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1
Cunnington, P. J. "Development of a new, applied environmental engineering degree program." Water Science and Technology 38, no. 11 (December 1, 1998): 287–93. http://dx.doi.org/10.2166/wst.1998.0479.
Abstract:
Funds to develop new training initiatives are scarce, if not non-existent. This degree program reflects the commitment made by the staff of its originating department and the vision of Dr. A.R. Barren, P. Eng., who made it happen. This particular degree is one of a new breed, significantly incorporating industry in both its development and its presentation. Its success to date indicates that there was a need for this approach to providing an alternative educational program for current and future professionals. Developing a new degree completion program at the same time as the introduction of a new government approval procedure, presented some challenges. On reflection, both the internal and external approval processes were appropriate. It minimised duplication and verified justification to proceed. This paper outlines the process from identifying the target audience, through the development and approval process and concluding with its implementation. This Bachelor of Technology degree was a new credential in the Province of British Columbia, Canada. Its broad range of major elective studies allows individuals to gain knowledge in any four of nine topic areas. The balance of the program provides a general knowledge of engineering and science principles, integrates management topics and requires completion of an industry sponsored project. The applied nature of the course content, combined with the industry professionals that present it, ensures that the material is relevant and appropriate for the individuals from this sector who are participating. The ease of registration into the program, the frequency and modular format of courses that are offered provides a very high degree of flexibility to the participants. Accreditation of environmental degree programs for professional registration is still evolving.
2
Čižas, Algirdas E. "SOME THOUGHTS ON CIVIL ENGINEERING STUDY PROGRAMMES/MINTYS APIE STATYBOS KRYPTIES STUDIJŲ PROGRAMAS." JOURNAL OF CIVIL ENGINEERING AND MANAGEMENT 5, no. 3 (June 30, 1999): 166–69. http://dx.doi.org/10.3846/13921525.1999.10531457.
Abstract:
More than four hundred study programmes are registered in Lithuanian higher education institutions for undergraduate level, and the same number for postgraduate studies. Any demand of a labour market cannot substantiate such an abundance of programmes. Some details of the previous mechanism of financing universities had stipulated the increase of the number. Sickness of the abundance is characteristic of the civil engineering subject area as well. In Table 1 there are listed all the programmes in this subject area: 12 different programmes for undergraduate, 10 for Master, and 5 for specialised professional studies. Some very specialised names of programmes make us suppose the programmes are for non-university studies. Basic (undergraduate), Master and Doctoral studies make a consistent system of Lithuanian civil engineering higher education. Specialised one-year professional postgraduate study programmes do not fit to the system, they have been provoked by a wrong image of inferiority of undergraduate programmes. Similar subjects are included into both undergraduate and “professional” study programmes (examples are presented in Table 2). The title of Dipl Eng could be justified if it would be awarded by any professional body, not by universities. If it is necessary to lengthen duration of civil engineering education, it is better to substitute the four-year undergraduate programmes for five-year ones. Binary higher education system is coming to Lithuania, non-university study programmes and higher education institutions (colleges) will be introduced. Civil engineering study programmes fitting for this new higher education sector should be selected. Almost all the civil engineering programmes consist of very small courses (mostly of two-three credits), and six-seven subjects are studied every term. It is reasonable to shorten the term list up to five subjects, not more. Some efforts of civil engineers are directed to creating a common European higher education area according to the Sorbonne and Bologna declarations [3, 4]. The European Union Civil Engineering Education and Training Thematic Network Project (EUCEET) has a task to elaborate common requirements of curriculum, quality assessment and mutual recognition of the higher education.
3
Woolford, Mark J., and Nairn HF Wilson. "Training tomorrow’s dentists." Faculty Dental Journal 1, no. 1 (March 2010): 4–8. http://dx.doi.org/10.1308/204268510x12610466792648.
Abstract:
Dental schools have an immense responsibility.They train dentists and typically other oral healthcare professionals for the future, which for many, if not most, can be 30–40 years hence. Exactly what will be required over this time is impossible to predict, judging by the range and impact of advances seen in recent years.The programme of instruction leading to initial registration is, and will remain, a foundation for life-long professional development rather than an end-point in itself.The need for continuing professional development and the soon to be introduced arrangements for revalidation are fundamental to the best interests of patients, let alone the future of the profession.A simple truth is that the undergraduate programme can never teach a dentist all that needs to be known about the clinical practice of dentistry, especially to a level of ‘competence’. Notwithstanding core knowledge and competencies, many topics are introduced into learning and teaching, leaving the learner to expand and develop their knowledge and understanding, according to circumstances and individual interests and requirements.This is in contrast to previous expectations that, on graduation, a dentist had knowledge and skills fit for a life-time in practice – the principle of ‘fit for independent practice’. How will dental schools continue to change and what, where and how will dental schools teach?What new challenges will this change post to Deans and Heads of schools? Many now believe that it is time to have a complete rethink and fresh approach to undergraduate dental education.
4
Voloshinov, Sergey. "The use of information-educational environment in the training of future marine professionals: analysis of experience." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 66, no. 3 (2019): 53–58. http://dx.doi.org/10.33310/2518-7813-2019-66-3-53-58.
Abstract:
The article actualizes the question of the suitability of the educational environment for training future marine professionals to the conditions of their future professional activity. Based on the analysis of scientific, methodological and pedagogical works, the experience of creating and implementing information and educational environments for the professional training of future marine professionals has been generalized. It is determined that such environment should include innovative educational activities, modern information and communication training and facilities for training students. The information and educational environment should be created onthe basis of a distributed infrastructure of technical and software complexes. It should be multivariate and multicomponent to accommodate all the needs of the learning process. The proliferation of cloud technologies encourages their use in the training of future marine professionals, taking into account all the risks posed by interaction with third parties in the implementation of the educational process using cloud services. Perspective in the train ing of future marine professionals is the use of intelligent training environment. It is important to ensure that future marine professionals are trained in an information and educational environment to provide end-to-end user identification, which is to ensure that users have automatic access to their resources. The author emphasizes that the effectiveness of training future marine professionals can be achieved through the appropriate organization of information and educational environment, if the creation and use of such tasks will be solved: achievement of the planned level of professional competence by all students; achievement of the planned quality of mastering the programs of training in the most rational way for the student; ensuring the desired effect of training in relation to the individual abilities of each student; most acceptable overcoming the contradictions between the increasing amount of information in a specific professional activity and a fixed time limit for its assimilation; the creation of conditions for teachers that, with the overall intensification of the training process, would not require them to increase efficiency of their physical force and moral influence.
5
Buch, Anders, and Vibeke Andersen. "(De)stabilizing Self-Identities in Professional Work." Nordic Journal of Working Life Studies 3, no. 3 (September 1, 2013): 155. http://dx.doi.org/10.19154/njwls.v3i3.3016.
Abstract:
It is characteristic of much professional work that it is performed in ambiguous contexts. Thus, uncertainty, unpredictability, indeterminacy, and recurrent organizational transformations are an integral part of modern work for, e.g., engineers, lawyers, business consultants, and other professionals. Although key performance indicators and other knowledge management systems are used to set standards of excellence for professionals, the character of professional work is still flexible, open to interpretation and heterarchical. The very successfulness (or unsuccessfulness) of the work is established in a complex work context where various goals, interests, and perspectives are mediated, altered, contested, mangled, and negotiated in a process of sense-making. The work context is heterogeneously populated by various actors (e.g., the customer, the manager, the colleagues) and actants (e.g., quality systems and technical equipment) that give “voice” to (conflicting) interpretations of what constitutes successful work. Thus, the professionals must navigate in a very complex environment where the locus of governance is far from stable. These characteristics of professional work seem to have implications for the way professionals make sense of their work and their own identities. The identity work of professionals is interwoven with their professional training and career background. With an academic training and a professional career, the individual typically identifies with the profession’s values and adopts a certain way of seeing and approaching the world. This professional outlook typically will constitute the basis of the individual’s appraisal of the work and lay out a horizon of expectations in relation to fulfillment, self-realization, and job satisfaction. In this way, the construction of self-identity becomes the yardstick for the individual’s sense-making and, a fortiori, for the individual’s sense of meaningful work. In this paper, we will claim that the ambiguity involved in professional work becomes a potential strain on the identity construction of the employees engaged in professional work and a potential source of enthusiasm and self-fulfillment. On a conceptual basis, the paper develops three interpretative frameworks that are useful in understanding how professionals deal with ambiguity in professional work. To illustrate this point, the paper refers to qualitative material from a research project conducted in six Danish knowledge-intensive firms. Referring to this empirical material, we discuss how professionals perceive and relate to their work and the role played by professionalism in this relation. Drawing on neo-institutional theory our paper discusses how professionals draw on different frameworks of meaning in order to stabilize their identities.
6
Cole, Jennifer. "Structural, Organizational, and Interpersonal Factors Influencing Interprofessional Collaboration on Sexual Assault Response Teams." Journal of Interpersonal Violence 33, no. 17 (February 4, 2016): 2682–703. http://dx.doi.org/10.1177/0886260516628809.
Abstract:
Sexual Assault Response Teams (SARTs) are multidisciplinary teams that coordinate multiple systems (e.g., medical, law enforcement, prosecutors, and rape crisis center advocates) to provide comprehensive care to victims and to collect high-quality forensic evidence to facilitate investigation and prosecution. Relatively little guidance is provided about effective teamwork strategies in resources on forming SARTs. Using in-depth surveys with the SART coordinators and telephone surveys (including close-ended and open-ended questions) with 79 professionals involved in three active, formal SARTs in one state, this study examined structural, organizational, and interpersonal factors that influence interprofessional collaboration on SART. Study findings indicate that perceived structural factors and interpersonal factors were significantly associated with SART members’/responders’ perceptions of the quality of interprofessional collaboration on their SART. Findings suggest that individuals’ perceptions of professionalization and power disparities between professions pose challenges to perceived interprofessional collaboration on SART. Compared with criminal justice and medical professionals, victim advocacy rated the level of collaboration on their SART significantly lower. The overall picture from the data was that SART professionals perceived mutual respect, trust, and commitment to collaboration to be pervasive on their SARTs, even though recognition of professional conflicts was also prevalent, suggesting that professionals understood that interpersonal conflict was distinct from professional conflict. Initial SART trainings should address the benefits of the team response, professional roles, and communication and conflict resolution skills, and ongoing training should provide professionals the opportunity to raise positive and negative examples of their collaborative efforts to explore existing tensions and constraints on the team for conflict resolution.
7
Enríquez Raído, Vanessa, Ineke Crezee, and Quintin Ridgeway. "Professional, ethical, and policy dimensions of public service interpreting and translation in New Zealand." Ethics of Non-Professional Translation and Interpreting 15, no. 1 (February 17, 2020): 15–35. http://dx.doi.org/10.1075/tis.20007.enr.
Abstract:
Abstract This article reviews the practical, ethical, and policymaking dimensions of public service interpreting and translation in New Zealand. It shows that the country has had a limited tradition in translation and interpreting and that historically bilingual community members have been asked to perform T&I without specific training. Our review also reveals that several factors may explain the ongoing use of non-professionals across public settings: the availability of bilingual staff and community volunteers, the misrecognition of the T&I role, difficulties around procurement of highly skilled practitioners, and cost concerns. Policymakers and other members of the community have identified that these factors can negatively impact quality standards and professional ethics, as seen in the government’s recent initiative to regulate and professionalize the sector. We report on this initiative and our advisory role concerning the endorsement of a teleological approach to professional ethics.
8
Yoon, Hyun Bae, Jwa-Seop Shin, Ketsomsouk Bouphavanh, and Yu Min Kang. "Evaluation of a continuing professional development training program for physicians and physician assistants in hospitals in Laos based on the Kirkpatrick model." Journal of Educational Evaluation for Health Professions 13 (May 31, 2016): 21. http://dx.doi.org/10.3352/jeehp.2016.13.21.
Abstract:
Purpose: Medical professionals from Korea and Laos have been working together to develop a continuing professional development training program covering the major clinical fields of primary care. This study aimed to evaluate the effectiveness of the program from 2013 to 2014 using the Kirkpatrick model. Methods: A questionnaire was used to evaluate the reaction of the trainees, and the trainers assessed the level of trainees’ performance at the beginning and the end of each clinical section. The transfer (behavioral change) of the trainees was evaluated through the review of medical records written by the trainees before and after the training program. Results: The trainees were satisfied with the training program, for which the average score was 4.48 out of 5.0. The average score of the trainees’ performance at the beginning was 2.39 out of 5.0, and rose to 3.88 at the end of each section. The average score of the medical records written before the training was 2.92 out of 5.0, and it rose to 3.34 after the training. The number of patient visits to the district hospitals increased. Conclusion: The continuing professional development training program, which was planned and implemented with the full engagement and responsibility of Lao health professionals, proved to be effective.
9
Litauska, Agata Marszalek, Andrzej Kozikowski, Christian N. Nouryan, Myriam Kline, Renee Pekmezaris, and Gisele Wolf-Klein. "Do residents need end-of-life care training?" Palliative and Supportive Care 12, no. 3 (May 14, 2013): 195–201. http://dx.doi.org/10.1017/s1478951512001101.
Abstract:
AbstractObjective:As medical education evolves, emphasis on chronic care management within the medical curriculum becomes essential. Because of the consistent lack of appropriate end-of-life care training, far too many patients die without the benefits of hospice care. This study explores the association between physician knowledge, training status, and level of comfort with hospice care referral of terminally ill patients.Method:In 2011, anonymous surveys were distributed to physicians in postgraduate years 1, 2, and 3; fellows; hospital attending physicians; specialists; and other healthcare professionals in five hospitals of a large health system in New York. Demographic comparisons were performed using χ2 and Fisher's exact tests. Spearman correlations were calculated to determine if professional status and experience were associated with comfort and knowledge discussing end-of-life topics with terminal patients.Results:The sample consisted of 280 participants (46.7% response rate). Almost a quarter (22%) did not know key hospice referral criteria. Although 88% of respondents felt that knowledge of hospice care is an important competence, 53.2% still relinquished advance directives discussion to emergency room (ER) physicians. Fear of patient/family anger was the most frequently reported hospice referral barrier, although 96% of physicians rarely experienced reprisals. Physician comfort level discussing end-of-life issues and hospice referral was significantly associated with the number of years practicing medicine and professional status.Significance of results:Physicians continue to relinquish end-of-life care to ER staff and palliative care consultants. Exploring unfounded and preconceived fears associated with hospice referral needs to be integrated into the curriculum, to prepare future generations of physicians. Medical education should focus on delivering the right amount of end-of-life care training, at the right time, within the medical school and residency curriculum.
10
Harrits, Gitte Sommer. "Being Professional and Being Human. Professional’s Sensemaking in the Context of Close and Frequent Interactions with Citizens." Professions and Professionalism 6, no. 2 (September 27, 2016): e1522. http://dx.doi.org/10.7577/pp.1522.
Abstract:
In classic theories on professions and professionalism, the relationship between professionals and citizens are typically seen as based on formal, scientific knowledge and expertise and thus as functionally specific. This conception may, however, be too simplistic for professionals working in close and frequent interactions with citizens. The article therefore theoretically discusses the assumption of a functional specific relationship and the possibility of other ways (e.g., personal and emotional) that professionals can relate to citizens. Further, the article explores the professional-citizen relationship seen from the side of welfare professionals, by exploring sensemaking with regard to professional identities, roles, and discretion making. The analysis demonstrate how most professionals combine a logic based on formal knowledge and training with a personal, relational, and emotion-based logic when describing their work and the relationship to citizens. Implications for our theoretical and normative understanding of professionalism are discussed.
11
Young, John Q., Caitlin Hasser, Erick K. Hung, Martin Kusz, Patricia S. O’Sullivan, Colin Stewart, Andrea Weiss, and Nancy Williams. "Developing End-of-Training Entrustable Professional Activities for Psychiatry." Academic Medicine 93, no. 7 (July 2018): 1048–54. http://dx.doi.org/10.1097/acm.0000000000002058.
12
Кopochynska, Yu V. "Professional training for future specialist in Bachelor’s degree in Norway." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 12(120) (December 25, 2019): 67–72. http://dx.doi.org/10.31392/npu-nc.series15.2019.12(120)19.13.
Abstract:
The article reveals the peculiarities of professional training of future specialists in bachelor degrees in Norway, presents information about higher education and duration of studies at the level of first bachelor, organizational and scientific activity of students, presents the difference between practical professional practice and theoretical training, theoretical, self-study search in the field of theory and practice in your chosen specialty. The curriculum provides students with the knowledge to master the general and professional competencies of a physical therapist through both theoretical and practical teaching methods.
The overall purpose of organizing the training of future physical therapy professionals in Norway is to create the highest possible correspondence between the practical methods used by the physical therapist in professional practice and to foster students' professional competence in the learning process.
In Norway, physical therapists are leading experts in health promotion and physical activity in the health field. Higher educational establishments of the department carry out the preparation of bachelors in physical therapy for three years through different educational courses and through the introduction of innovative methods and techniques of physical therapy. At the end of the program, graduates receive a diploma recognized by the leading health organizations in Norway and the world. Understanding the connection between practical professional practice and theoretical perspectives is basic. The educational program provides knowledge-based practice. The curriculum emphasizes the reciprocity and interaction between thought and action, assessment, and practical skills, since physical therapy is an activity of professional and ethical understanding, physical skills and the ability to evaluate should be integrated into specific situations of interaction with others.
13
Grineva, M. V. "THE ROLE OF HOME READING CLASS IN THE LANGUAGE TRAINING OF STUDENTS OF INTERNATIONAL ECONOMIC RELATIONS." MGIMO Review of International Relations, no. 5(32) (October 28, 2013): 286–91. http://dx.doi.org/10.24833/2071-8160-2013-5-32-286-291.
Abstract:
Nowadays the growing professional orientation of all the aspects of foreign language teaching is widely recognized as the main trend in the process of enhancing the system of foreign language teaching at higher education institutions which specialize in training students majoring in international economic and political relations. In view of the above the article focuses on the role of teaching home reading and analyzes the possibility of its integration into the professionally oriented process of teaching English as a foreign language to would-be economists. Another reason why the issue of teaching home reading is of utmost importance is that due to the prevailing communicative approach in teaching English as a foreign language, coupled with teaching English for professional purposes, some researchers and practising teachers are of the opinion that large-sized literary works are «incompatible» with an efficient foreign language curriculum. Hence, the importance of analyzing the role of such texts in teaching English given its increasing professionalization. According to the author, the specific features of reading literature in a foreign language make it an irreplaceable and useful resource for a wide range of linguistic competences. However, its competence forming potential can only be fully realized if certain general and specifically professional criteria for choosing a literary text for a home reading class are implemented. Such criteria are as follows: the reader’s emotional involvement with the plot and the problems raised in a book; a low degree of linguistic and cultural deviations; popular literary genres; clear professional orientation of a text. The author goes on to analyze the professionally oriented novels by J.Grisham and J.Mead and concludes that they can be successfully incorporated into professionally oriented process of teaching English, as they fully satisfy all the above criteria and, moreover, represent a unique resource for a wide spectrum of professional competences of a future economist, both linguistic and non-linguistic (e.g. sociocultural and analytical competences). In addition, the learning aids written by the author encourage students to treat the text of the books as a source of professionally meaningful information.
14
Zlatkin-Troitschanskaia, Olga, Sebastian Brückner, Marie-Theres Nagel, Ann-Kathrin Bültmann, Jennifer Fischer, Susanne Schmidt, and Dimitar Molerov. "PERFORMANCE ASSESSMENT AND DIGITAL TRAINING FRAMEWORK FOR YOUNG PROFESSIONALS' GENERIC AND DOMAIN-SPECIFIC ONLINE REASONING IN LAW, MEDICINE, AND TEACHER PRACTICE." Journal of Supranational Policies of Education (JoSPoE), no. 13 (July 16, 2021): 9–36. http://dx.doi.org/10.15366/jospoe2021.13.001.
Abstract:
In the digital age, the Internet is increasingly considered a major information source. This is especially true for informal, e.g., post-university, learning. Evidentially, young professionals are increasingly using online sources as an information and learning tool. Critical reasoning from online information for learning and professional processes in the domains of medicine, law, and teaching is considered a highly relevant competence facet. For example, staying up to date on a multitude of matters, e.g., published in articles and guidelines, as is the case in the medical field, can be challenging when the required competencies to use online media are absent (e.g., Allen et al. 2005, O'Carroll et al. 2015). Current research on students in higher education indicates substantial deficits in their critical online reasoning skills, also among graduates. However, online information seeking and corresponding competencies of young professionals in job-specific educational processes have not been researched yet. There is a lack of both valid domain-specific assessments for different professions and learning tools that can effectively foster the competent use of online information in practice among young professionals. Our research presented here is part of the collaborative BRIDGE project, which is conducted under the umbrella of the program "Research for the Design of Educational Processes under the Conditions of Digital Change." This study is based on our previous work on the assessment of generic skills in higher education in the international projects CLA+, iPAL, and CORA as well as on experiences with job-specific performance assessments from the research programs KoKoHs and ASCOT+, which measured professional competence. To validly measure critical online reasoning among young professionals from three domains — medicine, law, and teacher training —we develop new computer-based online performance assessments and corresponding training tools. The specific aim is to analyze to what extent they improve in using online information with greater reflection when creating job-specific documents after an online training based on process and performance data (using innovative approaches, such as text mining and educational data mining). In this paper, we showcase the conceptual and assessment framework of the newly developed innovative tools to measure and promote generic and domain-specific online reasoning among young professionals in medicine, law, and teacher education. Based on this framework, we discuss how these crucial professional competence facets can be validly measured and effectively fostered in practice.
15
Fan, Li Li, and Wei Wang. "Detection of Relevance between Long-Term Different Professional Training and Brain Development Using EEG." Advanced Materials Research 179-180 (January 2011): 886–90. http://dx.doi.org/10.4028/www.scientific.net/amr.179-180.886.
Abstract:
To analyse the effects of long-term different professional training on brain development. First, EEG singals of 12 students are collected under thinking different mental tasks, after long-term different professional training. Second, to use DFT to extract frequency features and then use BP network and 10-fold cross validation to classify. The classification accuracy can amount to 90 percent around. The result indicates that EEG signals can change specially under special mental tasks, after long-term different professional training. It can reflect the different brain development patterns after different professional training directly.
16
McCormick, Lisa C., Justine J. Reel, Melissa Alperin, Laura M. Lloyd, and Kathleen R. Miner. "Strategic Approach to Assess Training Needs Across a Diverse Region." Pedagogy in Health Promotion 3, no. 1_suppl (May 11, 2017): 28S—34S. http://dx.doi.org/10.1177/2373379917697064.
Abstract:
The mission of the Region IV (R-IV) Public Health Training Center (PHTC), headquartered at the Rollins School of Public Health at Emory University in Atlanta, GA, is to develop and implement programming to train and educate public health professionals in U.S. Department of Health and Human Services Region IV. To identify public health workforce development needs, the R-IV PHTC created a systematic process that included the implementation of a variety of strategies, to gain insights from each state within the diverse region. Conducting regular needs assessments is an integral step to ensure trainings are relevant and meet the needs of public health professionals. To this end, the PHTC employed a mixed methods approach to gather information on both competency-based and non–competency-based training needs, as well as training needs within R-IV’s content focus area of infectious disease. In R-IV there is great variability between the structures of the state and local health departments (e.g., some centralized, some decentralized), each of which faces different funding challenges and works with different service delivery models and regulatory authorities. Moreover, states have diverse populations (e.g., races, urban/rural, migrant/refugees, tribal, Appalachian) and face a wide range of public health priority concerns. Health departments were found to be at different stages of readiness to undertake a training needs assessment due to a number of issues, including their stage of pursuing Public Health Accreditation Board accreditation and recent participation in other needs assessment efforts. The R-IV PHTC approach to assessing training needs within this challenging environment is described.
17
Witkowska-Paleń, Anna. "Practice of application the assumed functions of communal home of mutual aid in support of persons with mental disorders presented on the case of work program of the Communal Home of the Mutual Aid 2 in Stalowa Wola." Praca Socjalna 34, no. 3 (June 30, 2019): 117–36. http://dx.doi.org/10.5604/01.3001.0013.5704.
Abstract:
Communal homes of mutual aid are day support centers for persons with mental disorders. They provide varied services for the persons with mental disorders and with intellectual disabilities. The aim of this article is to show the role and scope of operation of such facilities in a formation of social support network for persons with mental disorders, using the case of the Communal Home of Mutual Aid no 2 in Stalowa Wola. The analysis conducted based on the Home’s internal documentation, demonstrated that the facility provides for its beneficiaries different forms of support and activation, including practical trainings which involve: trainings of functioning in everyday life (e.g. personal hygiene training, cleaning training, cooking training, management of financial resources), trainings of interpersonal skills and resolving conflicts, trainings of the ability to spend free time as well as various forms of therapies (e.g. occupational therapy, art therapy) and relaxation trainings (e.g. classes held in the garden). The centre also provides actions aimed at preparation of the beneficiaries to participate in other programmes of communal support, including also the professional activity. The main objective of such activities is forming and strengthening of life and social skills of persons with mental disorders, encouraging their resourcefulness and autonomy, and to help them to overcome isolation barriers and ensure conditions of social integration of people with disabilities in their local environment.
18
Bondarenko, V., V. Danilchenko, N. Khudyakova, and P. Chukreyev. "Formation of special skills and skills of future law enforcement officers at the stage of professional formation." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 12(120) (December 25, 2019): 20–27. http://dx.doi.org/10.31392/npu-nc.series15.2019.12(120)19.04.
Abstract:
The purpose of the work is theoretical substantiation and experimental verification of the effectiveness of the author's training methodology for future law enforcement officers, aimed at improving the level of special skills.
On the basis of the analysis of the peculiarities of the patrol police officers' activity, the current normative documents that regulate the specifics of professional training of future law enforcement officers, requirements for the professional preparedness of law enforcement officers are established. It is ascertained that the professional readiness of the patrol police officer is determined by the armed knowledge of the legislative base, the formation of special motor skills, the development of professionally important features, the availability of practical experience.
A thorough study of job situations shows a low, and sometimes insufficient, level of enforcement of police enforcement measures.
The effectiveness of the author's training methodology aimed at increasing the level of special police officers' skills development is substantiated and experimentally tested. The essence of innovations is the introduction of specially developed situational tasks, variational situational tasks and complex development of professionally important qualities in the educational process.
The study was attended by trainees of the police training course (n=61) of the National Academy of the Interior's Academy of Police Center for Primary Professional Training.
In the context of the professional activity of patrol police officers, identifying the level of special skills and skills required to identify three indicators: 1) «Formation of skills and skills in self-defense tactics»; 2) «Formation of skills in fire training»; 3) «Effectiveness of scenario solving».
The results of the pedagogical experiment proved the effectiveness of the author's teaching methodology. The use of the proposed innovations contributed to the development of indicators that characterized the special skills and skills of future law enforcement officers. At the end of the pedagogical experiment, a significant difference in the development of the indicators of «Formation of skills and skills in self-defense tactics» (p<0.05) and «Effectiveness of scenario solving» (p<0.001) and unreliable in the indicator of «Formation of skills in fire training» (p>0.05). Prospects for further research are to substantiate the technique of improving the special skills of patrol officers during training in the system of official training.
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Perera, Clifford, Udayangani Ramadasa, Chandrika Wijeratne, Panduka Karunanayake, Thashi Chang, Gamini Pathirana, Ravini Karunathilake, Suraj Perera, Kalyani Guruge, and Sankha Randenikumara. "Establishment of Palliative and End-of-Life Care Services in Sri Lanka." Prehospital and Disaster Medicine 34, s1 (May 2019): s127—s128. http://dx.doi.org/10.1017/s1049023x19002760.
Abstract:
Introduction:Sri Lanka has a rapidly aging population with an exponential rise in chronic morbidity. There had been no parallel development of palliative and end-of-life care-specific approach in health care.Aim:To implement sustainable palliative and end-of-life care services in Sri Lanka through the existing systems and resources by advocacy, collaboration, and professional commitment.Methods:Sri Lanka Medical Association established a volunteer task force for palliative and end-of-life care (PCTF) in October 2016, which comprised of multi-disciplinary health care professionals, legal fraternity, and civil society. PCTF identified the need for sensitizing the general public on the importance of palliative care, for standard guidelines and formal training for practicing health care professionals engaged in hospital and community-based palliative care. These needs are addressed through activities of PCTF in collaboration with the Ministry of Health.Results:Representing the National Steering Committee of Palliative Care, the members of the PCTF were instrumental in developing the National Strategic Framework to fill the major gap of affordable quality palliative care in the country. PCTF also published the “Palliative Care Manual for Management of Non-Cancer Patients” as a preliminary guide for health care professionals. The draft document on the End-of-Life Care Guidelines has been formulated and is currently being reviewed by the relevant medical and legal stakeholders. PCTF has organized CME lectures on palliative care all over the country for health care professionals, and also conducted lectures, exhibitions, and mass media programs to sensitize the public on palliative care.Discussion:Within a brief period, PCTF has played a key role to recognize palliative care by contributing to policy making, training, and public sensitization in palliative and end-of-life care in Sri Lanka.
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O'Malley, Dave. "Bringing the dental team together." Bulletin of the Royal College of Surgeons of England 89, no. 3 (March 1, 2007): 105–9. http://dx.doi.org/10.1308/147363507x181086.
Abstract:
The FGDP(UK) has long recognised that it is not sufficient only to provide continuing education for dentists, but that modern dentistry requires continued learning for the whole dental team to provide the best standard of patient care. To this end, in 2004 the Faculty launched Team in Practice (TiP), a quarterly educational journal for dental care professionals (DCPs). Its aim is to provide team training and continuing professional development (CPD) for DCPs, and this April marks its third anniversary.
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Cervai, Sara, and Federica Polo. "Evaluating the quality of the learning outcome in healthcare sector." Journal of Workplace Learning 27, no. 8 (October 12, 2015): 611–26. http://dx.doi.org/10.1108/jwl-09-2015-0063.
Abstract:
Purpose – This paper aims to present the Expero4care model. Considering the growing need for a training evaluation model that does not simply fix processes, the Expero4care model represents the first attempt of a “quality model” dedicated to the learning outcomes of healthcare trainings. Design/Methodology/Approach – Created as development of the Expero model (Cervai et al., 2013), the Expero4care model has been tailored for workplace learning in the healthcare sector and tested in six organizations across Europe. The model has been validated through the review of an international team of experts and its approval as QualiCert standard. Findings – Expero4care allows the evaluation of the quality of learning outcomes focusing on competences, impact in the workplace, transferability, participation and credits. The evaluation process involves different categories of stakeholders (learners, trainers, colleagues, managers, internal or external bodies that can benefit the training’s results, i.e. final users of the service, such as patients and citizens), and it is based on a systematic data collection and comparison among expectations and perceptions. The implementation of the Expero4care model gives the opportunity to start a continuous improvement process of the trainings in the healthcare service. Research limitations/implications – Expero4care has been tested in both university courses and organizational trainings dedicated to professionals in the healthcare sector. The initial sample is not wide enough to cover all the countries and the types of trainings, so a larger implementation is needed to validate its appropriateness. Social Implication – Expero4care is the first model created specifically for organizations providing training in the healthcare sector. The implementation of the Expero4care model – adaptable to different kind of organizations and trainings – means that it is possible to highlight the value of the training considering its impact on the workplace and on the citizens. Originality/value – As the most commonly used tools to assess the quality of trainings consist of questionnaires submitted to participants at the end of the training and considering that quality models have not been utilized to analyse learning outcomes in healthcare, Expero4care represents the first quality model dedicated to training in healthcare service.
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Kaspruk, Lyudmila I. "Results of the sociological research on the aspects of professional orientation of medical personnel." Sociology of Medicine 19, no. 1 (November 23, 2020): 65–70. http://dx.doi.org/10.17816/1728-2810-2020-19-1-65-70.
Abstract:
In the training of medical personnel, determining the need for specialists with medical education is necessary. Furthermore, the future of the health care industry depends on those professionals who will soon fill the labor market. In this regard, the issues encountered in the optimization of personnel policy are relevant, e.g., solving the problem of discrepancy between the number and structure of personnel to the volume of activity, which is considered as an imbalance in the structure of doctors: nursing staff. Improving the professional orientation toward the personnel needs of practical health care is necessary. In the process of creating models for professional orientation, fixing the staffing situation regarding primary health care in the area of general medicine should be considered, focusing especially on the establishment of social order in terms of training specialists at public expense. Furthermore, one of the models (market) involves the choice of specialty and labor route specialist. The partnership of medical educational institutions with pre-university training institutions is relevant, when cooperation is based on a contractual basis approved by the health and education authorities of the region.
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Suharyadi, Suharyadi, Gunadi Harry Sulistyo, and Sri Rachmajanti. "CONTINUOUS PROFESSIONAL DEVELOPMENT: TEACHERS' VOICES." J-ELLiT (Journal of English Language, Literature, and Teaching) 3, no. 2 (December 31, 2019): 34. http://dx.doi.org/10.17977/um046v3i2p34-44.
Abstract:
Being professional English teachers requires knowledge and competences that should be continuously nurtured to sustain their expertise, and one of the programs in Indonesia is the so-called Continuous Professional Development as officially declared by the Indonesian government in 2012. Certified teachers generally undergo either short- or long-term training experiences to update their teaching knowledge and skills. However, little empirical evidence has been conducted to examine the sustainability of such training practices on the teachers' professionalism. Henceforth, this study is aimed at investigating how such English teacher professional development training practices have been carried out and what teachers expect from such training. To that end, a survey is conducted involving a number of teachers drawn randomly from different six provinces. i.e. East Java, West Java, Lampung, East Borneo, South Sumatra, and East Papua throughout Indonesia. Descriptive statistical analyses are exerted to analyze the data collected. The findings suggest that a more down-to-earth reflective training as continuous professional development is in compelling need.
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Saktaganova, Akmaral. "Professionelle Rechtskultur im System der Rechtskultur der Gesellschaft." osteuropa recht 67, no. 2 (2021): 219–25. http://dx.doi.org/10.5771/0030-6444-2021-2-219.
Abstract:
The term “professional legal culture” is a controversial term, primarily in terms of its coverage: shall it be applied only with regard to professionally trained lawyers and judges, or does the term also cover a broader range of “legal cultures” (e.g. in ministries, administrations, etc.) where decisionmakers in fact deal with legal questions despite the fact that they are not properly trained lawyers? This article sheds light on the term of “professional legal culture” and the respective professions, with particular emphasis on the legislator. It concludes that in particular in the legislative domain, there are apparent shortcomings as to proper legal training, methodology and professionalism.
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Bloshchynskyi, Ihor, Grygoriy Griban, Ivan Okhrimenko, Vasyl Stasiuk, Dariya Suprun, Oleh Nedvyha, Alla Neurova, et al. "Formation of Psychophysical Readiness of Cadets for Future Professional Activity." Open Sports Sciences Journal 14, no. 1 (March 22, 2021): 1–8. http://dx.doi.org/10.2174/1875399x02114010001.
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The experience of combat operations conducting in the eastern part of Ukraine in 2014-2020 convincingly demonstrated the need to increase the requirements for professional training of servicemen of the Armed Forces of Ukraine. Physical training is one of the main subjects of professional training and an important means of psychophysical readiness formation of servicemen of various military specialties for modern extreme professional and combat activities. The aim of the study is to examine the efficiency of the experimental academic program of the discipline of Physical Education, and Special Physical Training concerning the formation of psychophysical readiness of cadets of technical higher military educational institutions for future professional and combat activity. The study was conducted at S. P. Koroliov Zhytomyr Military Institute. 120 male cadets participated in the experiment. An experimental group (EG), which consisted of the cadets who were studying according to the experimental working academic program of the discipline (n=60), and a control group (CG), which included the cadets studying according to the current working academic program of the discipline (n=60) were formed. The criteria of the efficiency of the experimental program are determined to be the indicators of general and special physical fitness of cadets and the level of professionally important psychological qualities. Research methods: theoretical analysis and generalization of scientific and methodical literature, pedagogical observation, pedagogical experiment, methods of mathematical statistics. It was discovered that conducting classes according to the experimental program contributed to the improvement of the level of development of the cadets’ special physical qualities, mastering military-applied skills, the formation of professionally important psychological qualities. The most significant changes in EG cadets occurred in overcoming obstacle course, holding the angle on parallel bars, holding the body in a horizontal position, tests for determination of attention distribution and volume, mental performance – at the end of the experiment, and the indicators of EG cadets were significantly (p˂0.05-0.001) better than those of CG.It proves the necessity of correcting the academic program of Physical Education and Special Physical Training for senior cadets with the aim of their psychophysical readiness formation for future professional and combat activity.
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Randal, J. "Preparing for Life's End: Do Health Professionals Need More Training?" JNCI Journal of the National Cancer Institute 89, no. 1 (January 1, 1997): 15–16. http://dx.doi.org/10.1093/jnci/89.1.15.
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Friedrich, Bettina, Sara Evans-Lacko, Jillian London, Danielle Rhydderch, Claire Henderson, and Graham Thornicroft. "Anti-stigma training for medical students: The Education Not Discrimination project." British Journal of Psychiatry 202, s55 (April 2013): s89—s94. http://dx.doi.org/10.1192/bjp.bp.112.114017.
Abstract:
BackgroundEducation Not Discrimination (END) is the component of the Time to Change programme intended to reduce mental health stigma among professionals and professional trainees.AimsTo investigate the impact of the END anti-stigma programme on medical students immediately and after 6 months with regard to knowledge, attitudes, behaviour and empathy.MethodA total of 1452 medical students participated in the study (intervention group n = 1066, control group n = 386).Participants completed questionnaires at baseline, and at immediate and 6-month follow-up. Groups were compared for changes in stigma outcomes.ResultsAll measures improved in both groups, particularly among students with less knowledge and more stigmatising attitudes and intended behaviour at baseline. At immediate follow-up the intervention group demonstrated significantly greater improvements in stigma-related knowledge and reductions in stigma-related attitudes and intended behaviour, relative to the control group. At 6 months' follow-up, however, only one attitude item remained significantly better.ConclusionsAlthough the intervention produced short-term advantage there was little evidence for its persistent effect, suggesting a need for greater integration of ongoing measures to reduce stigma into the medical curriculum.
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Mayorga Fernández, María José, Noemí Peña Trapero, and Lourdes De La Rosa Moreno. "Lesson Study in initial training: an interdisciplinary academic experience. A case study in Spain." International Journal for Lesson & Learning Studies 10, no. 3 (June 22, 2021): 302–15. http://dx.doi.org/10.1108/ijlls-01-2021-0001.
Abstract:
PurposeThis paper focuses on analysis of the incorporation of a Lesson Study cycle within the university training proposal, as a teaching strategy in initial training in the Infant Education Degree.Design/methodology/approachQualitative research was conducted through a case study methodology.FindingsProposing training strategies based on this methodology encourages both the reconstruction of future teachers' practical knowledge and also adequate professional development from initial training.Research limitations/implicationsThe main constraint in the study was the cost-benefit ratio, since this experience has required significant practical and emotional dedication by the people involved, while the expected results have only been partially evident in the students. This would seem to imply that the strategy requires continuity over time in order for future education professionals to take it fully on board.Practical implicationsMore continuity in such experiences would be required in order to fully analyse their actual value. To this end, the experiences need to be more closely related to the university curriculum, and there must be greater coordination between the subjects in order to ensure a holistic approach to LS.Originality/valueThis article sets out an LS experience as a collaborative action-research strategy that promotes the reconstruction of students' practical knowledge and their professional development in initial training.
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Chennaoui, Mounir, Danielle Gomez-Merino, Catherine Drogou, Cyprien Bourrilhon, Samuel Sautivet, and Charles Yannick Guezennec. "Hormonal and Metabolic Adaptation in Professional Cyclists During Training." Canadian Journal of Applied Physiology 29, no. 6 (December 1, 2004): 714–30. http://dx.doi.org/10.1139/h04-046.
Abstract:
The aim of this study was to examine hormonal and metabolic changes in a group of 18 professional male cyclists ([Formula: see text]69.9 [95% CI 64.9 to 74.9] m L kg−1ùmin−1) during two successive periods of adapted intensive training. The second training period included 4 days of cycling competition. Intensity was increased while volume was decreased in the second training. Anthropometric data were collected before and at the end of the two training periods. Venous blood samples were taken in a basal state before the two training sessions and after each training session. Serum concentrations of cortisol (C), testosterone (T), dehydroepiandrosterone sulfate (DHEAs), and catecholamines were determined as well as branched-chain amino acids (valine, leucine, isoleucine) (BCAA) and free fatty acids (FFAs). At the end of the two training periods, the subjects lost fat mass whereas mean body mass was unchanged. The T/C ratio was reduced transiently after the first training session (45.90%), while DHEAs/C remained unchanged. T/C and DHEAs/C were significantly increased after the second training session compared to the first (48.40 and 97.18%, respectively). Catecholamines and FFAs were unchanged. The significant increase in BCAA levels after the second training session was of note as it might constitute a "store shape" of amino acids in anticipation of future intense training loads. Based on the responses of testosterone, DHEAs, and cortisol, and on the training-induced increase in BCAA, there appeared to be hormonal and metabolic adaptation despite the inherent psychological stress of competition. Key words: cycling training, cortisol, testosterone, DHEAs, amino acids
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Davies, Elizabeth A. "Why we need more poetry in palliative care." BMJ Supportive & Palliative Care 8, no. 3 (March 23, 2018): 266–70. http://dx.doi.org/10.1136/bmjspcare-2017-001477.
Abstract:
ObjectivesAlthough many well-known poems consider illness, loss and bereavement, medicine tends to view poetry more as an extracurricular than as a mainstream pursuit. Within palliative care, however, there has been a long-standing interest in how poetry may help patients and health professionals find meaning, solace and enjoyment. The objective of this paper is to identify the different ways in which poetry has been used in palliative care and reflect on their further potential for education, practice and research.MethodsA narrative review approach was used, drawing on searches of the academic literature through Medline and on professional, policy and poetry websites to identify themes for using poetry in palliative care.ResultsI identified four themes for using poetry in palliative care. These concerned (1) leadership, (2) developing organisational culture, (3) the training of health professionals and (4) the support of people with serious illness or nearing the end of life. The academic literature was mostly made up of practitioner perspectives, case examples or conceptual pieces on poetry therapy. Patients’ accounts were rare but suggested poetry can help some people express powerful thoughts and emotions, create something new and feel part of a community.ConclusionPoetry is one way in which many people, including patients and palliative care professionals, may seek meaning from and make sense of serious illnesses and losses towards the end of life. It may have untapped potential for developing person-centred organisations, training health professionals, supporting patients and for promoting public engagement in palliative care.
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Rushton, Cynda Hylton, Deborah E. Sellers, Karen S. Heller, Beverly Spring, Barbara M. Dossey, and Joan Halifax. "Impact of a contemplative end-of-life training program: Being with dying." Palliative and Supportive Care 7, no. 4 (November 26, 2009): 405–14. http://dx.doi.org/10.1017/s1478951509990411.
Abstract:
AbstractObjective:Health care professionals report a lack of skills in the psychosocial and spiritual aspects of caring for dying people and high levels of moral distress, grief, and burnout. To address these concerns, the “Being with Dying: Professional Training Program in Contemplative End-of-Life Care” (BWD) was created. The premise of BWD, which is based on the development of mindfulness and receptive attention through contemplative practice, is that cultivating stability of mind and emotions enables clinicians to respond to others and themselves with compassion. This article describes the impact of BWD on the participants.Methods:Ninety-five BWD participants completed an anonymous online survey; 40 completed a confidential open-ended telephone interview.Results:Four main themes—the power of presence, cultivating balanced compassion, recognizing grief, and the importance of self-care—emerged in the interviews and were supported in the survey data. The interviewees considered BWD's contemplative and reflective practices meaningful, useful, and valuable and reported that BWD provided skills, attitudes, behaviors, and tools to change how they worked with the dying and bereaved.Significance of results:The quality of presence has the potential to transform the care of dying people and the caregivers themselves. Cultivating this quality within themselves and others allows clinicians to explore alternatives to exclusively intellectual, procedural, and task-oriented approaches when caring for dying people. BWD provides a rare opportunity to engage in practices and methods that cultivate the stability of mind and emotions that may facilitate compassionate care of dying patients, families, and caregivers.
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Kissane, David W., Carma L. Bylund, Smita C. Banerjee, Philip A. Bialer, Tomer T. Levin, Erin K. Maloney, and Thomas A. D'Agostino. "Communication Skills Training for Oncology Professionals." Journal of Clinical Oncology 30, no. 11 (April 10, 2012): 1242–47. http://dx.doi.org/10.1200/jco.2011.39.6184.
Abstract:
Purpose To provide a state-of-the-art review of communication skills training (CST) that will guide the establishment of a universal curriculum for fellows of all cancer specialties undertaking training as oncology professionals today. Methods Extensive literature review including meta-analyses of trials, conceptual models, techniques, and potential curricula provides evidence for the development of an appropriate curriculum and CST approach. Examples from the Memorial Sloan-Kettering Cancer Center CST program are incorporated. Results A core curriculum embraces CST modules in breaking bad news and discussing unanticipated adverse events, discussing prognosis, reaching a shared treatment decision, responding to difficult emotions, coping with survivorship, running a family meeting, and transitioning to palliative care and end of life. Achievable outcomes are growth in clinician's self-efficacy, uptake of new communication strategies and skills, and transfer of these strategies and skills into the clinic. Outcomes impacting patient satisfaction, improved adaptation, and enhanced quality of life are still lacking. Conclusion Future communication challenges include genetic risk communication, concepts like watchful waiting, cumulative radiation risk, late effects of treatment, discussing Internet information and unproven therapies, phase I trial enrollment, and working as a multidisciplinary team. Patient benefits, such as increased treatment adherence and enhanced adaptation, need to be demonstrated from CST.
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Snyder, Alison R., Tamara C. Valovich McLeod, and Eric L. Sauers. "Defining, Valuing, and Teaching Clinical Outcomes Assessment in Professional and Post-Professional Athletic Training Education Programs." Athletic Training Education Journal 2, no. 2 (April 1, 2007): 31–41. http://dx.doi.org/10.4085/1947-380x-2.2.31.
Abstract:
Objective: To provide a basic introduction for athletic training educators about the importance of clinical outcomes measures and to recommend strategies for implementing clinical outcomes assessment education in professional and post-professional athletic training education programs. Background: Outcomes is a frequently used term amongst healthcare professionals; in the contexts of both education and clinical practice. Clinical outcomes assessment refers to the end result of healthcare services taking into account the patient's experiences and expectations. Clinical outcomes assessment education and implementation are critical to the successful implementation of evidence-based practice in athletic training. Description: Clinical outcomes assessments are categorized as either clinician- or patient-based measures. Clinician-based measures are often referred to as objective measures and include things such as range of motion (ROM) and strength, whereas patient-based measures are obtained via questionnaires and interviews that address the patient's perspective on his/her health status. Athletic training education programs should incorporate instruction on the use of both types of measures into their curricula. Clinical Advantages: Educating athletic training students to use clinical outcomes assessment will enable students to practice patient-centered care and provide them with an understanding of how to critically evaluate the evidence to determine optimal patient care. In addition, efforts to educate athletic training students about clinical outcomes assessment may support more widespread implementation of outcomes data collection and strengthen collaborations between clinicians and researchers to determine the effectiveness of athletic training clinical practice.
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Harwood, Rowan H., Rebecca O’Brien, Sarah E. Goldberg, Rebecca Allwood, Alison Pilnick, Suzanne Beeke, Louise Thomson, et al. "A staff training intervention to improve communication between people living with dementia and health-care professionals in hospital: the VOICE mixed-methods development and evaluation study." Health Services and Delivery Research 6, no. 41 (December 2018): 1–134. http://dx.doi.org/10.3310/hsdr06410.
Abstract:
BackgroundTwenty-five per cent of hospital beds are occupied by a person living with dementia. Dementia affects expressive communication and understanding. Health-care professionals report a lack of communication skills training.ObjectivesTo identify teachable, effective strategies for communication between health-care professionals and people living with dementia, and to develop and evaluate a communication skills training course.DesignWe undertook a systematic literature review, video-recorded 41 encounters between staff and people with dementia, and used conversation analysis to investigate communication problems and solutions. We designed a communication skills training course using coproduction and multiple pedagogic approaches. We ran a pilot, followed by six courses for health-care professionals. We measured knowledge, confidence and communication behaviours before, immediately after and 1 month after the course, and undertook interviews with participants and managers. Behaviours were measured using blind-rated videos of simulations.SettingGeneral hospital acute geriatric medical wards and two hospital clinical skills centres.ParticipantsWe video-recorded 26 people with dementia and 26 professionals. Ten experts in dementia care, education, simulation and communication contributed to intervention development. Six health-care professionals took part in a pilot course, and 45 took part in the training.ResultsThe literature review identified 26 studies describing 10 communication strategies, with modest evidence of effectiveness. Health-care professional-initiated encounters followed a predictable phase structure. Problems were apparent in requests (with frequent refusals) and in closings. Success was more likely when requests were made directly, with high entitlement (authority to ask) and with lowered contingencies (made to sound less difficult, by minimising the extent or duration of the task, asking patients ‘to try’, offering help or proposing collaborative action). Closings were more successful if the health-care professional announced the end of the task, made a specific arrangement, body language matched talk, and through use of ‘closing idioms’. The training course comprised 2 days, 1 month apart, using experiential learning, including lectures, video workshops, small group discussions, simulations (with specially trained actors) and reflections. We emphasised the incorporation of previous expertise and commitment to person-centred care. Forty-four participants returned for the second training day and 43 provided complete evaluation data. Knowledge and confidence both increased. Some behaviours, especially relating to closings, were more commonly used after training. The course was rated highly in interviews, especially the use of simulations, real-life video clips and interdisciplinary learning. Participants reported that they found the methods useful in practice and were using them 1 month after the course finished.LimitationsData were from people with moderate to severe dementia, in an acute hospital, during health-care professional-initiated interactions. Analysis was limited to problems and solutions that were likely to be ‘trainable’. Actors required careful preparation to simulate people with dementia. Communication skills training course participants were volunteers, unlikely to be representative of the general workforce, who displayed high levels of baseline knowledge, confidence and skills. Before-and-after evaluations, and qualitative interviews, are prone to bias.ConclusionsRequests and closings pose particular difficulties for professionals communicating with people with dementia. We identified solutions to these problems and incorporated them into communication skills training, which improved knowledge, confidence and some communication behaviours. Simulation was an effective training modality.Future workFurther research should investigate a wider range of health, social care and family carers. Conversation analysis should be used to investigate other aspects of health-care communication.Study registrationThe systematic literature review is registered as CRD42015023437.FundingThe National Institute for Health Research Health Services and Delivery Research programme.
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Khalifa, A., and R. Hussein. "Biomedical and Health Informatics Education and Research at the Information Technology Institute in Egypt." Yearbook of Medical Informatics 20, no. 01 (August 2011): 161–68. http://dx.doi.org/10.1055/s-0038-1638756.
Abstract:
SummaryDuring the last decade, Egypt has experienced a revolution in the field of Information and Communication Technology (ICT) that has had a corresponding impact on the field of healthcare.Since 1993, the Information Technology Institute (ITI) has been leading the development of the Information Technology (IT) professional training and education in Egypt to produce top quality IT professionals who are considered now the backbone of the IT revolution in Egypt. For the past five years, ITI has been adopting the objective of building high caliber health professionals who can effectively serve the ever-growing information society.Academic links have been established with internationally renowned universities, e.g., Oregon Health and Science University (OHSU) in US, University of Leipzig in Germany, in addition those with the Egyptian Fellowship Board in order to enrich ITI Medical Informatics Education and Research.The ITI Biomedical and Health Informatics (BMHI) education and training programs target fresh graduates as well as lifelong learners. Therefore, the program’s learning objectives are framed within the context of the four specialization tracks: Healthcare Man- agement (HCM), Biomedical Informatics Research (BMIR), Bioinformatics Professional (BIP), and Healthcare Professional (HCP). The ITI BMHI research projects tackle a wide-range of current chal- lenges in this field, such as knowledge management in healthcare, providing tele-consultation services for diagnosis and treatment of infectious diseases for underserved regions in Egypt, and exploring the cultural and educational aspects of Nanoinformatics.Since 2006, ITI has been positively contributing to de- velop the discipline of BMHI in Egypt in order to support improved healthcare services .
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Maubant, Philippe, Lucie Roger, Michel Lejeune, Brigitte Caselles-Desjardins, and Nicole Gravel. "History and Perspectives of Adult Education and Professional Teacher Education: Between complicity, distance, and recognition." Articles 46, no. 1 (August 29, 2011): 133–56. http://dx.doi.org/10.7202/1005674ar.
Abstract:
This text is divided into three broad sections. The first section will elaborate the figure of professionalization, which today appears to be the target of professional training policies. It also seems to be considered a means and thus a guarantee of the professional aim of proposed training. On what ideological and pedagogical presuppositions is this professionalization based? The second figure embodying professional training contexts is that of knowledge. What knowledge is present in the professional training of teachers? Is it involved in professionalization processes? If so, in what ways? To what extent does the tone given to professionalization – whether in connection with the objective of instruction, socialization, or qualification – determine a specific sense for Knowledge and for the knowledge defined and articulated in professional teacher training? The third symbolic figure of professional training is that of the school-life relationship. Where does professional training begin and end? What are its territories? Can it exceed the usual territories and hence the expertise expected of a professional? By examining these three forms, we hope to offer the reader a new approach to professional teacher training inspired by a reminder of the aims and values of adult education.
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Detmer, Don, Benson Munger, and Christoph Lehmann. "Clinical Informatics Board Certification: History, Current Status, and Predicted Impact on the Clinical Informatics Workforce." Applied Clinical Informatics 01, no. 01 (2010): 11–18. http://dx.doi.org/10.4338/aci-2009-11-r-0016.
Abstract:
SummaryWithin health and health care, medical informatics and its subspecialties of biomedical, clinical, and public health informatics have emerged as a new discipline with increasing demands for its own work force. Knowledge and skills in medical informatics are widely acknowledged as crucial to future success in patient care, research relating to biomedicine, clinical care, and public health, as well as health policy design. The maturity of the domain and the demand on expertise necessitate standardized training and certification of professionals. The American Medical Informatics Association (AMIA) embarked on a major effort to create professional level education and certification for physicians of various professions and specialties in informatics. This article focuses on the AMIA effort in the professional structure of medical specialization, e.g., the American Board of Medical Specialties (ABMS) and the related Accreditation Council for Graduate Medical Education (ACGME). This report summarizes the current progress to create a recognized sub-certificate of competence in Clinical Informatics and discusses likely near term (three to five year) implications on training, certification, and work force with an emphasis on clinical applied informatics.
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Flood, M., M. Ennis, A. Ludlow, F. Sweeney, L. Mellon, F. Boland, A. de Brún, M. Hanratty, and F. Moriarty. "Using Human-Centred Design to Develop Innovative Approaches to Improve Delivery of Brief Interventions in Primary Care: The HealthEir Project." International Journal of Pharmacy Practice 29, Supplement_1 (March 26, 2021): i16—i17. http://dx.doi.org/10.1093/ijpp/riab016.020.
Abstract:
Abstract Introduction A priority action of the Healthy Ireland implementation plan is the Making Every Contact Count initiative (MECC) that aims to leverage the 30 million annual contacts with the healthcare system by asking every health worker to deliver brief interventions [1]. Benefits of brief interventions are well established, but GPs and pharmacists report challenges implementing them in practice including limited training, time, and poor fit with existing practices [2]. Aim This government-funded Sláintecare project aimed to develop a novel method for brief interventions in pharmacy/GP settings using human-centred design. Methods User research was carried out with twelve users, including patients (3), GPs (4), and pharmacists (5) to identify their needs and priorities. Participants were recruited via email using a purposive sampling approach and completed semi-structured interviews with a design researcher. All participants invited agreed to participate. Next, a series of design sprints were completed with the research team. Design sprints allowed the team to integrate insights from user research with findings from a literature review/secondary research to understand pain points, identify stakeholder and user goals, and develop a list of initial design specifications. This list was used to develop and iterate a series of prototype solutions. Prototype service blueprints and wireframes (simple, two-dimensional schematic illustrations of the digital interface) were developed and tested with users before final versions were agreed. Results Findings from the interviews and literature review indicated (1) the main barrier to adoption was time, (2) patients and pharmacists were very positive about brief interventions with GPs more hesitant, (3) an approach blending technology with a consultation was preferred, and (4) having a specific list of local supports was important. Prototyping and evaluation processes identified that a simple interface with a clear indication of progress were preferred. A blended intervention combining a tablet-based digital tool and structured interaction was developed. The interface was designed to maximise use of patient and healthcare professional time, and mapped to the 5As approach (which is underpinned by principles of motivational interviewing, shared-decision making, and readiness to change frameworks). The HealthEir digital tool enables patients to self-complete the Ask, Advise, and Assess phases of a brief intervention using a tablet device while waiting to see their pharmacist/GP. The pharmacist or GP then review the patient’s responses, risk level, and importance confidence and readiness scores. They complete the Assist and Arrange elements during the consultation, supported by a directory of local/national patient support services before printing information tickets for the patient to keep. The HealthEir intervention has been successfully rolled out at eight pilot pharmacy sites nationally, with a mix of urban/rural sites, and independent/chain pharmacies. Conclusions Adopting an interdisciplinary approach based on human-centred design principles led to the development of a blended brief intervention that has been successfully introduced in pilot sites across Ireland. While the implementation has been smooth despite COVID-19 challenges, and initial feedback has been very positive, the impact cannot yet be fully evaluated as research is ongoing. Future work will involve extending the intervention to include other healthcare professionals. References 1. Making Every Contact Count Framework https://www.hse.ie/eng/about/who/healthwellbeing/making-every-contact-count/framework/framework.html (accessed Oct 10, 2020) 2. Keyworth C, Epton T, Goldthorpe J, Calam R, Armitage CJ. ‘It's difficult, I think it's complicated’: Health care professionals’ barriers and enablers to providing opportunistic behaviour change interventions during routine medical consultations. British journal of health psychology. 2019 Sep;24(3):571–92.
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Sepulveda-Miranda, P., and M. A. Moreno Torres. "Law and Policy Training for the Identification of SLD in Hispanic Children." Archives of Clinical Neuropsychology 34, no. 7 (August 30, 2019): 1305. http://dx.doi.org/10.1093/arclin/acz029.72.
Abstract:
Abstract Objective The purpose of this poster is to present the results of a survey about perceived and real knowledge of federal regulations and policies required to evaluate, and provide services for, Hispanic children with Special Learning Disability (SLD). This work illustrates the relevance of getting education and training in law, policy, and ethics, for neuropsychologists evaluating and treating Hispanic children from diverse cultural backgrounds. Method The participants were 38 psychologists providing services to Hispanic children in Puerto Rico. The data were collected via an online survey distributed through professional email lists. The survey explored the professional's perception of their knowledge of federal laws and regulations and their educational needs in law training regarding special education regulations. The answers were analyzed using descriptive statistics as measures of central tendency (e.g. frequencies and means). Outcomes Around 52% of the responders indicated employment by the Department of Education to determine children’s eligibility for special education services. Thirty-seven percent mentioned not having knowledge of Individuals with Disabilities Education Act’s (IDEA) requirements when conducting evaluations. Around 20% were unsure of the extension of the law pertaining to the regulation of the definition, scope, and evaluation processes for diagnosis and eligibility of special education services for children with SLD. Finally, 79% of the surveyed professionals agreed that they need to be trained in law and policy to improve their practice. Discussion Hispanic children with special education needs are victims of disproportionate and inadequate access to services, while being vulnerable to other related inequities. To achieve cultural and social justice in neuropsychological practices, it is important to discuss the need of underlying educational training in law, policy, and ethics- areas that strictly regulate and determine the access to available resources for these minorities.
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Leszczyński, Piotr, Anna Charuta, Joanna Gotlib, Barbara Kołodziejczak, Magdalena Roszak, and Tamara Zacharuk. "Distance Learning Methods in Continuing Education of Paramedics." Studies in Logic, Grammar and Rhetoric 51, no. 1 (September 26, 2017): 53–70. http://dx.doi.org/10.1515/slgr-2017-0033.
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Abstract The process of continuing education of paramedics is based on gaining educational credits during five-year educational periods. One of the forms of self-improvement are Internet-based educational programs. The lack of regulations concerning the organizational and technical aspects of e-learning made the authors attempt to analyze the phenomenon. The aim of the article is to present an initial analysis of the role of online educational programs in comparison with other forms of professional training of paramedics. One in three respondents has recently used one of the methods of distance learning. Despite the low awareness of the effectiveness of e-learning, almost 70% of the interviewees expressed a positive opinion about it and over 50% were willing to use such forms in the future. The respondents preferred online trainings in the asynchronous version, containing audio-visual materials and providing the possibility to obtain a certificate issued to the participant after completing the course. The demand for topics in the area of professional training included mainly the fields of Drug Therapy, electrotherapy, electrocardiogram (ECG) evaluation, medical segregation, and help in delivery in pre-hospital conditions. Modern forms of distance learning do not make it possible to acquire practical skills, yet their role in professional training of paramedics is still significant. According to the authors, online educational programs constitute an effective complement to traditional training through the performance of tasks in a mixed form, known as blended-learning.
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Chmiel, Agnieszka. "Meaning and words in the conference interpreter’s mind." Translation, Cognition & Behavior 1, no. 1 (March 2, 2018): 21–41. http://dx.doi.org/10.1075/tcb.00002.chm.
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Abstract The aim of the study was to examine how interpreter training and experience influence word recognition and cross-linguistic connections in the bilingual mental lexicon. Sixty-eight professional interpreters, interpreter trainees (tested at the beginning and end of their training) and bilingual controls were asked to complete a semantic priming study. Priming is a psycholinguistic research method used to examine connections between words and languages in the mind. Data analysis conducted by means of linear mixed models revealed that advanced trainees recognised words faster than beginners, but were not outperformed by professionals. A priming effect was found only in the L1-L2 direction, suggesting similar asymmetries between languages irrespective of the interpreting experience. It is the first study to adopt a priming paradigm and a longitudinal design to examine the interpreters’ mental lexicon. The study shows that word recognition is faster due to interpreter training, but is not modulated further by interpreting experience.
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Crivelli, Davide, Giulia Fronda, Irene Venturella, and Michela Balconi. "Stress and neurocognitive efficiency in managerial contexts." International Journal of Workplace Health Management 12, no. 2 (April 1, 2019): 42–56. http://dx.doi.org/10.1108/ijwhm-07-2018-0095.
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Purpose The purpose of this paper is to test the potential of an innovative technology-mediated mental training protocol for the empowerment of stress management and neurocognitive efficiency in highly stressful professional contexts, with people who occupy top management positions. The innovative protocol specifically combines mindfulness practice and a wearable neurofeedback system managed via smartphone. Design/methodology/approach The longitudinal research included pre- and post-training assessment steps in order to test training effects with respect to subjective level and physiological markers of stress, anxiety and mood profiles, cognitive abilities and markers of neurocognitive efficiency. Findings Results showed decreased stress, anxiety, anger and mental fatigue; increased participants’ information-processing efficiency; increased electrophysiological markers concerning the balance and reactivity of the mind-brain system; and improved physiological markers of vagal tone. Research limitations/implications Though further investigation and replication with larger samples would strengthen present findings, the authors suggest that observed outcomes, together with the limited duration of the overall protocol and of daily practices, make the training a potentially valuable tool especially for people whose professional position imposes time limitations and elevated job duties, thus increasing the risk of drop-out from traditional stress management programs. Originality/value The combination of mindfulness-based mental training with the advantages offered by a novel brain-sensing wearable technology allows for overcoming the weak points of traditional approaches (e.g. notable time expense) and optimizing training opportunities and outcomes. Furthermore, this is, to the authors’ best knowledge, the first systematic report of the application of such methodology in an organization and with top management professionals.
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Liness, Sheena, Sarah Beale, Susan Lea, Suzanne Byrne, Colette R. Hirsch, and David M. Clark. "Multi-professional IAPT CBT training: clinical competence and patient outcomes." Behavioural and Cognitive Psychotherapy 47, no. 6 (March 28, 2019): 672–85. http://dx.doi.org/10.1017/s1352465819000201.
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AbstractBackground:There is international interest in the training of psychological therapists to deliver evidence-based treatment for common mental health problems. The UK Improving Access to Psychological Therapies (IAPT) programme, one of the largest training initiatives, relies on competent therapists to successfully deliver cognitive behaviour therapy (CBT) and promote good patient outcome.Aims:To evaluate an IAPT CBT training course by assessing if trainees’ clinical skills improve during training and reach competency standards, and to report patient outcome for submitted training cases. To investigate a possible relationship between trainee competence and patient outcome. To explore professional differences during training.Method:CBT trainee (n = 252) competence was assessed via audio recordings of therapy sessions at the beginning, middle and end of training. Patient pre- to post-treatment outcomes were extracted from submitted training cases (n = 1927). Differences in professional background were examined across competence, academic final grade and tutorial support.Results:CBT trainees attained competence by the end of the course with 77% (anxiety recordings) and 72% (depression recordings) improving reliably. Training cases reported pre- to post-treatment effect sizes of 1.08–2.26 across disorders. CBT competence predicted a small variance in clinical outcome for depression cases. Differences in professional background emerged, with clinical psychologists demonstrating greater competence and higher academic grades. Trainees without a core professional background required more additional support to achieve competence.Conclusions:Part of a new CBT therapist workforce was successfully trained to deliver relatively brief treatment effectively. Trainees without a core profession can be successfully trained to competence, but may need additional support. This has implications for workforce training.
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Zhdan, V. M., Н. S. Khaіmenova, M. Iu Babanina, O. A. Kyrian, and O. I. Katerenchuk. "IMPLEMENTATION OF SIMULATION DISTANCE TRAINING FOR HEALTHCARE PROFESSIONALS." Актуальні проблеми сучасної медицини: Вісник Української медичної стоматологічної академії 20, no. 2 (July 6, 2020): 244–47. http://dx.doi.org/10.31718/2077-1096.20.2.244.
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The emergence of high technologies in medicine, accelerating the pace of life, increasing the amount of knowledge, the implementation of new therapeutic and diagnostic techniques set new challenges in terms of developing new high-quality approaches for the system of medical training. Across the industry, there is an acute shortage of highly qualified professionals. Therefore, it is natural that one of the main areas in the field of medical training consists in the necessity to significantly enhance the practical aspect of training while maintaining the appropriate level of theoretical knowledge. The course of clinical disciplines does not always provide enough time to master practical manipulations. In recent years, the situation has been worsened by widespread changes in the regulations between clinics and medical training settings. In this regard, the emergence of opportunities to include phantom and simulation training for medical professionals on larger scale is regarded as a reasonable and necessary measure to boost the training process. Currently, simulation devices are used for training and objective assessment in many areas of human activities, which involve high risks. Simulation training has a number of advantages compared with the traditional training system: the mannequins do not suffer from medical malpractice; training is conducted regardless of the presence of appropriate patients in the clinic and the work schedule of the medical institution; the end result of the workshop increases due to objective assessment. It is the simulators that can repeatedly and accurately reproduce important clinical scenarios and the ability to adapt the learning situation. The main and most important advantage of imitation is the ability to objectively record the parameters of professional activity performed in order to achieve a high level of training of each specialist.
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Fedorchenko, Volodymyr, and Nataliіa Fedorchenko. "Fostering Legal Culture in Tourism Specialists." Journal of the National Academy of Legal Sciences of Ukraine 27, no. 1 (March 25, 2020): 58–70. http://dx.doi.org/10.37635/jnalsu.27(1).2020.58-70.
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The paper analyses the situation in the foreign and domestic systems of training specialists in the tourism sector, the role of legal culture in the training of tourism personnel. The purpose of this paper is to form a legal culture by means of the organization of a training process for future tourism professionals. The dynamics of approaches to the training of specialists in the tourism industry and the factors of modern perspective, innovative, and creative activity were determined. The features of tourism and tourism education are considered. The experience of training specialists in leading tourist schools in the world, studying foreign programs and basic models of training and the expediency of its use in the practice of domestic educational institutions of the tourist profile are investigated. Ideas and systems for ensuring the continuity of tourist education from the beginning to the end of a career are substantiated. Particular attention is given to the three basic principles of higher education (accessibility, equality of opportunity, diversity). The specificity of the efficiency of professional activity in the tourism sector and its interrelation with the tourism professional training of highly qualified specialists, who are able to compete in the market of the service industry, are analyzed. The basic approaches to the formation and stages of development of tourist education in Ukraine and in other European countries are analysed. The scientific works on the problems of tourism are examined, the conclusions are drawn for the use of the above experience. Priorities of modern tasks of organizational and pedagogical work in tourism are outlined. The specificity of the efficiency of the professional activity of the tourism sector and its interrelation with the tourism legal culture are analysed. The importance of forming a legal culture in the educational system, in the context of tourist activity, was proved. Reasons for confirming the relevance of the task of developing the legal culture of employees of the tourism industry are substantiated.
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Lopes, Amélia. "Teachers as Professionals and Teachers' Identity Construction as an Ecological Construct: An Agenda for Research and Training Drawing upon a Biographical Research Process." European Educational Research Journal 8, no. 3 (January 1, 2009): 461–75. http://dx.doi.org/10.2304/eerj.2009.8.3.461.
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The study of teacher identity developed greatly during the 1990s and, in a way, replaced other studies on teacher professionalism. Highlighting the interactions, emotions and cognitions in their everyday expression, these studies contributed to making visible the role of specific communities of professionals in valuing and improving professional action. However, after almost two decades, it became clear that the study of the construction of teacher identity could not be based solely on the description of the interactions, but in fact also required a macro-sociological analysis. Coordinating these levels of analysis is important for developing the construct of the teacher as a professional, a profile that inspires current teacher training policies in Europe. Based on theoretical contributions such as the ‘construction of professional identities for real social change’ (Claude Dubar), and the ideal-typical model of professionalism (Eliot Freidson), this article aims to present the construction of teacher identity as a subjective dimension of the process of teacher professionalisation, viewing it as an ecological construct. To this end, the article presents the results of research carried out during the 1990s and the early twenty-first century, in order to shed some light on the dynamics inherent to each of the levels of analysis and the interactions which are established between them. The article concludes with a discussion of the advantages of this approach for teacher training and research.
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Трофименко, Yuri Trofimenko, Евстигнеева, N. Evstigneeva, Девисилов, and Vladimir Devisilov. "Method activation end date in the past. direction:re." Safety in Technosphere 2, no. 3 (June 25, 2013): 75–79. http://dx.doi.org/10.12737/456.
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Methodical issues related to multilevel system construction of staff training on transport safety in higher and secondary professional education within the confines of noxology approach as exemplified by the automobile and road infrastructure are considered.
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Belonovskaya, I. D., D. F. Ilyasov, V. V. Nevolina, M. A. Drobot, and L. P. Repyakh. "Trans-perspective technologies in the formation of the vocational and educational space of students." SHS Web of Conferences 101 (2021): 03050. http://dx.doi.org/10.1051/shsconf/202110103050.
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Digital economy in professional standards sets high requirements for the competencies of specialists, necessity of acceleration and continuation of professional development, introduction of modes of distance learning. Students have contradictions and chronological gaps between the new virtual educational content and previously obtained real experience, modern styles of professional activity and traditional patterns of performance of labor functions, between current information from Internet sources and well-known fundamental knowledge in the subject area. As a result, it becomes difficult to implement educational strategies and trajectories, as well as to develop professional competencies. To solve this problem, it is suggested to distinguish a class of trans-perspective pedagogical technologies. Their pedagogical impact is based on the creation of spatial and temporal relationships (trans-perspectives) between various educationally significant events. The trans-perspective reverse-methodologies identified by the authors have these opportunities and are based on case studies, professionally-oriented complex projects, end-to-end design based on reverse-engineering and prototyping, the “Swing of Time” methodology based on visualization. Diagnostics of the results of the experiment with students of various training areas proves an increase in the level of formation of the continuous professional and educational space of the student due to the reduction of educational risks and the creation of a professional and educational trans-perspective as a purposeful combination of the multidimensional experience of the past, knowledge of the present and forecasts of the future in the educational process.
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Aperia, Anita, Jorgen Dirach, Mike Hardman, Christa Janko, Jeff Kipling, Rosan Kreeftmeijer-Vegter, Rebecca Ludwig, Lena Scott, and Armel Stockis. "Competencies: A new currency for continuing professional development." Journal of Medicines Development Sciences 3, no. 1 (August 17, 2017): 163. http://dx.doi.org/10.18063/jmds.v3i1.163.
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“No research without trained researchers” has become the mantra of the EU-funded Innovative Medicines Initiative (IMI) education and training projects. However, it is often hard to determine the type of training required at different stages of a scientist’s career. The situation is further complicated by the constantly changing environment, e.g. the growth of disruptive technologies, societal expectations of biomedical sciences, the greater need for multi-disciplinary collaborations, and conservative or changing regulatory requirements. This article summarises the experience from a series of five EMTRAIN Public Private Partnership PhD workshops that included both scientific and transferrable skill training. This is followed by an example of a recently developed training programme, including a competency profile, for translational research and medicines development; the C-COMEND teaching programme. The emphasis is on competencies as a new currency for continuing professional development. Finally, this paper describes what we consider to be the next steps required by the scientific community to address solutions to the current training challenges so that society can benefit from the innovations that only science can provide.
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Naumenko, Nataliia, Svitlana Myronchenko, and Andrіі Kozlov. "WAYS OF FORMATION AND DEVELOPMENT OF TEACHER’S READINESS TO THE INTRODUCTION OF INNOVATIVE TEACHING METHODS IN THE EDUCATIONAL PROCESS OF HIGHER EDUCATION INSTITUTIONS." Educational Discourse: collection of scientific papers, no. 21(3) (March 16, 2020): 67–78. http://dx.doi.org/10.33930/ed.2019.5007.21(3)-6.
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Today the teaching of the subjects should be related to the review of a number of organizational and pedagogical support of educational process in the framework of the transition from reproductive studying to pedagogy of cooperation. To this end, the teachers took part in the training "Innovative activities of the Teacher", which consisted of several mini-trainings. The aim of the training was to develop new professional skills in teachers; acquisition of new technologies in teaching practice; learning how to communicate effectively, how to react, and how to behave; the search for effective solutions to the problems identified; formation and development of communication skills among participants of the educational process; development of skills to apply various forms of organization and innovative teaching methods.