经营管理、科研技巧、职业技巧等8个一级指标和35个二级指标组成。其中,职业技巧课程需求程度最高,均数为4.55,经营管理课程的需求程度中等,均数为4.40,科研技巧的需求程度最低,均数为4.15。结论专家对护士长管理实践培训课程、课时数、授课方式、评价方法的协调程度较高,可为今后的护士长管理实践培训提供依据。%Objective To improve systematically and scientifically the management practice skills of head nurses and to provide the scientific basis for the head nurses ’ management practice training by exploring the curriculum arrangement of management practice training for head nurses .Methods The Delphi method was used to investigate head nurses’ demand level in the management practice training course , and the requirements on class hours, teaching methods, evaluation method for two rounds.Results The head nurse management practice training courses composed of 8 primary indicators and 35 secondary indicators, and the 8 primary indicators included planning functions , organizational functions, leading functions, control functions, human resources management, operating management, scientific research skills and professional skills .The demand for professional skills courses were ranked on the top (x=4.55), the demand for operating management courses were ranked in the middle (x=4.40), and the demand for scientific research skills courses were ranked at the bottom (x=4.15).Conclusions The higher degree of

  20. Preparing future teachers against racism: A training experience at the University of Almería

    Directory of Open Access Journals (Sweden)

    Rosario Isabel Herrada Valverde

    2008-12-01

    Full Text Available The arrival of a large number of immigrants at Spanish schools has turned classrooms into multicultural spaces. This is the reason why prospective teachers must receive appropriate training in cultural diversity. This paper presents a detailed study of the concept of racism as perceived by a group of prospective teachers who took the course on “Education and Socio-cultural Diversity”, and this concept’s influence to promote a change in their views and attitudes in topics associated with racism. The results show how students dealt with this concept and acknowledged some of their main prejudices. This research demands the inclusion of subjects related to cultural diversity in tertiary education, particularly at the initial stage of teacher-training studies.

  1. Talent management and physician leadership training is essential for preparing tomorrow's physician leaders.

    Science.gov (United States)

    Satiani, Bhagwan; Sena, John; Ruberg, Robert; Ellison, E Christopher

    2014-02-01

    Talent management and leadership development is becoming a necessity for health care organizations. These leaders will be needed to manage the change in the delivery of health care and payment systems. Appointment of clinically skilled physicians as leaders without specific training in the areas described in our program could lead to failure. A comprehensive program such as the one described is also needed for succession planning and retaining high-potential individuals in an era of shortage of surgeons.

  2. Preparing for the Proven Inevitable: An Urban Operations Training Strategy for America’s Joint Force

    Science.gov (United States)

    2006-01-01

    windows, and inter- nal rooms. Many have additional supporting elements of infrastruc- ture such as rail lines, streetlights , and signage. Official...minimal. State prisoners convicted of nonviolent crimes provide labor in support of both these activities at Muscatatuck, so post-training repairs entail...A fully equipped medical clinic with ambulance; • An airstrip (~5,000 ft); • Wide streets with streetlights ; • Three water wells; • An elevated

  3. Does Current Army Physical Fitness Training Doctrine Adequately Prepare Soldiers for War?

    Science.gov (United States)

    2010-06-11

    necessary motor efficiency and mobility. Strength and endurance are also critical, but must be applied as part of complex functional body movements...of broad based fitness utilizing methodologies ranging from yoga and gymnastics to weight lifting and rowing. Functional movements 59 replace the...Stretch. Yoga X trains the vast majority of the muscles and muscle groups used in all 10 of the TRADOC functional movements

  4. Simulation training for the frontline--realistic preparation for role 1 doctors.

    Science.gov (United States)

    Mercer, S J; Howell, M; Simpson, R

    2010-06-01

    Simulation in Healthcare is gaining popularity worldwide. Recently it has been decided that there should be a simulation component to pre-deployment training for doctors destined for Role 1. Little is known about the challenges, workload, case mix and non-technical issues that face medical personnel working out of a Forward Operating Base. To examine this further, a workshop was convened with subject matter experts and simulation trainers. Common themes identified were concerning pre-deployment issues, team working, evaluation prior to transfer, equipment, communication and specific clinical issues. Six scenarios were developed over the course of the day that included desired learning objectives in form of technical and nontechnical skills. There are many aspects of team resource management or non-technical skills already researched that can be transferred directly into a Role 1 healthcare setting. Simulation offers the chance to provide training in a safe and controlled environment and can potentially ensure specific defined learning outcomes are achieved. This article reports the first steps in the process of providing this new type of training and discusses the faculty requirements, the available methods of delivery and specific issues surrounding fidelity.

  5. 中小学教师生成性移动培训课程设计研究%The Study of K-12 Teacher Training Emergent Mobile Curriculum

    Institute of Scientific and Technical Information of China (English)

    梁文鑫

    2016-01-01

    With the development of various mobile devices, teacher training via mobile devices has attracted more attentions. The advantages of teacher training via mobile devices were proposed, and the emergent teacher training curriculum design via mobile devices was also elaborated. The design template and process of training curriculum of How to cultivate Pupils’ literacy of solving problems in reading Picture Books was elaborated in details. According to the teachers’ feedback, the emergent training curriculum could enhance teachers’ learning.%随着各种移动设备的不断普及,通过移动终端开展教师培训最近几年也逐渐引起关注。该文探讨了移动终端在教师培训中体现的优越性,针对教师培训效果回归到工作现场后的衰减问题,提出了生成性移动培训课程的设计,并以《绘本教学中学生问题解决能力培养》这一培训课程为例,具体介绍了生成性移动培训课程的制作模板、制作过程。通过教师的实践反馈,发现生成性移动培训课程的设计与学习有助于提升教师培训的效果,减少教师回归到工作现场后培训效果的衰减。

  6. SUSTAINABLE CURRICULUM IN TVET

    Directory of Open Access Journals (Sweden)

    Johanna Lasonen

    2010-05-01

    Full Text Available In some European countries, students receive vocationally oriented education as early as at the age of 12. The students transfer to lower secondary school at the age of 10-13, with the youngest entrants found in Germany and Austria and the oldest ones, being at the age of 16, in the Nordic countries. The most thoroughly school-based vocational upper secondary education is provided in Finland, Sweden, Spain, Greece and Portugal. The highest proportion of vocational training delivered at the workplace is to be found in Austria (a little less than half and the Netherlands (a third, that of training combining the workplace and school in Denmark, Germany, France and the Netherlands. Curriculum denotes the formal specification of what is taught and learnt in educational or training establishments. Curricula are formally specified in such learning and teaching entities as units, courses, clusters, sequences and other specifications. Levels of curricula vary from national to student ones, and types of curricula differ from intended to learned syllabi. The traditions of curriculum vary according to national contexts and to historical periods. Curriculum development in TVET is approached from a broad technological knowledge, activity-oriented theories of learning and from the concept of vocation (Beruf. Ethics of sustainable development gives a global and future perspective to education and training. The first two chapters illustrate the global, regional and national policy context of curriculum in TVET followed by a historical discussion about a curriculum theory and didactics. Then the learning theories focus on work-based learning issues and an activity approach. Next the ethics and implementation of education for sustainable development is analysed. Finally a window to the future is opened by a national practice of workforce anticipation.

  7. Training the intern: The value of a pre-intern year in preparing students for practice.

    Science.gov (United States)

    Dare, Anna; Fancourt, Nicholas; Robinson, Elizabeth; Wilkinson, Tim; Bagg, Warwick

    2009-08-01

    To evaluate the clinical and professional development that occurs during a New Zealand trainee intern year in preparation for the first house officer role. A quantitative questionnaire was distributed to all trainee interns (year 6) and year 5 medical students in New Zealand at the end of the 2007 academic year. This survey assessed self-reported competency and performance across clinical, professional and role development domains. Response rate was 65% (457/702). Compared to year 5 students, trainee interns reported significantly greater competence and performance levels across all three domains. The greatest improvement occurred in the independent performance of procedural skills (trainee interns: 77%, year 5: 35%, p interns: 94%, year 5: 56%, p intern year, 92% of students felt prepared to be a junior doctor, versus only 53% at the end of their 5th year (p intern year is important in preparing graduates for the intern role. The year affords increased responsibility and practical experience, whilst retaining an educational focus, facilitating the move from competence towards performance. Preparedness for practice was substantially higher following the New Zealand trainee intern year than has been reported with other pre-intern placements.

  8. [Medical training in the information society. Preparing legislation for health care revolution].

    Science.gov (United States)

    Ferrer-Roca, O; Abreu Reyes, J A; Abreu González, R; Suárez Delgado, M; Sola-Reche, E

    2001-06-01

    The information society is continuously pushing to a rapid change und updating of laws and training and qualification programs from which medicine is not excluded. This paper summarises the norms and laws applicable to telemedicine with three basic principles involved: medical practice, data management, and communication technologies. Following the subsidiary principle, the applicable legislative levels are: European Union, National, Autonomous Community, Medical Professional Colleges, and Local Medical Colleges. Contradictory and little innovative issues appear in the results and discussion sections of the deontologic codes, the pressing demand on doctors' awareness and to provide them with technical skills. An exhortation follows to work out an informative-ethic code for the telemedicine practice.

  9. Teaching Reform of DSP Curriculum Group Goal-oriented by Abilities Training on Hierarchy Model for IT Majors%分层能力目标导向的IT专业DSP课程群改革

    Institute of Scientific and Technical Information of China (English)

    陈芬; 王晓东; 章联军; 彭宗举; 严迪群

    2016-01-01

    针对目前高校IT专业DSP(Digital Signal Processing)课程群技术革新快、知识覆盖面广、课程难度大、综合性实践环节缺失等问题,探索了“能力本位教育”理念下进阶式分层培养的DSP课程群教学改革。构建了分层能力目标导向的 DSP 课程教学体系和实践能力培养体系,明确了各能力层级的教学任务和能力培养目标。尝试了工程素养融合培养的教学模式改革,探索应用了行业真实项目驱动下的 PBL 教学法、线上线下混合式教学法改革。教学实践结果表明,DSP课程群改革具有一定成效,学生创新意识与工程应用能力提升显著,得到行业用人单位的认可。%This paper aims to consider the teaching reform of DSP curriculum group oriented by abilities training based on hierarchy model in the perspective of Competency Based Education (CBE) to tackle the pressing issues of IT major students in universities, such as the rapid DSP technology innovation, wide and difficult literacy in curriculum group, and inadequate abilities training of DSP technology. It focuses on the construction of the DSP curriculum group system and the practical ability training system to be goal-oriented by abilities training based on hierarchy model for IT majors students. The sub-goals of abilities training and the teaching tasks of each ability level are divided clearly, to cultivate students’ DSP applied abilities and engineering quality. Driven by real industrial projects, teaching methods of Problem-Based Learning (PBL) and Blended Teaching online and offline is explored. The reform of DSP curriculum group for IT major students based on the hierarchy abilities training has been proven to effectively improve graduates’ innovation skills and DSP engineering applied abilities recognized by peers and employers.

  10. Foreign Languages: Early Language Learning, Standards for Teacher Preparation, National Security.

    Science.gov (United States)

    Poliakoff, Anne Rogers, Ed.

    2002-01-01

    This collection of papers makes the case for early and sustained foreign language education as part of the core K-12 curriculum, and for training teachers prepared to create such an education for their students. "Early Language Learning: A National Necessity" (Christine L. Brown), discusses the importance of early language learning, resources for…

  11. Preparing the NDE engineers of the future: Education, training, and diversity

    Science.gov (United States)

    Holland, Stephen D.

    2017-02-01

    As quantitative NDE has matured and entered the mainstream, it has created an industry need for engineers who can select, evaluate, and qualify NDE techniques to satisfy quantitative engineering requirements. NDE as a field is cross-disciplinary with major NDE techniques relying on a broad spectrum of physics disciplines including fluid mechanics, electromagnetics, mechanical waves, and high energy physics. An NDE engineer needs broad and deep understanding of the measurement physics across modalities, a general engineering background, and familiarity with shop-floor practices and tools. While there are a wide range of certification and training programs worldwide for NDE technicians, there are few programs aimed at engineers. At the same time, substantial demographic shifts are underway with many experienced NDE engineers and technicians nearing retirement, and with new generations coming from much more diverse backgrounds. There is a need for more and better education opportunities for NDE engineers. Both teaching and learning NDE engineering are inherently challenging because of the breadth and depth of knowledge required. At the same time, sustaining the field in a more diverse era will require broadening participation of previously underrepresented groups. The QNDE 2016 conference in Atlanta, GA included a session on NDE education, training, and diversity. This paper summarizes the outcomes and discussion from this session.

  12. Dental students’ perceptions of undergraduate clinical training in oral and maxillofacial surgery in an integrated curriculum in Saudi Arabia

    Directory of Open Access Journals (Sweden)

    Mahmoud Al-Dajani

    2015-09-01

    Full Text Available Purpose: The aim was to understand dental students’ experiences with oral and maxillofacial surgery (OMS teaching, their confidence levels in performing routine dento-alveolar operations, and the relationship between the students’ confidence level and the number of teeth extracted during the clinical practice. Methods: The survey questionnaire was distributed to 32 students at Aljouf University College of Dentistry, Saudi Arabia during their fourth and fifth year in 2015. Respondents were asked to rate 19 items, which represent a student’s confidence in performing routine surgical interventions, using a four-point Likert scale (1=very little confidence, 4=very confident. A multivariate regression was computed between average confidence and the variables: weekly hours devoted to studying oral and maxillofacial surgery, college grade point average, and the total number of teeth extracted. Results: The response rate was 100%. Students revealed the highest level of confidence in giving local anesthesia (96.9%, understanding extraction indications (93.8%, and performing simple extractions (90.6%. Less confidence was shown with handling difficult extractions (50.0%, extracting molars with separation (50.0% or extracting third molars (56.3%. The average confidence in performing surgical procedures was 2.88 (SD=0.55, ranging from 1.79 to 3.89. A given student’s confidence increased with an increase in the total number of teeth extracted (P=0.003. Conclusion: It reveals a significant impact of undergraduate clinical training on students’ confidence in performing oral and maxillofacial surgery clinical procedures: The more clinical experience the students had, the more confidence they reported.

  13. How does preclinical laboratory training impact physical examination skills during the first clinical year? A retrospective analysis of routinely collected objective structured clinical examination scores among the first two matriculating classes of a reformed curriculum in one Polish medical school.

    Science.gov (United States)

    Świerszcz, Jolanta; Stalmach-Przygoda, Agata; Kuźma, Marcin; Jabłoński, Konrad; Cegielny, Tomasz; Skrzypek, Agnieszka; Wieczorek-Surdacka, Ewa; Kruszelnicka, Olga; Chmura, Kaja; Chyrchel, Bernadeta; Surdacki, Andrzej; Nowakowski, Michał

    2017-09-01

    As a result of a curriculum reform launched in 2012 at our institution, preclinical training was shortened to 2 years instead of the traditional 3 years, creating additional incentives to optimise teaching methods. In accordance with the new curriculum, a semester-long preclinical module of clinical skills (CS) laboratory training takes place in the second year of study, while an introductory clinical course (ie, brief introductory clerkships) is scheduled for the Fall semester of the third year. Objective structured clinical examinations (OSCEs) are carried out at the conclusion of both the preclinical module and the introductory clinical course. Our aim was to compare the scores at physical examination stations between the first and second matriculating classes of a newly reformed curriculum on preclinical second-year OSCEs and early clinical third-year OSCEs. Analysis of routinely collected data. One Polish medical school. Complete OSCE records for 462 second-year students and 445 third-year students. OSCE scores by matriculation year. In comparison to the first class of the newly reformed curriculum, significantly higher (ie, better) OSCE scores were observed for those students who matriculated in 2013, a year after implementing the reformed curriculum. This finding was consistent for both second-year and third-year cohorts. Additionally, the magnitude of the improvement in median third-year OSCE scores was proportional to the corresponding advancement in preceding second-year preclinical OSCE scores for each of two different sets of physical examination tasks. In contrast, no significant difference was noted between the academic years in the ability to interpret laboratory data or ECG - tasks which had not been included in the second-year preclinical training. Our results suggest the importance of preclinical training in a CS laboratory to improve students' competence in physical examination at the completion of introductory clinical clerkships during

  14. A clinically integrated curriculum in evidence-based medicine for just-in-time learning through on-the-job training: the EU-EBM project.

    Science.gov (United States)

    Coppus, Sjors F P J; Emparanza, Jose I; Hadley, Julie; Kulier, Regina; Weinbrenner, Susanne; Arvanitis, Theodoros N; Burls, Amanda; Cabello, Juan B; Decsi, Tamas; Horvath, Andrea R; Kaczor, Marcin; Zanrei, Gianni; Pierer, Karin; Stawiarz, Katarzyna; Kunz, Regina; Mol, Ben W J; Khan, Khalid S

    2007-11-27

    Over the last years key stake holders in the healthcare sector have increasingly recognised evidence based medicine (EBM) as a means to improving the quality of healthcare. However, there is considerable uncertainty about the best way to disseminate basic knowledge of EBM. As a result, huge variation in EBM educational provision, setting, duration, intensity, content, and teaching methodology exists across Europe and worldwide. Most courses for health care professionals are delivered outside the work context ('stand alone') and lack adaptation to the specific needs for EBM at the learners' workplace. Courses with modern 'adaptive' EBM teaching that employ principles of effective continuing education might fill that gap. We aimed to develop a course for post-graduate education which is clinically integrated and allows maximum flexibility for teachers and learners. A group of experienced EBM teachers, clinical epidemiologists, clinicians and educationalists from institutions from eight European countries participated. We used an established methodology of curriculum development to design a clinically integrated EBM course with substantial components of e-learning. An independent European steering committee provided input into the process. We defined explicit learning objectives about knowledge, skills, attitudes and behaviour for the five steps of EBM. A handbook guides facilitator and learner through five modules with clinical and e-learning components. Focussed activities and targeted assignments round off the learning process, after which each module is formally assessed. The course is learner-centred, problem-based, integrated with activities in the workplace and flexible. When successfully implemented, the course is designed to provide just-in-time learning through on-the-job-training, with the potential for teaching and learning to directly impact on practice.

  15. A clinically integrated curriculum in Evidence-based Medicine for just-in-time learning through on-the-job training: The EU-EBM project

    Directory of Open Access Journals (Sweden)

    Horvath Andrea R

    2007-11-01

    Full Text Available Abstract Background Over the last years key stake holders in the healthcare sector have increasingly recognised evidence based medicine (EBM as a means to improving the quality of healthcare. However, there is considerable uncertainty about the best way to disseminate basic knowledge of EBM. As a result, huge variation in EBM educational provision, setting, duration, intensity, content, and teaching methodology exists across Europe and worldwide. Most courses for health care professionals are delivered outside the work context ('stand alone' and lack adaptation to the specific needs for EBM at the learners' workplace. Courses with modern 'adaptive' EBM teaching that employ principles of effective continuing education might fill that gap. We aimed to develop a course for post-graduate education which is clinically integrated and allows maximum flexibility for teachers and learners. Methods A group of experienced EBM teachers, clinical epidemiologists, clinicians and educationalists from institutions from eight European countries participated. We used an established methodology of curriculum development to design a clinically integrated EBM course with substantial components of e-learning. An independent European steering committee provided input into the process. Results We defined explicit learning objectives about knowledge, skills, attitudes and behaviour for the five steps of EBM. A handbook guides facilitator and learner through five modules with clinical and e-learning components. Focussed activities and targeted assignments round off the learning process, after which each module is formally assessed. Conclusion The course is learner-centred, problem-based, integrated with activities in the workplace and flexible. When successfully implemented, the course is designed to provide just-in-time learning through on-the-job-training, with the potential for teaching and learning to directly impact on practice.

  16. [Towards a pedagogical e-learning approach to improve preparation for medical school curriculum in Grenoble: results over the 10 last years].

    Science.gov (United States)

    Gillois, Pierre; Pagonis, Daniel; Vuillez, Jean-Philippe; Bosson, Jean-Luc; Romanet, Jean-Paul

    2013-02-01

    Before 2005, at Grenoble, the teaching of the first year of medicine satisfied neither the students, nor the teachers anxious to exempt a correctly targeted effective teaching. By 2006, the Grenoble-native teaching method was reformed in-depth with the introduction of information and communication technology (ICT) in education. Each sequence was over 4 weeks connecting: self- learning using multi-media resources, questions submitted online, meetings with teaching staff for interactive question-answer sessions in the presence of the teacher,) tutorials animated by older students for Multiple Choice Question (MCQ) training in preparation for the exams. The whole health formation was structured in 12 cycles of this same structured sequence. Since 2010, this method was extended from the faculty of medicine to the faculty of pharmacy and maieutic. Each year, more than 1600 students, 40 teachers and 140 tutors are concerned. The ICT laboratory was responsible for the production of the multi-media support, of the management of the questions online, the collection and the treatment of the evaluations of the lesson by the students. It also took part in the preparation of the MCQ trainings and after each sequence, delivered to students their personal ranking. Staffs between teachers and students are organized for the 12 cycles. The teachers' and students' opinions were analyzed to evaluate the reforms and allow teaching methods to be adapted accordingly. The expressed satisfaction' rate vary from 85% with more than 91% by students and teachers. The intensive use of new information and communication technologies is well accepted, by both sides: teachers and students. After each tutorial, students had their results and their rank, which are linked with the contest result. The mean of the 12 notes obtained during the tutorials is correlated with the note with the contest (R of Spearman=0.75). Student profiles at registration and success in the exams following the reform are

  17. Curriculum for Commissioning Energy Efficient Buildings

    Energy Technology Data Exchange (ETDEWEB)

    Webster, Lia

    2012-09-30

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

  18. Organizational factors and mental health in community volunteers. The role of exposure, preparation, training, tasks assigned, and support.

    Science.gov (United States)

    Thormar, Sigridur Bjork; Gersons, Berthold P R; Juen, Barbara; Djakababa, Maria Nelden; Karlsson, Thorlakur; Olff, Miranda

    2013-01-01

    During disasters, aid organizations often respond using the resources of local volunteer members from the affected population who are not only inexperienced, but who additionally take on some of the more psychologically and physically difficult tasks in order to provide support for their community. Although not much empirical evidence exists to justify the claim, it is thought that preparation, training, and organizational support limit (or reduce) a volunteer's risk of developing later psychopathology. In this study, we examined the effects of preparation, training, and organizational support and assigned tasks on the mental health of 506 Indonesian Red Cross volunteers who participated in the response to a massive earthquake in Yogyakarta, Indonesia, in 2006. Controlling for exposure level, the volunteers were assessed for post-traumatic stress disorder (PTSD), anxiety, depression, and subjective health complaints (SHCs) 6, 12, and 18 months post-disaster. Results showed high levels of PTSD and SHCs up to 18 months post-disaster, while anxiety and depression levels remained in the normal range. Higher levels of exposure as well as certain tasks (e.g., provision of psychosocial support to beneficiaries, handling administration, or handing out food aid) made the volunteers more vulnerable. Sense of safety, expressed general need for support at 6 months, and a lack of perceived support from team leaders and the organization were also related to greater psychopathology at 18 months. The results highlight the importance of studying organizational factors. By incorporating these results into future volunteer management programs the negative effects of disaster work on volunteers can be ameliorated.

  19. 中国石化法律管理人员培训课程体系构建思路%The Development of Training Curriculum System for SINOPEC’s Legal Management Personnel

    Institute of Scientific and Technical Information of China (English)

    李游; 王婧

    2014-01-01

    本文界定了中国石化法律管理人员的范围,分析了中国石化法律管理人员岗位素质能力,阐述了构建中国石化法律管理人员课程体系的指导思想、基本原则,最后搭建了法律人员课程体系。%The paper deifnes the scope of SINOPEC’s legal management personnel, examines the qualities and abilities that should be found in such employees, describes the guidelines and fundamental principles for the development of a curriculum system for these people, and ifnally constructs the training curriculum system.

  20. Dynamics of volume of competition practice and facilities of training of jumpers in length and triple in the process of long-term preparation

    Directory of Open Access Journals (Sweden)

    Sovenko S.P.

    2012-12-01

    Full Text Available Analysed and systematized information in relation to the volume of competition practice and facilities of different primary orientation of jumpers in length and triple in the process of long-term preparation. The expert questioning is conducted 16 trainers. The documents of planning of training process are analysed, the analysis of diaries of sportsmen is carried out (n=22. The volume of competition practice of sportsmen and facilities of training of different primary orientation is certain. The results of analysis in relation to the construction of training process are reflected by the leading trainers of Ukraine on track-and-field. An approach classification of facilities of training taking into account the specific of training process of sportsmen is presented. It is set that the volume of facilities of general preparation is most on the initial stages of long-term perfection, then stabilized on the stages specialized base and preparations to higher achievements and a few diminishes on maximal implementation of individual possibilities and maintainance of higher sporting trade phases. It is related to diminishing of duration of the general preparatory stages of annual preparation.

  1. Energy Management Curriculum Starter Kit

    Energy Technology Data Exchange (ETDEWEB)

    Turner, W.C.

    1987-02-01

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

  2. Is there a role for the use of aviation assessment instruments in surgical training preparation? A feasibility study.

    Science.gov (United States)

    Stolk-Vos, Aline C; Heres, Marion H; Kesteloo, Jasper; Verburg, Dick; Hiddema, Frans; Lie, Desiree A; de Korne, Dirk F

    2017-01-01

    Selection for surgical residency programmes could potentially be improved through pretraining preparation, after assessment of surgical candidates' sensorimotor skills and personality traits. Existing aviation pilot selection instruments are available to test sensorimotor skills and personality traits. This study examined selected instruments to assess medical trainees' sensorimotor skills and personality traits. Aviation's validated computer-based Computerized Pilot Aptitude and Screening System (COMPASS) and Checklist Professional Profile (CPP) were applied to 166 final year medical students during a surgical clerkship between 2013 and 2015. All trainees completed COMPASS and CPP within the prescribed 2 hours. Compared with an age-matched and gender-matched cohort of 165 pilot candidates, medical trainees scored significantly higher on eye-hand coordination (peye-hand-foot coordination (pdominance (p<0.001), ambition (p<0.001) and resilience (p<0.001). Final year medical trainees from one medical school were able to complete aviation's sensorimotor skills and personality traits selection instruments within the set time frame. They scored differently from aviation trainees on selected skills and personality traits. The applicability and utility of aviation instruments to presurgical training preparation remains to be tested. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

  3. International Curriculums.

    Science.gov (United States)

    Neal, Larry L.

    This workshop presentation on international curriculums in the field of parks, recreation, leisure, cultural services, and travel/tourism comments that the literature is replete with articles addressing what the field is about, but not about curriculum issues, models, and structure. It reports an international survey of 12 college educators…

  4. MACHINE TOOL OPERATOR--GENERAL, ENTRY, SUGGESTED GUIDE FOR A TRAINING COURSE.

    Science.gov (United States)

    RONEY, MAURICE W.; AND OTHERS

    THE PURPOSE OF THIS CURRICULUM GUIDE IS TO ASSIST THE ADMINISTRATOR AND INSTRUCTOR IN PLANNING AND DEVELOPING MANPOWER DEVELOPMENT AND TRAINING PROGRAMS TO PREPARE MACHINE TOOL OPERATORS FOR ENTRY-LEVEL POSITIONS. THE COURSE OUTLINE PROVIDES UNITS IN -- (1) ORIENTATION, (2) BENCH WORK, (3) SHOP MATHEMATICS, (4) BLUEPRINT READING AND SKETCHING, (5)…

  5. Design, implementation and evaluation of a community health training program in an integrated problem-based medical curriculum: a fifteen-year experience at the University of Geneva Faculty of Medicine

    Directory of Open Access Journals (Sweden)

    Philippe Chastonay

    2012-06-01

    Full Text Available Background: In the literature the need for relevance in medical education and training has been stressed. In the last 40 years medical schools have been challenged to train doctors competent to respond to community health needs. In the mid-90s the University of Geneva Faculty of Medicine introduced an integrated medical curriculum. In this initiative a particular emphasis was put in introducing a 6-year longitudinal and multidisciplinary Community Health Program (CHP. Objectives: The aims of the present article are to describe the conception, elaboration and implementation of the CHP as well as its evolution over 15 years and the evaluation of its outcomes. Methods: The CHP was at its origin elaborated by a small group of highly motivated teachers and later on developed by a multi-disciplinary group of primary care physicians, epidemiologists, public health and bio-ethics specialists, occupational health professionals, lawyers and historians. Evaluation of the program outcomes included educational innovations, new developments of the curriculum and interactions between students and the community. Results: The CHP learning objectives and teaching modalities were defined by the multi-disciplinary group in consensus meetings which triggered a collaborative spirit among teachers and facilitated further developments. The evaluation procedures allowed the monitoring of students’ satisfaction which remained high over the years, students’ active participation which decreased over time and success at certifying exams which was globally as good as in basic life sciences. The evaluation also assessed outcomes such as educational innovations, new developments of the curriculum and interactions between students and the community. Conclusion: As suggested in the literature, our experience shows that the students’ direct exposure and practice in the community health environment is an effective training approach to broaden students’ education by

  6. 吉林省高校运动训练专业排球专项课程设置现状分析与研究%Situation Analysis and Research of Jilin University Sports Training Professional Volleyball Special Curriculum

    Institute of Scientific and Technical Information of China (English)

    郭仁红

    2014-01-01

    Following the 2003 Ministry of Education,"University undergraduate PE curriculum programs"began, physical education major universities across the country began to actively explore new ideas, changing teaching methods. Author bas-ed on the actual situation of Jilin sports development, combined with the specific situation in the province, according to prominent sports training curriculum system reform, adhere to the basic principles of professional development goals target to multiple targets from a single shift, through the province of professional sports training college on volleyball precise analy-sis of the special development status of sport, volleyball explore further reform and development of special curriculum and train a new generation of professional sports talents complex new road.%继2003年教育部《普通高等学校体育教育专业本科专业课程方案》开始实施后,全国各高校体育教育专业开始积极开拓思路,转变教育教学方法。笔者根据吉林省体育项目发展的实际情况,结合具体省情,依据突出运动训练专业课程体系改革,坚持专业培养目标从单一目标向多元目标转变的基本原则,通过对我省高校关于运动训练专业排球专项运动发展现状的精确分析研究,探索进一步改革和发展排球专项课程设置及培养新一代专业复合型体育人才的新路。

  7. 基于职业能力培养的高职药物分析技术专业课程标准研究--以分析化学课程为例%Vocational Drug Analysis Technical Curriculum Standards Studies Based on Professional Ability Training--Take Analytical Chemistry Course as an example

    Institute of Scientific and Technical Information of China (English)

    鲍邢杰

    2014-01-01

    Based on professional competence curriculum standards training is the foundation of curriculum reform in col-leges. In this paper, analytical chemistry courses as an example, to explore how to develop professional capacity-building for the purpose of curriculum standards to guide curriculum development, reform of teaching methods and means to improve the quality of personnel training.%基于职业能力培养的课程标准,是高职课程改革的基础。本文以分析化学课程为例,探讨如何制定以职业能力培养为目的课程标准,用以指导课程建设,改革教学方法与手段,提高人才培养质量。

  8. Curriculum Design for Teacher Education Based on Training Teachers of“Five-Competence”%基于“五会型教师”培养的教师教育课程设计

    Institute of Scientific and Technical Information of China (English)

    张传燧

    2014-01-01

    师范教育向教师教育的转变,标志着我国教师培养价值取向由伦理本位向能力本位的转变;基于能力本位的教师教育目标是培养“五会型教师”;为了保障培养目标的实现,必须设计与之相匹配和适应的教师教育课程体系。这个体系由培养实践能力、培养教育理念和培养教师素养等几大板块课程所组成。教师教育课程体系的实施应当做到:确立新的教师教育理念,制定多样化的课程实施方案,设计模块化的课程结构,实行必修与选修结合的选课制度,创新教师培养模式,提供相应的政策和制度保障。%Transformation from normal education to teacher education marks value orientation of teach-er training in China has changed from ethics-centered orientation to competence-centered orientation. Competence-centered teacher education aims at training “five-competence”teacher.In order to ensure the realization of the obj ective in teacher education,correspondent and appropriate teacher education curriculum system should be designed.This system consists of the following curriculums:practical competence training,educational conception developing and teacher quality improving.Implementa-tion of teacher education curriculum should abide by several points.Firstly,to combine obligatory courses and optional courses;secondly,to modularize different curriculums;thirdly,to explore and create teacher training model which includes integration theory with practice,cooperation of universi-ty,local government,primary and secondary schools;finally,to provide corresponding policy and system.

  9. Post Training Curriculum for Community Nurse in Panyu District%广州市番禺区社区护士岗位培训课程现状调查

    Institute of Scientific and Technical Information of China (English)

    王思蕴; 陈伟菊

    2014-01-01

    目的:通过分析广州市番禺区2009-2012年参加某三级甲等医院社区护士岗位培训课程的护士对培训课程的评价,为今后进一步完善广州市社区护士培训课程体系提供依据。方法采用问卷调查法,对广州市番禺区2009-2012年参加某三级甲等医院培训的413名护士进行回访调查和分析。结果课程重要性与内容实用性打分均在4分以上,参训护士对本套课程的总体认同度较高。结论社区护士培训课程设置总体来说符合社区护士的需要,但部分课程有待进一步改进和调整。%Objective To evaluate post training curriculum for community nurses, and to provide the basis for further improvement of post training system for community nurses. Methods Totally 413 nurses who participated in post training for community nurses in The First Affiliated Hospital of Jinan University from 2009 to 2012 were investigated by questionnaires. Results Course importance and content practicability scored over 4 points respectively and nurses participated presented high recognition of the training. Conclusion In general, the post training curriculum conforms the needs of the community nurses but some adjustments are still in need for the courses.

  10. Generic Training Materials.

    Science.gov (United States)

    National Paralegal Inst., Washington, DC.

    Part of the National Paralegal Institute's curriculum for short-term intensive training sessions for paralegals, or legal assistants, the document outlines the format for training sessions concerning: (1) initial training to examine the functions of the paralegal and stimulate commitment to the entire training program, (2) legal research, (3)…

  11. Preparing for Graduate-Level Training in Professional Psychology: Comparisons across Clinical PhD, Counseling PhD, and Clinical PsyD Programs

    Science.gov (United States)

    Karazsia, Bryan T.; Smith, Lena

    2016-01-01

    In the present study, faculty who teach in clinical and counseling doctor of philosophy (PhD) or doctor of psychology (PsyD) programs completed surveys regarding preferences for prospective student preparations to graduate programs. Faculty expectations of minimum and ideal undergraduate training were highest for scientific methods, though…

  12. Preparing for Graduate-Level Training in Professional Psychology: Comparisons across Clinical PhD, Counseling PhD, and Clinical PsyD Programs

    Science.gov (United States)

    Karazsia, Bryan T.; Smith, Lena

    2016-01-01

    In the present study, faculty who teach in clinical and counseling doctor of philosophy (PhD) or doctor of psychology (PsyD) programs completed surveys regarding preferences for prospective student preparations to graduate programs. Faculty expectations of minimum and ideal undergraduate training were highest for scientific methods, though…

  13. Responding to Today's Mental Health Needs of Children, Families and Schools: Revisiting the Preservice Training and Preparation of School-Based Personnel

    Science.gov (United States)

    Koller, James R.; Bertel, Julie M.

    2006-01-01

    With the alarming increase in the mental health needs of youth today, traditional preservice preparation training programs for school-based personnel in the area of mental health are overwhelmingly insufficient. While school professionals often lack basic specific evidence-based knowledge and skills to identify and intervene with students at risk…

  14. Vocational Skills Training Model for English Normal Students in the Setting of New Curriculum Reform%新课改背景下英语师范生职业技能训练模式研究

    Institute of Scientific and Technical Information of China (English)

    杨渊艺; 黄莉

    2015-01-01

    新一轮基础课程改革顺应时代发展潮流,摒弃落后的教学内容和模式,构建以素质教育为核心的基础课程体系。本文分析了传统教育模式中存在的问题,并且根据新课改的要求提出了英语师范生职业技能训练新模式,来弥补和完善传统模式的不足。%The new curriculum reform follows the development trend of the times, abandons outdated teaching content and mode, and builds a foundation curriculum concentrated on quality education. The paper analyses the problems in the traditional education mode, and proposes a new vocational training model for English normal students based on the requirements of new curriculum, so as to make up and improve the shortcomings of traditional models.

  15. Perspectives of the use of experience of preparation of reserve in cyclic disciplines in the system of the long-term training in team games

    Directory of Open Access Journals (Sweden)

    Maksimenko I.G.

    2012-06-01

    Full Text Available Purpose of work to define approaches to the construction of long-term preparation of reserve in cyclic disciplines. Also to ground perspective directions of their use in a training process in the playing types of sport. Questioning, conversations and questionnaires of leading specialists (17 trainers and sportsmen is conducted (80 athletes. It is marked that one of lacks of the traditional system of preparation of sportsmen is the insufficient providing of training process information technologies. It is set that in the cyclic types of sport the sharp is enough there is a problem of planning of loadings in macrocycle of training of young sportsmen. It is rotined that to the features of construction of training process in cyclic kinds it is necessary to take application of individual approach. The possible ways of decision of problem of optimization of long-term training of reserve are presented in sporting games. Attention is accented on the necessity of realization in practice of theoretical positions which are related to all of the stages of the long-term training.

  16. The Impact of Endurance Training on Functional Parameters During the Preparation Phase among Cross-Country Skiers

    Directory of Open Access Journals (Sweden)

    Žiška Peter

    2016-05-01

    Full Text Available In the study, we have tried to demonstrate the effect of endurance training on changes in functional parameters during the preparation phase (12-week mesocycle among cross-country skiers. The group consisted of 10 male cross-country skiers (age: 21.4 ±5 year who completed control (1st 6 week mesocycle and experimental period (2nd 6 week mesocycle.We focused on the following time-varying parameters: changes in maximal oxygen uptake (VO2max, the level of aerobic (AeT and anaerobic thresholds (AT, maximum heart rate (HRmax and performance on the running treadmill. The intra-individual monitoring of each athlete revealed statistical significance of VO2max (mid_VO2max = 69.48 ± 5.72 l.kg-1.min-1, post_ VO2max = 70.96 ± 5.67 ml.kg-1.min-1; p≤0.05 and the level of AT (mid_AT = 86.2 ± 5.43 %, post_AT = 87.8 ± 5.59 %; p≤0.01 the performance on the running treadmill (mid_t = 14:54 ± 1:43 min., post_t = 15:30 ± 1:50 min.; p≤0.05.The significant changes were recorded in the AeT(pre_AeT = 70.3 ± 7.56 %, mid_AeT = 72.5 ± 7.59 %; p≤0.05 in theHRmax(pre_HRmax = 190 ± 8.04 bpm, mid_HRmax = 189 bpm, post_HRmax = 188 ± 7.34 bpm; p = n.s. during control period. We assume that the significant differences occurred as a result of adaptation changes due to training stimuli, which were induced by changes in functional parameters. Increased training volume in zone lower level of oxygen regime (A1, upper level of oxygen regime (A2 and upper level of lactate tolerance(T2 during experimental period elicited changes which reflected the increase functional parameters and performance on the running treadmill compared to that of control period.

  17. 基于过程管理的Java Web应用开发实训课程改革%Java Web Application Development Training Curriculum Reform Based on Process Management

    Institute of Scientific and Technical Information of China (English)

    王俊松; 肖瑞

    2012-01-01

    Training course of higher occupation education is to cultivate high-quality skilled talents is an important link in.How to improve the teaching effect of practice training curriculum in higher vocational education is the current research focus.Draw lessons from the mainstream software development enterprise process management documents,training course introduced project process management method.In a classroom environment simulation software enterprise management situations in real,pay attention to the software development process management.Based on the Java Web application development training as the example,elaborated how to use the document training process management.%实训课程是高等职业教育培养高素质技能人才的重要环节,如何提高实训课程的教育教学成效是目前高职教育研究的热点。借鉴主流软件开发企业的过程管理文档,实训课程引入了项目过程管理方法,在课堂环境中模拟软件企业真实管理情景,注重软件开发过程管理。本文以Java Web应用开发实训为例,阐述了如何使用文档进行实训课程过程管理。

  18. White Paper: Curriculum in Interventional Radiology.

    Science.gov (United States)

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

    2017-04-01

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

  19. Paralegal Studies Program. Curriculum Utilization. Final Report.

    Science.gov (United States)

    Humphrey, Doris D.

    A program developed a paralegal studies program for Delaware County Community College in the Philadelphia (Pennsylvania) metropolitan area. Activities included gathering of information on paralegal studies as it related to curriculum content; advisory group establishment; curriculum development; training/educational material development; and…

  20. Water Curriculum Evaluation for Educators in Pennsylvania

    Science.gov (United States)

    Gruver, Joshua B.; Smith, Sanford S.; Finley, James C.

    2008-01-01

    Results are presented from a formal evaluation of The Pennsylvania Bureau of State Park's Watershed Education (WE) curriculum developed for students in grades 6-12. The primary research objective was to measure the impact the training and subsequent use of the WE curriculum had on teachers' behavior, confidence, and self-efficacy in teaching about…

  1. Producing Interdisciplinary Competent Professionals: Integrating One Health Core Competencies into the Veterinary Curriculum at the University of Rwanda.

    Science.gov (United States)

    Amuguni, Hellen J; Mazan, Melissa; Kibuuka, Robert

    2016-10-25

    Infectious diseases of grave concern to human health are emerging from wildlife and livestock populations in multiple regions of the world. Responding effectively to these emerging pandemics requires engagement of multidisciplinary groups of professionals. Using a One Health approach, One Health Central and Eastern Africa (OHCEA), a network of seven schools of public health and seven veterinary schools, with the support of the United States Agency for International Development (USAID), has engaged in curriculum review with the aim of building the skills of multidisciplinary groups of professionals to improve their capacity to respond to emerging infectious diseases. Through stakeholder analysis and curriculum development workshops, the University of Rwanda's School of Veterinary Medicine, in association with Tufts University, revised its curriculum to incorporate One Health competencies to be better prepared to respond to any infectious disease outbreak in Africa. The revised curriculum aimed to build cross-sectoral skills and knowledge; transform students' ways of thinking about infectious disease outbreak response; link human, veterinary, and wildlife health training opportunities; and strengthen community front-line responder training. Eight different disciplines engaged in the curriculum review process: Veterinary Medicine, Livestock Production, Wildlife and Aquatic Resources, Environmental Health and Epidemiology, Communication Technology, Engineering, Agriculture, and Public Health. One Health competencies such as communication, collaboration, leadership, and advocacy were added to the new curriculum, helping ensure that each professional be appropriately equipped with skills to recognize and respond effectively to any emerging infections.

  2. Effectiveness of a quality improvement curriculum for medical students

    Directory of Open Access Journals (Sweden)

    Kimberly M. Tartaglia

    2015-05-01

    Full Text Available Introduction: As health systems find ways to improve quality of care, medical training programs are finding opportunities to prepare learners on principles of quality improvement (QI. The impact of QI curricula for medical students as measured by student learning is not well delineated. The aim of this study is to evaluate the effectiveness of a QI curriculum for senior medical students as measured by student knowledge and skills. Methods: This study was an observational study that involved a self-assessment and post-test Quality Improvement Knowledge Application Tool (QIKAT for intervention and control students. A QI curriculum consisting of online modules, live discussions, independent readings and reflective writing, and participation in a mentored QI project was offered to fourth-year medical students completing an honor's elective (intervention group. Senior medical students who received the standard QI curriculum only were recruited as controls. Results: A total of 22 intervention students and 12 control students completed the self-assessment and QIKAT. At baseline, there was no difference between groups in self-reported prior exposure to QI principles. Students in the intervention group reported more comfort with their skills in QI overall and in 9 of the 12 domains (p<0.05. Additionally, intervention students performed better in each of the three case scenarios (p<0.01. Discussion: A brief QI curriculum for senior medical students results in improved comfort and knowledge with QI principles. The strengths of our curriculum include effective use of classroom time and faculty mentorship with reliance on pre-existing online modules and written resources. Additionally, the curriculum is easily expandable to larger groups of students and transferable to other institutions.

  3. Recent changes in the curriculum of Chinese dental schools.

    Science.gov (United States)

    Ling, Junqi; Fu, Yun

    2007-11-01

    Chinese dental education is organized and controlled by the government at different levels, and the curriculum is based on the stomatology model. The unique feature of this system has been a heavy emphasis on the medical sciences and the integration of medicine with dentistry. However, the problems with this curriculum have been greater than its advantages since a dental student trained under this educational model was unlikely to be well prepared for patient care in a clinical setting and could struggle to apply modern techniques during his or her professional career. From 1995 to 2000, six well-known Chinese dental schools participated in a curriculum innovation project supported by the central government. This article describes the educational model developed during the project and presents several new educational concepts that have been put into practice in dental schools in China. Nevertheless, the new model is not without problems. If there are no additional innovations related to didactic teaching methods, clinical education, and interpersonal skills, the outcome of recent changes in the curriculum of Chinese dental schools will be unpredictable, and our dental education will not continue to advance.

  4. The PIC [Process Individualization Curriculum] Model: Structure with Humanistic Goals.

    Science.gov (United States)

    Gow, Doris T.

    This paper describes a curriculum design model to train research and development personnel under USOE-NIE funding. This design model, called PIC (Process Individualization Curriculum), was chosen for coverting on-campus courses to extra-mural self-instructional courses. The curriculum specialists who work with professors to individualize their…

  5. Nuclear Medicine Technology: A Suggested Two-Year Curriculum Manual.

    Science.gov (United States)

    Hunter, David

    This curriculum guide prescribes an educational program for training nuclear medicine technologists. Following a brief section on program development, the curriculum is both outlined and presented in detail. For each of the 44 courses, the following information is given: (1) sequential placement of the course in the curriculum; (2) course…

  6. Graduates from a traditional medical curriculum evaluate the effectiveness of their medical curriculum through interviews

    Directory of Open Access Journals (Sweden)

    Taylor David

    2009-10-01

    Full Text Available Abstract Background In 1996 The University of Liverpool reformed its medical course from a traditional lecture-based course to an integrated PBL curriculum. A project has been underway since 2000 to evaluate this change. Part of this project has involved gathering retrospective views on the relevance of both types of undergraduate education according to graduates. This paper focuses on the views of traditional Liverpool graduates approximately 6 years after graduation. Methods From February 2006 to June 2006 interviews took place with 46 graduates from the last 2 cohorts to graduate from the traditional Liverpool curriculum. Results The graduates were generally happy with their undergraduate education although they did feel there were some flaws in their curriculum. They felt they had picked up good history and examination skills and were content with their exposure to different specialties on clinical attachments. They were also pleased with their basic science teaching as preparation for postgraduate exams, however many complained about the overload and irrelevance of many lectures in the early years of their course, particular in biochemistry. There were many different views about how they integrated this science teaching into understanding disease processes and many didn't feel it was made relevant to them at the time they learned it. Retrospectively, they felt that they hadn't been clinically well prepared for the role of working as junior doctor, particularly the practical aspects of the job nor had enough exposure to research skills. Although there was little communication skills training in their course they didn't feel they would have benefited from this training as they managed to pick up had the required skills on clinical attachments. Conclusion These interviews offer a historical snapshot of the views of graduates from a traditional course before many courses were reformed. There was some conflict in the interviews about the doctors

  7. 农村音乐教师国培远程培训课程体系构建及其教材编写特色研究%On Curriculum System Construction of Rural Music Teacher Distance Training in“National Training Program” and lts Training Book Writing Features

    Institute of Scientific and Technical Information of China (English)

    丁慧

    2015-01-01

    Distance training for music teachers in rural areas ,an important part of “National Training Program” ,meets rural music teachers’ demand on education and boasts a lot of advantages .Despite their great enthusiasm and passion for participating in“National Training Program” , most of them are inevitably plagued by the lack of time and energy and regional factors in the actual process of learning , being constrained by teaching-learning incompatibility , restricted financial aid ,etc .With wide coverage ,high efficiency ,strong interactivity ,and flexible forms ,distance training can help solve these problems . However , this large-scale rural music teacher distance training , without unanimously constructed class system and matched training materials , lacks class reference and review . Training textbooks , knowledge carriers representing remote training content and training requirements , are prerequisites for improving distance training quality .Therefore ,this thesis will discuss the curriculum system construction of rural music teacher distance training in “National Training Program” and its training textbook series writing features , aiming to expand distance education’s influence on realizing excellent resources sharing and improving teacher training quality .%将农村音乐教师远程培训作为“国培计划”的重要组成部分,这与我国农村音乐教师的教育需求和远程培训的优势是分不开的。尽管众多农村音乐教师都具有参加“国培计划”的热情与积极性,但在实际的学习过程中,他们又不可避免地受到时间、精力和地域因素的影响,不同程度地表现出受脱产学习中的工学矛盾、经费紧张等问题的制约。而远程培训特有的覆盖面广、效益高、交互性强、形式灵活多样等优点,恰恰能够较好地缓解这些问题。然而,这种大规模的农村音乐教师国培远程培训,没有统一构建的课程体系和配

  8. A PROJECT TO PROVIDE TEACHER-SUPERVISOR TRAINING NEEDED TO IMPLEMENT IN 12 SCHOOLS SERVICING DISADVANTAGED PUPILS THE PHILOSOPHY, OBJECTIVES, CURRICULUM, BEING DEVELOPED FOR DISADVANTAGED PUPILS IN THE NEW TYPE OF INTERMEDIATE (MIDDLE)SCHOOL.

    Science.gov (United States)

    TYREE, MARSHALL

    TWO OF THE 10 SESSIONS OF A TEACHER AND SUPERVISOR TRAINING PROGRAM IN PREPARATION FOR THE OPENING OF SOME OF THE NEW YORK CITY PILOT INTERMEDIATE SCHOOLS WERE EVALUATED. DATA CONSISTED OF OBSERVER REPORTS AND PARTICIPANTS' RESPONSES TO QUESTIONNAIRES. THE PARTICIPANTS MAINTAINED A HIGH LEVEL OF ACHIEVEMENT AND COOPERATION DURING BOTH SESSIONS.…

  9. 基于人机工效思想的应急搜救技能实训课程群研究与实践%Research and practice on emergency rescue training skills curriculum based on ergonomics

    Institute of Scientific and Technical Information of China (English)

    钱洪伟; 尹香菊

    2014-01-01

    Based on the idea of ergonomics, the frame of emergency rescue training skills courses, and discus-ses the operation scheme how to implement the curriculum framework group, and Henan Polytechnic University"emergency search and rescue"teaching practice as a case, the curriculum group framework and operation scheme is verified.Research shows that, based on the idea of ergonomics, carrying out emergency rescue training skills course group practice, teaching reform of teaching and research units have a number of related work experience, and the specific content of the related courses in whole, Henan Polytechnic University con-ducted a large number of preparatory work in this aspect, the course content involved in the course group have carried out a number of teaching, Henan Polytechnic University"emergency search and rescue"skill training courses on how to from the basic teaching construction of emergency rescue training skills curriculum group framework and implementation of, has its own teaching characteristics.%基于人机工效思想,提出应急搜救综合实训技能课程群框架,并论述了如何实施该课程群框架的操作方案,并以河南理工大学《应急搜寻与救援》教学实践为案例,对课程群框架及操作方案进行了验证。研究表明,基于人机工效思想,开展应急搜救综合实训技能课程群的实践工作,需要教学单位有大量相关教改教学研究的工作积累,并对相关课程具体内容有整体把握,河南理工大学在这方面进行了大量前期准备工作,对课程群所涉及的具体课程内容都进行了大量教学探索,河南理工大学《应急搜寻与救援》实训技能课程群围绕如何从基层教学环节构建应急搜救综合实训技能课程群框架及实施展开研究,具有自身的教学特色。

  10. Trigonometry and Analytic Geometry: Curriculum Guide.

    Science.gov (United States)

    Harlandale Independent School District, San Antonio, TX. Career Education Center.

    The guide (one-quarter trigonometry course; two-quarter analytic geometry course) provides both subject matter and career preparation assistance for advanced mathematics teachers. It is arranged in vertical columns relating curriculum concepts in trigonometry and analytic geometry to curriculum performance objectives, career concepts and teaching…

  11. Reflections on Teachers' In-Service Training while Introducing a New Teaching Unit on Industrial Chemistry to the Chemistry Curriculum in Israeli High Schools.

    Science.gov (United States)

    Kesner, Miri; Hofstein, Avi; Ben-Zvi, Ruth

    This paper reports on part of a five-year research study on the implementation of new industrial chemistry case studies into the curriculum for students majoring in chemistry in Israeli high schools. The purpose of the study was to obtain information on teachers' formal education in industrial chemistry and their attitudes toward teaching this…

  12. Critical Literacy Needs Teachers as Transformative Leaders. Reflections on Teacher Training for the Introduction of the (New) Modern Greek Language Curriculum in Cyprus

    Science.gov (United States)

    Neophytou, Lefkios; Valiandes, Stavroula

    2013-01-01

    The new Curricula of Cyprus aspire to deliver a new ethos in teaching and learning that promotes the notion of "the humane and democratic school" and emphasises the right of every child to succeed. In this context, the new Modern Greek language curriculum in Cyprus has been moulded upon the notion of Critical Literacy (CL). CL is neither…

  13. Aircrew Combat Preparation Training

    Science.gov (United States)

    1989-07-21

    hypnosis, positive thinking, meditation , and biofeedback . This mental conditioning enhances concentration or relaxation and reduces nervousness and...and not to dwell on the possibility of losing. Regular sessions of self-hypnosis, meditation , and biofeedback prior to competition lessen the possibil

  14. Synergy between On-the-job Training and Academic Education in the Case of a Newly Created Part-time Engineering Curriculum.

    Science.gov (United States)

    Marchio, Dominique; Adnot, Jerome; Arditi, Irene

    1997-01-01

    Part-time vocational engineering curricula aim to transform experienced higher technicians into engineering managers. This is done by making use of previous experience in working positions and adding training in new situations. Job training is combined with academic training through courses and activities at an academic institution. Describes ways…

  15. Taken for Granted: Why Curriculum Content Is Like Oxygen

    Science.gov (United States)

    Gosse, Carolyn; Hansel, Lisa

    2014-01-01

    For educators, the content of the curriculum really is like oxygen: it is the necessary precondition for improving schools, closing the achievement gap, engaging parents, and preparing teachers. However, when educators take the content of the curriculum for granted, they lose opportunities to coordinate and collaborate. Good curriculum instruction…

  16. Establishment of theoretical post-training curriculum for community nurses in Guangzhou city%广州市社区护士岗位培训理论课程设置研究

    Institute of Scientific and Technical Information of China (English)

    王思蕴; 陈伟菊

    2014-01-01

    Objective:To explore suitable course structure of post-training courses for community nurses in Guangzhou. Methods:The formal consultation table, which contained 20 courses, was developed based on preliminary investigation and National community nurses training program. The consultation was performed among 22 experts from General Hospital, Nursing colleges and Community Health Center in Guangzhou for the name of courses, necessity and class hour. Results:After two rounds of Delphi procedure, 11 courses were adjusted, 3 courses were deleted, 9 courses were added. The ifnal curriculum contained 26 courses and 98 class hours. Conclusion:The newly-formed curriculum is representative and authoritative, which is valuable for community nurses post-training in Guangzhou.%目的:针对广州市社区护士岗位培训现状,探讨岗位培训理论课程的设置。方法:在参阅国家社区护士培训大纲的基础上,结合广州市的具体情况,经预调查后形成正式咨询表,包含20个课程模块,采用德尔菲法对22名专家进行咨询。结果:2轮专家咨询后,调整11个课程,删除3个课程,新增9个课程,形成26个课程模块,共98学时。结论:最终形成的课程具有良好的代表性和权威性,对广州市社区护士岗位培训有一定参考价值。

  17. 农村医学专业课程设置与能力培养有关问题的探讨%On Curriculum Setting of Rural Medicine Professional and Capacity Training

    Institute of Scientific and Technical Information of China (English)

    吴苇; 邹清; 曾静

    2014-01-01

    目的:为农村基层培养实用型的初级卫生人才。方法:根据农村医学专业的培养目标,对该专业教学有关问题进行深入探讨。结果:根据专业特点,分别就改进本专业课程设置、改进相关教学方式、加强医学理论与实践的培训、为强化人文素质教育等方面提出建议和意见。结论:农村医学专业课程设置应突出应用性和适用性,加强动手能力培养和人文素质教育,以增强实际工作中的能力。%Purpose Practical training for rural grassroots primary health professionals. Method According to rural medical training goal, the teaching about the issues in depth. Results Based on professional characteristics, respectively improved the professional curriculum, improve relevant teaching methods to enhance the training of medical theory and practice, make recommendations and suggestions to strengthen the quality of education and other aspects of the humanities. Conclusion Rural medical professional curriculum should highlight the application and suitability, ability to cultivate and strengthen humanistic quality education in order to enhance the ability of the actual work.

  18. Computer-assisted resilience training to prepare healthcare workers for pandemic influenza: a randomized trial of the optimal dose of training

    Directory of Open Access Journals (Sweden)

    Vincent Leslie

    2010-03-01

    Full Text Available Abstract Background Working in a hospital during an extraordinary infectious disease outbreak can cause significant stress and contribute to healthcare workers choosing to reduce patient contact. Psychological training of healthcare workers prior to an influenza pandemic may reduce stress-related absenteeism, however, established training methods that change behavior and attitudes are too resource-intensive for widespread use. This study tests the feasibility and effectiveness of a less expensive alternative - an interactive, computer-assisted training course designed to build resilience to the stresses of working during a pandemic. Methods A "dose-finding" study compared pre-post changes in three different durations of training. We measured variables that are likely to mediate stress-responses in a pandemic before and after training: confidence in support and training, pandemic-related self-efficacy, coping style and interpersonal problems. Results 158 hospital workers took the course and were randomly assigned to the short (7 sessions, median cumulative duration 111 minutes, medium (12 sessions, 158 minutes or long (17 sessions, 223 minutes version. Using an intention-to-treat analysis, the course was associated with significant improvements in confidence in support and training, pandemic self-efficacy and interpersonal problems. Participants who under-utilized coping via problem-solving or seeking support or over-utilized escape-avoidance experienced improved coping. Comparison of doses showed improved interpersonal problems in the medium and long course but not in the short course. There was a trend towards higher drop-out rates with longer duration of training. Conclusions Computer-assisted resilience training in healthcare workers appears to be of significant benefit and merits further study under pandemic conditions. Comparing three "doses" of the course suggested that the medium course was optimal.

  19. A Study of Educational Reform & Teacher Training in Oman

    Directory of Open Access Journals (Sweden)

    Khalid Salim Saif Al Jardani

    2012-05-01

    Full Text Available Training plays an important part in supporting educational reform in Oman. This report looks at the effectiveness of the 2005 Primary Teachers’ Course (PRIT for cycle 1 (grades 1-4 in preparing and supporting English teachers in implementing the new national curriculum. A number of key issues are identified, such as the importance of training courses and their need to focus on teachers’ requirements and interests. The need to update the course and introduce more activity types and modes of input is discussed. The article ends with suggestions for ways to continue supporting teachers in implementing the new curriculum. These include an on-going system of support where the trainer develops links with supervisors and senior teachers, and also the development of self-assessment and small-scale classroom-based research strategies, with which teachers can investigate their own practice. Keywords: Training courses, Primary, English teachers

  20. Teachers' Planning and Preparation for Lesson Plan in the Implementation of Form 4 Physical Education Curriculum for the Physical Fitness Strand

    Science.gov (United States)

    Ali, Syed Kamaruzaman Syed

    2013-01-01

    This article is related to the study of lesson planning prepared by secondary school Physical Education teachers in the Gombak district. Findings of the study show that Physical Education teachers have prepared lesson plans at satisfactory level (M = 4.13; SD = 0.79). All elements within the lesson planning components achieved high mean scores.…

  1. Pre-Vocational Training in Arabia.

    Science.gov (United States)

    Campbell, Clifton P.

    1981-01-01

    Discusses prevocational education in Saudi Arabia: separate schools for boys and girls, primary school curriculum, factors contributing to academic failure and dropout rates, prevocational training centers, educational facilities, program restructuring, and curriculum revitalization. (CT)

  2. Teacher Collaborative Curriculum Design in Technical Vocational Colleges: A Strategy for Maintaining Curriculum Consistency?

    Science.gov (United States)

    Albashiry, Nabeel M.; Voogt, Joke M.; Pieters, Jules M.

    2015-01-01

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

  3. 食品检验综合技能实训课程的开发与实践%Food Inspection Comprehensive Skills Training Curriculum Development and Practice

    Institute of Scientific and Technical Information of China (English)

    李殿鑫; 廖明星

    2013-01-01

    In order to solve contradictions between the traditional vocational education teaching system and the enterprises demand on the food inspection comprehensive skill training course,a implement plan is working process-oriented curriculum development of the food inspection comprehensive skill training course,which includes reconstruction on the side of teaching by introducing requirements from enterprise or industry into curriculum design,such as content re-arrangement,resources reorganization,organization form,etc.,and the revision of the teaching goal based on the food enterprise inspection work process guidance and level propulsion.New course system is becoming dominant at pointing to goal realization with course capability,process simulated workplace and materials application in the curriculum teaching.The new model better accomplish the aim of personnel training vocational education through task-driven and level propulsion teaching practice under food industry inspect work scene,such as,student can complete the majority of the inspection project at corresponding post through a simple guide after graduation,the time of adapting to new enterprise post reduced from 1 years to 2 weeks.%为解决传统职业教育下食品检验综合技能实训课程教学实施体系与企业需求的突出矛盾,依据食品企业检验工作过程导向,将企业、行业用人要求引入课程设计,修订了该课程的教学目标,并在内容编排、教学资源重组、教学实施的组织等全新再造,新的课程体系在课程能力化、教学职场化、教材实践化均指向课程目标的实现,情景化任务式层次推进教学实践更好地完成人才培养目标,学生毕业后在企业中适应工作岗位的时间由1年缩短至2周,岗位上绝大多数项目检验只需要简单地引导即可完成相应的工作任务.

  4. District nurse training

    OpenAIRE

    Elliott, Arnold; Freeling, Paul; Owen, John

    1980-01-01

    Training for district nursing is being reviewed. By 1981 district nurses will have a new administrative structure, a new curriculum, and a new examination. Training for nursing, like that for general practice, is to become mandatory. The history of the development of district nurse training is briefly described.

  5. Connecticut Business Education Curriculum Guide.

    Science.gov (United States)

    Simsbury Public Schools, CT.

    This comprehensive curriculum guide was developed to enable business education teachers and administrators in Connecticut to update and upgrade their curricula, with emphasis on and information about cross credits, technology preparation (Tech Prep 2 + 2), interdisciplinary teaching, and global economics interdependence study. Preliminary…

  6. Welding Curriculum.

    Science.gov (United States)

    Alaska State Dept. of Education, Juneau. Div. of Adult and Vocational Education.

    This competency-based curriculum guide is a handbook for the development of welding trade programs. Based on a survey of Alaskan welding employers, it includes all competencies a student should acquire in such a welding program. The handbook stresses the importance of understanding the principles associated with the various elements of welding.…

  7. Curriculum Analysis

    Institute of Scientific and Technical Information of China (English)

    Xu Xiaoying

    2011-01-01

    The English as a Second Language (ESL) Curriculum for grades K - 12 is a scope that builds and develops linguistic proficiency for students between the ages of six and 21 years. The ESL professionals defines ESL students as those students who are non - native English speakers and who may or may not have English proficiency.

  8. 大学生科研训练与保险精算类课程教学的实践%Practice of Scientific Training for Undergraduates and Teaching in Actuarial Curriculum

    Institute of Scientific and Technical Information of China (English)

    史敬涛; 陈建良

    2011-01-01

    本文结合大学生科研训练项目的开展,针对数学专业本科生的自身特点,对保险精算类课程的教学模式和方法进行了分析探讨。实践表明,数学专业本科生保险精算类课程体系的建设刚刚起步,是一项长期和艰巨的工作,迫切需要越来越多的既有扎实数学理论基础又熟悉金融保险实际业务的教师和从业人员的共同努力。%In this paper,combined with the development of scientific training project for undergraduates,we analyze and discuss the teaching patterns and methods of actuarial curriculum with respect to the characteristics of undergraduates majoring in mathematics.Practice shows that the construction of actuarial curriculum for undergraduates majoring in mathematics has just started and it is a longtime and hard work.Joint efforts of more and more teachers and practitioners who not only have strong basis of mathematical theory,but also know well the real practice of financial and insurance are imminently needed.

  9. Psychology Experiment Curriculum System for Comprehensive Competence Training%构建以培养综合能力为目标的心理学专业实验课程体系

    Institute of Scientific and Technical Information of China (English)

    郑红; 张海波

    2012-01-01

    基于培养学生综合能力的价值旨归,哈尔滨学院心理学专业实验课以模块化多课程协作为核心。以心理学实验训练为支撑,以教学方法优化为手段进行改革,对于改进本科教学,全面促进学生综合能力的发展,效果显著。%With the goal of cultivating ogy experiment curriculum system is made students' comprehensive competence, the psychol- of multiple modularizations based on cooperation. Psychology experiment training, along with effective teaching methodology, promotes the efficien- cy of university education and improves students' comprehensive competence.

  10. 医学院校AutoCAD课程教学中应用型人才的培养%TRAINING OF APPLICATIVE TALENTS IN TEACHING OF AUTOCAD CURRICULUM IN MEDICAL SCHOOLS

    Institute of Scientific and Technical Information of China (English)

    李方娟; 包君

    2013-01-01

    通过对医学院校AutoCAD课程教学现状分析,结合医学类院校的专业特点,从应用型人才培养方面对AutoCAD课程的教学内容设置、实验课程设计及考试方法等进行了改革和实践.%Through an analysis of current situation and specialty character on AutoCAD curriculum teaching at medical schools, the set up of teaching component of AutoCAD, the experiment course exercise, and examination methods were reformed and practiced in terms of training applicative talents.

  11. Cognitive Behavioural Therapy & Training

    DEFF Research Database (Denmark)

    Spaten, Ole Michael; Hansen, Tia G. B.; Gulbrandsen, Knut Arild

    coaching module in the graduate curriculum for students of psychology is a rewarding introduction to cognitive behavioural approaches, since it allows combination of traditional lectures with “action-reflection-learning” workshops, during which students train cognitive behavioural techniques in their own......Coaching is an expanding area of professional work, and recent years have brought forward the notion of cognitive coaching (Costa, 2006; Oestrich, 2005) which adapts theory and techniques from cognitive therapy to serve self-enhancement in non-clinical populations. We suggest that a cognitive...... repertoire. The skills needed for cognitive coaching reflect all therapeutic techniques but at a less advanced psychotherapeutic level, and still prepare for future clinical work and development. In the poster, we summarise a cognitive coaching course syllabus as well as results from data collected...

  12. Cognitive Behavioural Therapy & Training

    DEFF Research Database (Denmark)

    Spaten, Ole Michael; Hansen, Tia G. B.; Gulbrandsen, Knut Arild

    Coaching is an expanding area of professional work, and recent years have brought forward the notion of cognitive coaching (Costa, 2006; Oestrich, 2005) which adapts theory and techniques from cognitive therapy to serve self-enhancement in non-clinical populations. We suggest that a cognitive...... coaching module in the graduate curriculum for students of psychology is a rewarding introduction to cognitive behavioural approaches, since it allows combination of traditional lectures with “action-reflection-learning” workshops, during which students train cognitive behavioural techniques in their own...... repertoire. The skills needed for cognitive coaching reflect all therapeutic techniques but at a less advanced psychotherapeutic level, and still prepare for future clinical work and development. In the poster, we summarise a cognitive coaching course syllabus as well as results from data collected...

  13. Selected Findings on the Impact of the CASPAR Alcohol Education Program on Teacher Training and Curriculum Implementation. Evaluation Report No. 8.

    Science.gov (United States)

    Carifio, James; And Others

    The Cambridge and Somerville (Massachusetts) Program for Alcoholism Rehabilitation (CASPAR) was instituted to train teachers and social service workers in implementing alcohol education programs; to train selected high school students as peer leaders; and to promote community awareness of alcohol-related problems. A sequential cycle evaluation…

  14. Postgraduate psychiatric training in Thailand.

    Science.gov (United States)

    Ratta-Apha, Woraphat; Sitdhiraksa, Nantawat; Saisavoey, Nattha; Lortrakul, Manote; Udomratn, Pichet

    2009-01-01

    In Thailand, after medical students graduated from medical schools, the general practitioners have to work for the government for at least three years. Then, they can enroll in postgraduate training program. Postgraduate training usually takes three to four years. All of the psychiatric training programs are supervised and monitored by the board of education of the Royal College of Psychiatrists of Thailand (RCPsychT). One of the missions of all training institutes is to prepare residents to be the high qualified psychiatrists to serve the mental well-being of Thai people. Additionally, they should teach the learners to be the leaders in academic and research fields in psychiatry. Currently, there are nine psychiatric training institutions in Thailand, most of which are running by university programs. The training program core curriculum composes of the compulsory rotations such as general psychiatry, child and adolescent psychiatry, neurology, consultation-liaison psychiatry, mental hospital psychiatry and addiction psychiatry. Moreover, the residents also have three months for elective in each program. The learning process includes practicing in an out-patient and in-patient unit under psychiatric staff supervision, individual and group supervision, case conference, journal club, book club and grand round etc. Research in field of psychiatry and social sciences is also compulsory for board examination. The RCPsychT approved two Certificate Diplomas including Diploma of Thai Board of Psychiatry, and Diploma of Thai Board of Child and Adolescent Psychiatry. There are only nine psychiatric training institutes and only thirty to forty residents enrolled in these programs in each year. The compact and collaboration of all training institutes bring about the benefits in efficiency programs management by regular meeting of representatives from each institute. They keep the standard of training program to progress in the same vision and direction. Furthermore, residents

  15. Development of a postgraduate interventional cardiac nursing curriculum.

    Science.gov (United States)

    Currey, Judy; White, Kevin; Rolley, John; Oldland, Elizabeth; Driscoll, Andrea

    2015-11-01

    Interventional cardiology practices have advanced immensely in the last two decades, but the educational preparation of the workforce in cardiac catheter laboratories has not seen commensurate changes. Although on-the-job training has sufficed in the past, recognition of this workforce as a specialty practice domain now demands specialist educational preparation. The aim of this paper is to present the development of an interventional cardiac nursing curriculum nested within a Master of Nursing Practice in Australia. International and national health educational principles, teaching and learning theories and professional frameworks and philosophies are foundational to the program designed for interventional cardiac specialist nurses. These broader health, educational and professional underpinnings will be described to illustrate their application to the program's theoretical and clinical components. Situating interventional cardiac nursing within a Master's degree program at University provides nurses with the opportunities to develop high level critical thinking and problem solving knowledge and skills.

  16. Catalyzing curriculum evolution in graduate science education.

    Science.gov (United States)

    Gutlerner, Johanna L; Van Vactor, David

    2013-05-09

    Strategies in life science graduate education must evolve in order to train a modern workforce capable of integrative solutions to challenging problems. Our institution has catalyzed such evolution through building a postdoctoral Curriculum Fellows Program that provides a collaborative and scholarly education laboratory for innovation in graduate training.

  17. Evolution of gastroenterology training.

    Science.gov (United States)

    Telleman, Hanna; Burger, Trevlyn Felicity; Mulder, Chris Jacob Johan

    2009-04-21

    There have been rapid developments in gastroenterology (GE) over the last decade. Up until the late 1980s, GE-training was incorporated in Internal Medicine training. The introduction of endoscopy has necessitated the need for additional training. Around the world different national boards have developed their own curricula which will be discussed in this paper. Emphasis will be placed on the curriculum recently introduced in The Netherlands. The internal medicine component has become a two-year requirement (Common Trunk) and the duration of training in GE has been extended to four years. Because of the growing complexity of GE, there are now four subspecialties: Interventional Endoscopy, Neuromotility, Oncology and Hepatology that trainees can choose from. These subspecialties each have predefined specific requirements. The World Gastroenterology Organization has drawn up a standard curriculum which can be of help to the boards in different countries. The curriculum emphasizes the knowledge and skill components. The curriculum also defines the training recommendations, the requirements of training facilities and competence evaluation of fellows and facilities, while less is said about research, finance and the number of gastroenterologists required. In the coming decades the curriculum will need to be revised continuously. Personalization of the curriculum will be the next challenge for the years to come.

  18. Evolution of gastroenterology training

    Institute of Scientific and Technical Information of China (English)

    Hanna Telleman; Trevlyn Felicity Burger; Chris Jacob Johan Mulder

    2009-01-01

    There have been rapid developments in gastroenterology (GE) over the last decade. Up until the late 1980s, GE-training was incorporated in Internal Medicine training. The introduction of endoscopy has necessitated the need for additional training. Around the world different national boards have developed their own curricula which will be discussed in this paper. Emphasis will be placed on the curriculum recently introduced in The Netherlands. The internal medicine component has become a two-year requirement (Common Trunk) and the duration of training in GE has been extended to four years. Because of the growing complexity of GE, there are now four subspecialties: Interventional Endoscopy, Neuromotility, Oncology and Hepatology that trainees can choose from. These subspecialties each have predefined specific requirements. The World Gastroenterology Organization has drawn up a standard curriculum which can be of help to the boards in different countries. The curriculum emphasizes the knowledge and skill components. The curriculum also defines the training recommendations, the requirements of training facilities and competence evaluation of fellows and facilities, while less is said about research, finance and the number of gastroenterologists required. In the coming decades the curriculum will need to be revised continuously. Personalization of the curriculum will be the next challenge for the years to come.

  19. Clinical nutrition in the hepatogastroenterology curriculum

    DEFF Research Database (Denmark)

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

    2016-01-01

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

  20. Teacher education policies in conflict with the official curriculum: supervised training and “PIBID”(Institutional Program Initiation to teaching profession

    Directory of Open Access Journals (Sweden)

    Jose Rubens Lima Jardilino

    2014-06-01

    Full Text Available In the framework of government policies designed to teacher training, this article aims to understand the relationship between the curricular training and Institutional program initiation to teaching profession (PIBID both performed at the School. The reflection is the result of observation and ethnography in the field and interviews with education professionals who work at schools where they develop the curricular training and PIBID. The research findings suggest a tenuous relationship, sometimes conflicting between curricular component and government program considering that both have similarities, have differentiated purposes, divided into objectives, legislation and separate funding. We can see a overlap of these activities that take place within the school.

  1. Study on training objective and curriculum for college nursing students majored in midwifery%助产专业大专护生层次培养目标及课程设置研究

    Institute of Scientific and Technical Information of China (English)

    孙瑞阳; 侯睿; 朱秀; 陆虹

    2013-01-01

    Objective To discuss suitable training objective and curriculum for college nursing students majored in midwifery in China,which can meet the requirements of International Confederation of Midwifery (ICM).Methods Expert questionnaire was formulated through literature review and focus group discussion,and Delphi method was used to consult 12 experts.Results Cr of this research was all above 0.7,indicating high credits.100% of 12 expert questionnaires were recovered.There were all 58 indexes in this examination,with cooperation index W as 0.452 (x2 =254.699,P < 0.01).The results of training objective was favorable,and expert opinions were uniform,with the importance assignment > 3.5 and variation coefficient < 0.25.The results of curriculum were also good,and experts suggested including courses about neonatal nursing,midwifery skills training and career guidance.Conclusions Study on training objective and curriculum can provide a theoretical basis for standardized training of midwifery professionals.%目的 探讨符合国际助产士联盟(ICM)要求并且适合我国国情的助产专业大专人才培养目标和课程设置.方法 通过国内外文献回顾和专题小组讨论的方法制定出专家咨询问卷,应用专家咨询法(Delphi法)对12名专家进行咨询.结果 本研究的专家权威程度(Cr)均>0.7,说明本研究的专家权威程度较高,结果可信;本研究专家咨询表共发放12份,有效回收12份,回收率为100%;本组共检测指标58个,协调系数(W)为0.452(x2=254.699,P<0.01).培养目标专家咨询结果总体较好,专家意见较为统一,其重要性赋值均>3.5且变异系数均<0.25;课程设置结果总体较好,专家建议增加新生儿护理学、助产技能强化训练、职业指导等课程.结论 培养目标和课程设置的研究为建立规范的助产专业高等人才培养提供了理论参考依据.

  2. Problem-Based Learning across the Curriculum: Exploring the Efficacy of a Cross-Curricular Application of Preparation for Future Learning

    Science.gov (United States)

    Swan, Karen; Vahey, Philip; van 't Hooft, Mark; Kratcoski, Annette; Rafanan, Ken; Stanford, Tina; Yarnall, Louise; Cook, Dale

    2013-01-01

    The research reported in this paper explores the applicability and efficacy of a variant of problem-based learning, the Preparation for Future Learning (PFL) approach, to teaching and learning within the context of a cross-curricular, middle school data literacy unit called "Thinking with Data" (TWD). A quasi-experimental design was used…

  3. Evaluation of problem-based learning curriculum implementation in a clerkship rotation of a newly established African medical training institution: lessons from the University of Botswana

    Science.gov (United States)

    Tshitenge, Stephane Tshitenge; Ndhlovu, Chiratidzo Ellen; Ogundipe, Radiance

    2017-01-01

    Introduction Problem-based Learning (PBL) curricula, like all curricula, require systematic evaluation as there is a risk of implementing a dysfunctional PBL curriculum. The study intended to evaluate the PBL curriculum delivery from the perspective of the clerkship students at the University of Botswana-Faculty of Medicine. Methods A cross-sectional study was conducted among clerkship students in Family Medicine, Paediatrics, Internal Medicine and Surgery. During a 4-week period, each respondent completed weekly a questionnaire based survey tool. The three part questionnaire consisted of demographic data, 'seven-jumps' adapted from a 'typical' PBL tool to evaluate PBL process and 11 items 'adopted 'from the Short-Questionnaire-to-Evaluate-the-Effectiveness-of-Tutors in the PBL tool to evaluate the PBL facilitation with open ended questions at the end. Results Of the 81 eligible participants, 89% (n=72) responded. We collected back 141 (49%) forms out of the 288 expected (72 X 4 weeks). PBL first sessions took place all the time only in Family Medicine and in about 75% of the time in Pediatrics but none were conducted in the other disciplines. Overall, they evaluated the PBL process as 'good' (median= 8 /10) and the PBL facilitation as 'very good' (median=9 /10). Students appeared to have differing opinions on the preferred approach to the nature of patient problems that the PBL sessions should be structured around. Conclusion Despite students rating PBL process as 'good' and facilitation as 'very good', PBL first sessions were not consistently undertaken. PMID:28748015

  4. LA FORMACIÓN DE NUTRICIONISTAS DIETISTAS EN LA UNIVERSIDAD NACIONAL DE COLOMBIA EN EL CONTEXTO DE LA REFORMA CURRICULAR DEL AÑO 2008: ANTECEDENTES, PROYECCIONES Y RETOS CURRICULARES The training of dieticians in the Universidad Nacional de Colombia within a context of curriculum reform in 2008: background, projections and curriculum challenges

    Directory of Open Access Journals (Sweden)

    Sonia Liliana Pertuz Cruz

    2012-03-01

    discipline, historical contexts and the need for professional training in Colombia. The current study plan (arising from curriculum reform in 2008 offers students the chance to become trained in the profession by constructing their own development trajectory and encourages direct crossover between levels of undergraduate and postgraduate training. The proposed changes are aimed at responding to the demands made on nutrition as a science and the requirements of all-round professionals having a holistic vision who are able to contribute alternative solutions to the problems inherent in food and nutrition. This article proposes an analysis of dieticians' formation in the light of curriculum modification and the challenges which this produces for actors in the programme and for the particular curriculum area.

  5. 中外商务合作跨文化交际培训课程的设置与教学构想%The Curriculum and Teaching Ideas of the Sino-foreign Business Cooperation Intercultural Communication Training

    Institute of Scientific and Technical Information of China (English)

    李萱

    2012-01-01

    目前国内很多高校开设的面向留学生和企业界海外人士的商务汉语课程,较为注重商务交往中商务用语和商务知识的传输,中外商务合作跨文化交际方面的教学则被忽视或放到次要位置。中外商务合作跨文化交际培训课程的设置可以弥补这一缺憾,并满足留学生和业界人士的需要。教学对象、课程内容、师资问题、教学方法等是其中需要重点考虑与解决的问题。%At present, the Business Chinese courses faced foreign students and business overseas settings in domestic universities successively, which pays attention to the transmission of business terminologies and business knowledge but put the Sino-foreign busi- ness cooperation intercuhural communication training in secondary position. The curriculum of the Sino - foreign business cooperation intercultural communication training could remedy this defect and meet the demand of foreign students and business overseas. Teaching object, course content, teachers question and teaching method are the key problems.

  6. Envisioning Curriculum as Six Simultaneities

    Science.gov (United States)

    Hussain, Hanin; Conner, Lindsey; Mayo, Elaine

    2014-01-01

    This paper uses the discourse of complexity thinking to envision curriculum as six partial and coupled facets that exist simultaneously: curriculum as structure, curriculum as process, curriculum as content, curriculum as teaching, curriculum as learning and curriculum as activity. Such a curriculum is emergent and self-organising. It is emergent…

  7. Percepciones de los estudiantes de education en Venezuela sobre su preparacion e intervencion en violencia domestica. [Perceptions of Education Students in Venezuela about Their Preparation and Intervention in Domestic Violence].

    Science.gov (United States)

    McArthur, Anna P.; Cellitti, Anarella; Perez de Linares, Sonia

    1999-01-01

    This study investigated Venezuelan university students' perceptions regarding domestic violence and possible encounters with domestic violence in programs for young children. Students indicated that they expected to encounter only those situations they were prepared to confront, indicating needs for curriculum changes in teacher-training programs.…

  8. Percepciones de los estudiantes de education en Venezuela sobre su preparacion e intervencion en violencia domestica. [Perceptions of Education Students in Venezuela about Their Preparation and Intervention in Domestic Violence].

    Science.gov (United States)

    McArthur, Anna P.; Cellitti, Anarella; Perez de Linares, Sonia

    1999-01-01

    This study investigated Venezuelan university students' perceptions regarding domestic violence and possible encounters with domestic violence in programs for young children. Students indicated that they expected to encounter only those situations they were prepared to confront, indicating needs for curriculum changes in teacher-training programs.…

  9. Competentiegericht curriculum en cursusontwerp

    NARCIS (Netherlands)

    Firssova, Olga; Giesbertz, Wil

    2012-01-01

    Firssova, O., & Giesbertz, W. (2011, 30 mei). Competentiegericht curriculum en cursusontwerp. Presentatie gegeven tijdens de workshop van de BKO cursus Competentiegericht curriculum en cursusontwerp, Eindhoven, Nederland: Open Universiteit.

  10. Suggestions for the"Integration in Multiple Certificates"Curriculum System Construction

    Institute of Scientific and Technical Information of China (English)

    赵平

    2014-01-01

    Business English professional"Integration in Multiple Certificates"refers to these two kinds of certificates-a diploma and vocational certificates. Business English curriculum design unified vocational qualification certificate with professional training objectives. Basis on the meeting of requirements of certificates for graduation, making professional training contents, curriculum, teaching methods together with vocational training and the requirements of professional qualification certificates.

  11. Preparing Science-Trained Professionals for the Biotechnology Industry: A Ten-Year Perspective on a Professional Science Master's Program.

    Science.gov (United States)

    Hamilton, Paul T; Luginbuhl, Sarah C; Hyman, Michael

    2012-01-01

    The biotechnology industry has a need for business-savvy scientists; however, this is not the way scientists are traditionally trained at universities and colleges. To address this need, universities have developed Professional Science Master's (PSM) degree programs that offer advanced training in a technical field along with professional skills development through team-based projects and internships. Nearly ten years ago, the Department of Microbiology at NCSU started a PSM program in Microbial Biotechnology (MMB). This article provides an overview of the MMB program, and shares some of the lessons that we have learned.

  12. 运用网络媒体进行中学教师新课程培训的探索%Exploration on carrying on training of teachers' new curriculum by applying Web-based media

    Institute of Scientific and Technical Information of China (English)

    陶明华

    2011-01-01

    During the education reform, more and more attention has been paid to the training of teachers of different subjects. Earlier training mode, which emphasized the imparting of theoretical knowledge and was organized in the form of centralized instruction, could no longer meet today's teachers' need of personalized learning. By reviewing the Web-based training of Chinese, Mathematics and Physics subjects for 2009 junior high school teacher new curriculum in Jiangsu, guided by constructive learning theory, the paper attempts to explore the application of personalized independent learning platform. It is expected that the new mode will fully manifest teachers' autonomy in learning and help to enhance teachers' abilities in instructional practice.%分析了目前对中学各学科教师的培训偏重于理论知识传授、单一集中授课的培训方式的不足,结合江苏省2009年初中新课程语文、数学、物理3门学科的网络培训工作,探索以建构主义学习理论为依托,利用个性化自主学习平台,对教师进行网络新课程培训的一种新的培训模式,充分体现教师学习的自主性,努力提高教师的教学实践能力.

  13. Pre-Service Teacher Training in Classroom Management: A Review of State Accreditation Policy and Teacher Preparation Programs

    Science.gov (United States)

    Freeman, Jennifer; Simonsen, Brandi; Briere, Donald E.; MacSuga-Gage, Ashley S.

    2014-01-01

    Effective classroom management skills are essential for teachers. Unfortunately, many teachers do not receive adequate classroom management training prior to beginning their teaching careers and feel unprepared for the demands of managing student behaviors in their classrooms. In this article, we describe (a) the number of states with state policy…

  14. Athletic Training Students' Perceptions of and Academic Preparation in the Use of Psychological Skills in Sport Injury Rehabilitation

    Science.gov (United States)

    Kamphoff, Cindra S.; Hamson-Utley, J. Jordan; Antoine, Beth; Knutson, Rebecca; Thomae, Jeffrey; Hoenig, Catherine

    2010-01-01

    Context: Injured athletes rely on athletic trainers to assist them when recovering from injury. Over the last 20 years, the use of psychological skills to speed recovery has become increasingly popular. Objective: Explore athletic training students' perceptions of the importance and effectiveness of psychological skills in the rehabilitation of…

  15. Quantitative Research Methods Training in Education Leadership and Administration Preparation Programs as Disciplined Inquiry for Building School Improvement Capacity

    Science.gov (United States)

    Bowers, Alex J.

    2017-01-01

    The quantitative research methods course is a staple of graduate programs in education leadership and administration. Historically, these courses serve to train aspiring district and school leaders in fundamental statistical research topics. This article argues for programs to focus as well in these courses on helping aspiring leaders develop…

  16. Preparing U.S. Coast Guard Junior Enlisted Members to Become Petty Officers at a Petaluma Training Center

    Science.gov (United States)

    Lincoln, Stefanie

    2009-01-01

    This 2008 Award of Excellence study describes how the Coast Guard Training Center in Petaluma, California, used human performance technology principles to identify and improve performance problems among a student population of young enlisted members. The solution system centered around the creation of a program that set expectations and standards…

  17. Using Experiential Activities to Prepare Counselors-in-Training to Understand the Power of Cravings when Addressing Clients with Addiction

    Science.gov (United States)

    Harrawood, Laura K.; McClure, Cristen C.; Nelson, Jennifer

    2011-01-01

    Providing skilled treatment options for clients experiencing addiction is imperative to positive client treatment outcomes. As a prerequisite to providing efficacious addiction treatment, counselors-in-training are charged with the responsibility of understanding the affect of cravings on addiction relapse. This article presents 3 experiential,…

  18. Preparing mental health professionals for new directions in mental health practice: Evaluating the sensory approaches e-learning training package.

    Science.gov (United States)

    Meredith, Pamela; Yeates, Harriet; Greaves, Amanda; Taylor, Michelle; Slattery, Maddy; Charters, Michelle; Hill, Melissa

    2017-01-02

    The application of sensory modulation approaches in mental health settings is growing in recognition internationally. However, a number of barriers have been identified as limiting the implementation of the approach, including workplace culture and a lack of accessible and effective sensory approaches training. The aim of this project was to investigate the efficacy of providing this training through a custom-designed e-learning package. Participants in the present study were predominately nurses and occupational therapists working in mental health settings in Queensland, Australia. Data were collected from 121 participants using an online survey. Significant improvements were found between pre- and post-training in participants' real and perceived levels of knowledge, their perceived levels of confidence, and their attitudes towards using sensory modulation approaches in mental health settings. The findings of the study suggest that the custom-designed sensory approaches e-learning package is an effective, accessible, acceptable, and usable method to train health professionals in sensory modulation approaches. As this study is the first to analyse the efficacy of an e-learning sensory approaches package, the results are considered preliminary, and further investigation is required.

  19. The Journey of a Science Teacher: Preparing Female Students in the Training Future Scientists after School Program

    Science.gov (United States)

    Robinson-Hill, Rona M.

    2013-01-01

    What affect does female participation in the Training Future Scientist (TFS) program based on Vygotsky's sociocultural theory and Maslow's Hierarchies of Needs have on female adolescents' achievement levels in science and their attitude toward science and interest in science-based careers? The theoretical framework for this study was developed…

  20. The Journey of a Science Teacher: Preparing Female Students in the Training Future Scientists after School Program

    Science.gov (United States)

    Robinson-Hill, Rona M.

    2013-01-01

    What affect does female participation in the Training Future Scientist (TFS) program based on Vygotsky's sociocultural theory and Maslow's Hierarchies of Needs have on female adolescents' achievement levels in science and their attitude toward science and interest in science-based careers? The theoretical framework for this study was developed…

  1. Preparing Teachers to Train Parents to Use Evidence-Based Strategies for Oral Reading Fluency with Their Children

    Science.gov (United States)

    Kupzyk, Sara; Daly, Edward J., III; Andersen, Melissa N.

    2012-01-01

    Although there is promising evidence for parent-tutoring strategies for improving oral reading fluency, such parent tutoring programs are not widely used in schools. This study examined the effectiveness of providing parent training in school settings using teachers as trainers. An evidence-based reading package including listening passage…

  2. 78 FR 18325 - Intent To Prepare an Environmental Impact Statement (EIS) for the Formal Training Unit (FTU) and...

    Science.gov (United States)

    2013-03-26

    ... Unit (FTU) and Main Operating Base 1 (MOB 1) for the Beddown of KC-46A Tanker Aircraft AGENCY... Training Unit (FTU) and Main Operating Base 1 (MOB 1) for the Beddown of KC-46A Tanker Aircraft. The EIS... infrastructure and manpower of the FTU and MOB 1 at existing active duty Air Force installations within...

  3. Pre-Service Teacher Training in Classroom Management: A Review of State Accreditation Policy and Teacher Preparation Programs

    Science.gov (United States)

    Freeman, Jennifer; Simonsen, Brandi; Briere, Donald E.; MacSuga-Gage, Ashley S.

    2014-01-01

    Effective classroom management skills are essential for teachers. Unfortunately, many teachers do not receive adequate classroom management training prior to beginning their teaching careers and feel unprepared for the demands of managing student behaviors in their classrooms. In this article, we describe (a) the number of states with state policy…

  4. Using Experiential Activities to Prepare Counselors-in-Training to Understand the Power of Cravings when Addressing Clients with Addiction

    Science.gov (United States)

    Harrawood, Laura K.; McClure, Cristen C.; Nelson, Jennifer

    2011-01-01

    Providing skilled treatment options for clients experiencing addiction is imperative to positive client treatment outcomes. As a prerequisite to providing efficacious addiction treatment, counselors-in-training are charged with the responsibility of understanding the affect of cravings on addiction relapse. This article presents 3 experiential,…

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

    Science.gov (United States)

    Zenner, Lea; Kumar, Kothandaraman; Pilz, Matthias

    2017-01-01

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

  6. Distributed Problem Based Learning in a Low Resources Setting: The design and evaluation of a problem-based, web-based curriculum for training family doctors in Brazil

    NARCIS (Netherlands)

    J.B.C. Tomaz (Cisne)

    2013-01-01

    markdownabstract__Abstract__ This thesis explored the use of distributed PBL in health professional education in a low-resources context. Three central questions were studied in this thesis: (a) Is distance education an acceptable educational strategy to train family health professionals in the Sta

  7. Syllabus Outline on Child Care for Day Care Teachers at Family Life Teacher Training Centre in Somalia. African Studies in Curriculum Development and Evaluation No. 103.

    Science.gov (United States)

    Ahmed, Mumina M.

    Five day care centers in Mogadiscio, the capital city of Somalia, were studied to (1) identify problems encountered in teaching a course in child care; (2) observe teaching methods and assess their effectiveness; (3) ascertain reasons for the lack of preservice training for day care teachers; and (4) develop a new syllabus for a course in child…

  8. Project BEST Vocational English as a Second Language Curriculum: Communication Skills in Training and Employment in Heating, Refrigeration, and Air Conditioning.

    Science.gov (United States)

    Herman, Barbara; Pankratz, David

    Information is provided on the Vocational English as a Second Language (VESL) component of Oakton Community College's Project BEST (Building Energy Systems Technology), a bilingual vocational training program designed to teach limited English proficient students of Polish or Hispanic origin the basics of heating, refrigeration, and air…

  9. Introduction of Core Based Subjects in the Curriculum of Technical and Vocational Institutions in Ghana: Assessment of Its Effect on Practical Training Sessions

    Science.gov (United States)

    William, Otu

    2015-01-01

    Technical education among other things focuses on training the skill manpower needs of the youth in most countries of which Ghana is no exception. This study looks at Ghana Education Service technical and vocational sector reform programme introduced in 2010 with emphasis on the introduction of compulsory core based subjects and its effect on…

  10. Development of a Standardized Training Course for Laparoscopic Procedures Using Delphi Methodology

    NARCIS (Netherlands)

    Bethlehem, Martijn S.; Kramp, Kelvin H.; van Det, Marc J.; Hoedemaker, Henk O. ten Cate; Veeger, Nicolaas J. G. M.; Pierie, Jean Pierre E. N.

    2014-01-01

    BACKGROUND: Content, evaluation, and certification of laparoscopic skills and procedure training lack uniformity among different hospitals in The Netherlands. Within the process of developing a new regional laparoscopic training curriculum, a uniform and transferrable curriculum was constructed for

  11. Qualitative research on student's expectation about curriculum design of ICU clinical nurse specialist training program%ICU临床护理专家培训项目课程设置的质性研究

    Institute of Scientific and Technical Information of China (English)

    钟亚萍; 卢惠娟; 夏海鸥; 蒋红

    2011-01-01

    目的 了解拟参加ICU临床护理专家培养项目的学员对该项目课程设置的期望,为合理地设置课程提供依据.方法 根据课程设置的理论和原则、相关文献及ICU护理实践状况,形成课程设置访谈框架,对拟参加ICU临床护理专家培训项目的12名ICU护士进行焦点团体访谈.结果 培养ICU临床护理专家有必要性和可行性;培养内容应包括临床护理、教育、科研、管理领导和咨询等多方面内容,并体现护理最新理念;教学方法应根据成人学习的特点采用案例讲授法、研讨法、情景模拟教学和自学等多种方法;评价方式以综合评价为主.结论 ICU临床护理专家培养应全面加强基础理论,强调发展学员的综合能力,培养高层次的护理人才.%Objective To identify the training needs of students who will attend the ICU CNS training program, and to provide scientific basis for course design. Methods An outline of interview was carefully worked out based on theories and principles of curriculum development, literature, and current practices of ICU nursing. Twelve students participated in this qualitative study. Focus group interview was used to develop insights into students' perceptions. Results Students believed that the training of ICU CNS is essential and feasible. Training contents should include direct nursing care, education, research, management and consultation, and should reflect the recent development of nursing. According to the characteristic of adult learning, several teaching methods could be used, such as lecture, seminar, situational simulation and self-study. Comprehensive evaluation should be used. Conclusion ICU CNS training program should target itself to help students strengthen basic theoretical knowledge and enhance comprehensive ability, in an effort to cultivate high-level nursing talents.

  12. Training Intensity Distribution and Changes in Performance and Physiology of a 2nd Place Finisher Team of the Race across America Over a 6 Month Preparation Period

    Science.gov (United States)

    Manunzio, Christian; Mester, Joachim; Kaiser, Walter; Wahl, Patrick

    2016-01-01

    Aim: To monitor the training intensity distribution (TID) and the development of physiological and performance parameters. Methods: During their preparation period for the RAAM, 4 athletes (plus 1 additional backup racer) performed 3 testing sessions; one before, one after 3, and one after 6 months of training. VO2max, maximal rate of lactate accumulation (dLa/dtmax), critical power, power output at lactate minimum (MLSSP), peak and mean power output during a sprint test, heart rate recovery, isometric strength, jumping height, and body composition were determined. All training sessions were recorded with a power meter. The endurance TID was analyzed based on the time in zone approach, according to a classical 3-zone model, including all power data of training sessions, and a power specific 3-zone model, where time with power output below 50% of MLSSP was not considered. Results: The TID using the classical 3-zone model reflected a pyramidal TID (zone 1: 63 ± 16, zone 2: 28 ± 13 and zone 3: 9 ± 4%). The power specific 3-zone model resulted in a threshold-based TID (zone 1: 48 ± 13, zone 2: 39 ± 10, zone 3: 13 ± 4%). VO2max increased by 7.1 ± 5.3% (P = 0.06). dLa/dtmax decreased by 16.3 ± 8.1% (P = 0.03). Power output at lactate minimum and critical power increased by 10.3 ± 4.1 and 16.8 ± 6.2% (P = 0.01), respectively. No changes were found for strength parameters and jumps. Conclusion: The present study underlines that a threshold oriented TID results in only moderate increases in physiological parameters. The amount of training below 50% of MLSSp (~28% of total training time) is remarkably high. Researchers, trainers, and athletes should pay attention to the different ways of interpreting training power data, to gain realistic insights into the TID and the corresponding improvements in performance and physiological parameters. PMID:28082909

  13. Understanding the Needs of All the Stakeholders: Issues of Training and Preparation for Health Work Students and Their Clinical Educators

    Science.gov (United States)

    Horstmanshof, Louise; Moore, Keri

    2016-01-01

    Work-integrated learning (WIL) is vital for preparing health-work students for practice. WIL activities have multiple stakeholders, each with their own set of expectations and requirements, both explicit and implicit. Negotiations to provide these learning experiences for students happen at many levels and those at the coalface are often unaware…

  14. 75 FR 61452 - Notice of Intent To Prepare an Environmental Impact Statement for Military Training Activities at...

    Science.gov (United States)

    2010-10-05

    ... environmental concerns that should be addressed in the EIS. The public scoping meetings will be held on the... identify specific environmental issues or topics of environmental concern that the commenter believes the... Department of the Navy Notice of Intent To Prepare an Environmental Impact Statement for Military...

  15. Preparing potential teachers for the transition from employment to teacher training: an evaluative case study of a Maths Enhancement Course

    OpenAIRE

    May, Steve; Gay, Jane; Atkins, Nigel; Marks-Maran, Diane

    2008-01-01

    In response to a UK government drive to improve maths teaching in schools, the South West London Maths Enhancement Course (MEC) has been set up though collaboration between three Higher Education institutions (HEIs) to provide an efficient route for non maths graduates in employment to upgrade their subject knowledge and give a smooth transition into teacher training (PGCE). An evaluation of the scheme, measured against Teacher Development Agency (TDA) objectives and success criteria agre...

  16. Teaching GeoEthics Across the Geoscience Curriculum

    Science.gov (United States)

    Mogk, D. W.; Geissman, J. W.; Kieffer, S. W.; Reidy, M.; Taylor, S.; Vallero, D. A.; Bruckner, M. Z.

    2014-12-01

    Ethics education is an increasingly important component of the pre-professional training of geoscientists. Funding agencies (NSF) require training of graduate students in the responsible conduct of research, employers are increasingly expecting their workers to have basic training in ethics, and the public demands that scientists abide by the highest standards of ethical conduct. Yet, few faculty have the requisite training to effectively teach about ethics in their classes, or even informally in mentoring their research students. To address this need, an NSF-funded workshop was convened to explore how ethics education can be incorporated into the geoscience curriculum. Workshop goals included: examining where and how geoethics topics can be taught from introductory courses for non-majors to modules embedded in "core" geoscience majors courses or dedicated courses in geoethics; sharing best pedagogic practices for "what works" in ethics education; developing a geoethics curriculum framework; creating a collection of online instructional resources, case studies, and related materials; applying lessons learned about ethics education from sister disciplines (biology, engineering, philosophy); and considering ways that geoethics instruction can contribute to public scientific literacy. Four major themes were explored in detail: (1) GeoEthics and self: examining the internal attributes of a geoscientist that establish the ethical values required to successfully prepare for and contribute to a career in the geosciences; (2) GeoEthics and the geoscience profession: identifying ethical standards expected of geoscientists if they are to contribute responsibly to the community of practice; (3) GeoEthics and society: exploring geoscientists' responsibilities to effectively and responsibly communicate the results of geoscience research to inform society about issues ranging from geohazards to natural resource utilization in order to protect public health, safety, and economic

  17. Special physical preparation of athletes in motor sport during testing methods basic training level of preparedness for competitive athlete load

    Directory of Open Access Journals (Sweden)

    Cherednychenko M.A.

    2014-03-01

    Full Text Available Purpose: to establish the reasons for the high fatigue pilots during passage race course. Material : the study involved athletes and race car drivers depending on the rank of the competition. The total number surveyed was 140 people. Results : in vitro studies have established a pattern of growth of errors in the evaluation of the available jobs at different levels of fatigue. This asymmetry observed in the haptic display and reflex mean arterial pressure when simultaneous registration on the left and right side body. After the competition and training at a special physical training were examined 36 athletes. Comparison of the results display asymmetry haptic reflex and mean arterial pressure showed reliable changes in the resistance of the organism to a specific exertion racers. Conclusions : the optimal load is characterized by indicators of coordination and reflex reaction haptic mean arterial pressure. These indicators do not go beyond the norms of its symmetrical appearance. This characterizes a uniform and sufficient blood supply body during the execution of competitive and training load.

  18. Curriculum Mapping. Focus On

    Science.gov (United States)

    Molineaux, Rebecca

    2008-01-01

    This "Focus On" discusses curriculum mapping, a process that allows educators to align the curriculum both within and across grades and to ensure that the curriculum is in line with school, local, and state standards. It outlines the steps of the curriculum mapping process from planning the mapping initiative to creating and editing curriculum…

  19. Technology reinvestment project manufacturing education and training: Engineering education in manufacturing across the curriculum. Annual report, June 24, 1994--June 23, 1995

    Energy Technology Data Exchange (ETDEWEB)

    Mulholland, G.; Powers, T.L.

    1995-09-29

    The goal of this project is to impart to engineering and business students, and to students from industry, the broad knowledge and practical skills to immediately help a manufacturing company become more competitive in any global economy while still providing a high quality work force for the 21st century. An integration of innovative, cross-disciplinary, manufacturing engineering and business education provided hand in hand with industry, will enable students, especially minority students, to have a real impact on manufacturing in this depressed region. The program was shortened and simplified to meet a budget of $2,000,000 versus the $3,000,000 in the-Proposal. All major objectives in the revised plan for the first year have been achieved with expenditures somewhat under the revised budget. Curriculum development with the advice and assistance of industry is ahead of schedule. Graduate minor degree curricula have been defined in Engineering and in Business. A summer intern project and guest lecture series have been well supported by industry. Facilities including advanced software have been brought on line. Cash and in-kind matching funds from industry, NMSU and the State total over $6m; this is 920% of the TRP funds expended. Cost sharing of cash is ahead of plan, of in-kind is slightly behind. The first group of 21 students have started one semester sooner than planned. The group is 25% minority and 45% female. Industry requests to interview graduates are coming in anticipation of availability in the spring of 1996.

  20. Self-perceived preparedness for dental practice amongst graduates of The University of Hong Kong's integrated PBL dental curriculum.

    Science.gov (United States)

    Yiu, C K Y; McGrath, C; Bridges, S; Corbet, E F; Botelho, M G; Dyson, J E; Chan, L K

    2012-02-01

    To determine how prepared for dental practice graduates from the integrated problem-based learning (PBL) dental undergraduate curriculum at The University of Hong Kong (HKU) perceive themselves to be and to identify factors associated with self-perceived preparedness. A postal questionnaire was sent to five cohorts of dentists who had graduated from HKU's integrated PBL curriculum between 2004 and 2008. Using a 4-point Likert scale, the questionnaire assessed the self-perceived level of preparedness in 59 competencies grouped in nine domains. Responses were dichotomised into 'poorly prepared' and 'well prepared'. The response rate was 66% (159/241). The mean proportion (±standard deviation) of respondents indicating well-preparedness was 72.0±15.1% overall, and for each domain was as follows: general patient management, 93.1±12.1%; practice management, 81.0±22.2%; periodontology and dental public health, 73.5±19.3%; conservative dentistry, 92.5±13.1%; oral rehabilitation, 62.8±24.0%; orthodontics, 23.0±32.9%; managing children and special-needs patients, 64.8±28.9%; oral and maxillofacial surgery, 52.2±25.2%; and drug and emergency management, 84.7±22.6%. The odds of self-perceived well-preparedness were increased for cohorts graduating in 2004 and 2005 and graduates working in a non-solo dental practice. Dental graduates of HKU's integrated PBL curriculum felt well prepared for the most fundamental aspects of dental practice. However, apparent deficiencies of training in orthodontics and oral and maxillofacial surgery will need to be addressed by continuing education, postgraduate training and planning for the new 6-year undergraduate curriculum in 2012. © 2011 John Wiley & Sons A/S.