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Kamwendo, Gregory. "The SADC protocol on education and training: Linguistic implications and complications." Language Matters 40, no. 1 (2009): 4–17. http://dx.doi.org/10.1080/10228190903086100.
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Mwanawina, Ilyayambwa. "Regional Integration and Pacta Sunt Servanda: Reflections on South African Trans-Border Higher Education Policies." Potchefstroom Electronic Law Journal/Potchefstroomse Elektroniese Regsblad 19 (December 12, 2016): 1. http://dx.doi.org/10.17159/1727-3781/2016/v19i0a1662.
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The underpinning essence of being part of a regional organisation such as the Southern African Development Community (SADC) is to achieve development through integration. Regional integration thus becomes the bedrock from which the treaties governing SADC and its member states are to be interpreted. The SADC Treaty and its various protocols articulate that members should eliminate obstacles to the free movement of people, goods and services. This should include the progressive reduction of immigration formalities in order to facilitate the freer movement of students and staff for the specific purposes of study, teaching, research and any other pursuits relating to education and training. Relying on international law principles such as pacta sunt servanda, this article establishes that though South Africa has made much progress in meeting most of the SADC obligations relating to migration and education, there are still grey policy areas that fall short of SADC standards and regional commitments. It also appraises the role of the SADC Council of Ministers, the Parliamentary Forum, the Tribunal and the National Committees in addressing these areas.
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Human Rights Law in Africa, Editors. "PROTOCOL ON EDUCATION AND TRAINING." Human Rights Law in Africa Online 1, no. 1 (2004): 681–83. http://dx.doi.org/10.1163/221160604x00512.
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Blakemore, Melodie. "Response to Protocol Review Scenario: Training and education." Lab Animal 46, no. 1 (2017): 9–10. http://dx.doi.org/10.1038/laban.1162.
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Eppich, Walter, Anna P. Nannicelli, Nicholas P. Seivert, et al. "A Rater Training Protocol to Assess Team Performance." Journal of Continuing Education in the Health Professions 35, no. 2 (2015): 83–90. http://dx.doi.org/10.1002/chp.21270.
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Cuenca-Fernández, Francisco, Ana Gay, Jesús Ruiz-Navarro, Esther Morales-Ortiz, Gracia López-Contreras, and Raúl Arellano. "Swimming Performance After an Eccentric Post-Activation Training Protocol." Apunts Educación Física y Deportes, no. 140 (April 1, 2020): 44–51. http://dx.doi.org/10.5672/apunts.2014-0983.es.(2020/2).140.07.
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Weitzman, Patricia Flynn, Catherine Hardaway, Paula Smakowski, Eben Weitzman, and Sue E. Levkoff. "A Constructive Conflict Resolution Training Protocol for Older African American Women." Gerontology & Geriatrics Education 23, no. 1 (2003): 59–71. http://dx.doi.org/10.1300/j021v23n01_05.
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O’Hare, Liam, Patrick Stark, Sheila McConnellogue, Katrina Lloyd, Maria Cockerill, and Andy Biggart. "Protocol: A cluster randomised controlled trial of Reciprocal Reading: A teacher training comprehension programme." International Journal of Educational Research 92 (2018): 30–42. http://dx.doi.org/10.1016/j.ijer.2018.08.002.
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Bakogiannis, Angelos, Jonathan C. Darling, Vania Dimitrova, and Trudie E. Roberts. "Simulation for communication skills training in medical students: Protocol for a systematic scoping review." International Journal of Educational Research 93 (2019): 243–49. http://dx.doi.org/10.1016/j.ijer.2018.11.001.
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Bowra, Andrea, Lisa Howard, Angela Mashford-Pringle, and Erica Di Ruggiero. "Indigenous Cultural Safety Training in Health, Education, and Social Service Work." Social Science Protocols 3 (August 4, 2020): 1–9. http://dx.doi.org/10.7565/ssp.2020.2815.
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Background: Indigenous Cultural Safety (ICS) training is a growing field of study; however, little consensus exists about how ICS is conceptualized and operationalized. This lack of consistency can lead to misinterpretation and misappropriation of Indigenous knowledges and histories that can further perpetuate colonial harms.
 Objective: The objective of this scoping review is to explore and characterize the academic literature related to the conceptualization and operationalization of ICS training within the fields of health, social services, and education.
 Methods: This scoping review protocol employs the Joanna Briggs Institute’s three-step search strategy to identify articles in the following databases: MEDLINE, EMBASE, CINAHL, ERIC, and ASSIA. This protocol follows the PRISMA guidelines for Scoping Reviews (Joanna Briggs Institute, 2015; Tricco et al., 2018).
 Discussion: This review will add new knowledge by offering insights into the historic and contemporary approaches to defining and operationalizing ICS training in the health, education and social services fields. The results produced will be of interest to scholars and health, social services, and education providers looking to apply the most current and appropriate concepts and practices of ICS.
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Shen, Nelson, Sanjeev Sockalingam, Alexxa Abi Jaoude, et al. "Scoping review protocol: education initiatives for medical psychiatry collaborative care." BMJ Open 7, no. 9 (2017): e015886. http://dx.doi.org/10.1136/bmjopen-2017-015886.
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IntroductionThe collaborative care model is an approach providing care to those with mental health and addictions disorders in the primary care setting. There is a robust evidence base demonstrating its clinical and cost-effectiveness in comparison with usual care; however, the transitioning to this new paradigm of care has been difficult. While there are efforts to train and prepare healthcare professionals, not much is known about the current state of collaborative care training programmes. The objective of this scoping review is to understand how widespread these collaborative care education initiatives are, how they are implemented and their impacts.Methods and analysisThe scoping review methodology uses the established review methodology by Arksey and O’Malley. The search strategy was developed by a medical librarian and will be applied in eight different databases spanning multiple disciplines. A two-stage screening process consisting of a title and abstract scan and a full-text review will be used to determine the eligibility of articles. To be included, articles must report on an existing collaborative care education initiative for healthcare providers. All articles will be independently assessed for eligibility by pairs of reviewers, and all eligible articles will be abstracted and charted in duplicate using a standardised form. The extracted data will undergo a ‘narrative review’ or a descriptive analysis of the contextual or process-oriented data and simple quantitative analysis using descriptive statistics.Ethics and disseminationResearch ethics approval is not required for this scoping review. The results of this scoping review will inform the development of a collaborative care training initiative emerging from the Medical Psychiatry Alliance, a four-institution philanthropic partnership in Ontario, Canada. The results will also be presented at relevant national and international conferences and published in a peer-reviewed journal.
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Zain, Azizah, Mazlina Che Mustafa, and Jamilah Mohd Basir. "IMPLEMENTATION INVESTIGATION PROJECT AMONG UNDERGRADUATE STUDENTS IN EARLY CHILDHOOD EDUCATION DURING THEIR TEACHING TRAINING." International Journal of Modern Education 2, no. 4 (2020): 68–77. http://dx.doi.org/10.35631/ijmoe.24006.
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The purpose of this study was to investigate undergraduate students' knowledge in the implementation of the Investigation Project during their teaching practice. Investigation Project is one of the approaches adopted from the Project Approach. This approach included in the National Preschool Standard Curriculum. In this study, data were collected using questionnaire and interview protocol. The survey was used to obtain information on the students' knowledge of implementing the Investigation Project. At the same time, the interviews were conducted to find out the implementation of the Investigation Project for students undergoing teaching practice using the Teacher's Guide. The study sample is purposive sampling. One hundred seven students answered the questionnaire, and the interview protocol administered to 5 students who are implementing the Investigation Project in their teaching practices using Teacher Guidelines. The findings of the study indicate that the level of knowledge of the Early Childhood Education students in the Investigation Project is at a moderate level with an overall mean value of 2.69. The findings from the interview protocol found that the Teacher Guidelines provided to them helped them to implement the Investigation Project more effectively. The conclusion, this study showed that postgraduate students need a practical guide in assisting them to achieve this approach as they are less exposed to this approach while studying. The implications of this study have provided beneficial exposure to potential TADIKA teachers in Malaysia.
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O'Sullivan, Trish, Tony Foley, Joseph G. McVeigh, and Suzanne Timmons. "Education and training to support physiotherapists working in dementia care: a scoping review protocol." HRB Open Research 4 (March 10, 2021): 27. http://dx.doi.org/10.12688/hrbopenres.13219.1.
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Background: The care of people with dementia is of global concern. Physiotherapeutic intervention can be of benefit to patients with dementia. Physiotherapists can play a role in assessment, falls prevention, pain management and gait re-education. Dementia care forms a significant part of the workload of a physiotherapist. However, there is a paucity of evidence on what constitutes effective education and training for physiotherapists working in dementia care. Objective: This scoping review aims to explore and map the evidence on education and training for physiotherapists working in dementia care. Inclusion criteria: Studies that explore dementia training and/or education for physiotherapists or for multidisciplinary teams, in which physiotherapists have been included. Studies that explore student physiotherapy training will also be considered. Systematic reviews, qualitative, quantitative, mixed methods studies, case studies and observational studies will be included. Methods: This scoping review will follow the Joanna Briggs Institute (JBI) methodology for scoping reviews. Databases to be searched as part of this review include: Medline, Cochrane Database of Systematic Reviews, SocINDEX, CINAHL and, PsycINFO, with no limitation on publication date. Google Scholar and Open-Grey will be searched for grey literature, limited to the first 100 searches. Titles and abstracts will be screened for inclusion and identified full texts reviewed independently by two reviewers. Data will be extracted using a draft data extraction tool based on the JBI data extraction tool. A chronological narrative synthesis of the data will outline how the results relate to the aims and objective of this scoping review.
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O'Sullivan, Trish, Tony Foley, Joseph G. McVeigh, and Suzanne Timmons. "Education and training to support physiotherapists working in dementia care: a scoping review protocol." HRB Open Research 4 (June 22, 2021): 27. http://dx.doi.org/10.12688/hrbopenres.13219.2.
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Background: The care of people with dementia is of global concern. Physiotherapeutic intervention can be of benefit to patients with dementia. Physiotherapists can play a role in assessment, falls prevention, pain management and gait re-education. Dementia care forms a significant part of the workload of a physiotherapist. However, there is a paucity of evidence on what constitutes effective education and training for physiotherapists working in dementia care. Objective: This scoping review aims to explore and map the evidence on education and training for physiotherapists working in dementia care. Inclusion criteria: Studies that explore dementia training and/or education for physiotherapists or for multidisciplinary teams, in which physiotherapists have been included. Studies that explore student physiotherapy training will also be considered. Qualitative, quantitative, mixed methods studies, case studies and observational studies will be included. Methods: This scoping review will follow the Joanna Briggs Institute (JBI) methodology for scoping reviews. Databases to be searched as part of this review include: Medline, SocINDEX, CINAHL and, PsycINFO, with no limitation on publication date. Google Scholar and Open-Grey will be searched for grey literature, limited to the first 100 searches. Titles and abstracts will be screened for inclusion and identified full texts reviewed independently by two reviewers. Data will be extracted using a draft data extraction tool based on the JBI data extraction tool. A chronological narrative synthesis of the data will outline how the results relate to the aims and objective of this scoping review.
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Leng, Ling, and Lin Wang. "Study of Practical Teaching Based on "Network Protocol Simulation System"." Applied Mechanics and Materials 380-384 (August 2013): 2741–44. http://dx.doi.org/10.4028/www.scientific.net/amm.380-384.2741.
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The key content for vocational and technical education is practical teaching. Therefore, it is essential to carry out simulation system software in teaching. In this paper, experimental training of analogue simulation is further studied on theoretical significance, application value, special role and system construction. At the same time, experimental training of analogue simulation is proved to realize effectively training target of professional ability for higher vocational, combined with the example of Network Protocol Simulation Teaching System adopted by the department to explain.
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Eckardt, Patricia, Marilyn J. Hammer, Margaret Barton-Burke, et al. "All nurses need to be research nurses." Journal of Clinical and Translational Science 1, no. 5 (2017): 269–70. http://dx.doi.org/10.1017/cts.2017.294.
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IntroductionNurses are critical to the research enterprise. However all nurses are not prepared to participate as members of the research team since education and training in clinical research nursing and nurse-specific Good Clinical Practice are not consistently included in nursing curricula. The lack of nurse education and training in clinical research and Good Clinical Practice leaves research participants vulnerable with a nursing workforce that is not prepared to balance fidelity to protocol and patient quality care and safety.MethodsA collaborative network of nurses within Clinical and Translational Science Awards and beyond was established to address this education and training need. Over a 2-year period, using expert opinion, Delphi methods, and measures of validity and reliability the team constructed curriculum and knowledge test items.ResultsA pilot modular electronic curriculum, including knowledge pretest and post-tests, in clinical research nursing and nurse-specific Good Clinical Practice competencies was developed.ConclusionsAs the scope and setting of clinical research changes, it is likely that all practicing nurses, regardless of their practice setting or specialty, will care for patients on research protocol, making all nurses, in essence, clinical research nurses. The curriculum developed by this protocol will address that workforce education and training need.
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Rains, Caroline, Alyssa Auvinen, Lacy Stephens, and Sara Benjamin-Neelon. "Increasing Capacity for Farm to Early Care and Education in Maryland and Washington: Study Protocol." Current Developments in Nutrition 4, Supplement_2 (2020): 267. http://dx.doi.org/10.1093/cdn/nzaa043_118.
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Abstract Objectives Farm to early care and education (farm to ECE) incorporates local food purchasing; on-site gardens; and food, nutrition, and agriculture education into ECE settings to advance child health and well-being, engage families and communities, and enhance ECE quality. This project aims to advance capacity for farm to ECE training and implementation in Maryland and Washington by (1) measuring uptake and sustainability of farm to ECE activities at two demonstration sites; and (2) testing the feasibility of a train-the-trainer model, which includes training professionals who offer technical assistance to ECE providers to incorporate farm to ECE into existing training models. Methods For this demonstration study, researchers will work in partnership with each site to determine interests, needs, and capacity and develop a plan for integrating farm to ECE activities. Evaluation will consist of process and outcome components, including: (1) Semi-structured interviews with site administrators and educators to determine site needs and priorities (pre), progress and on-going needs (mid) and feedback on process, challenges, successes, and program sustainability (post); and (2) pre and post implementation assessment of ECE program quality (e.g., child nutrition, family engagement, learning environment). For the train-the-trainer model, researchers will utilize pre, post, and follow up surveys to assess changes in knowledge, attitudes, and self-efficacy regarding delivery and implementation of farm to ECE activities and participant uptake and implementation of training content. Results N/A. Conclusions Farm to ECE has the potential to promote healthier ECE environments and healthier community food systems. This project aims to examine impacts of expanding farm to ECE through state training and individual site level activities, with the goal of identifying best practices to support expansion of sustained and comprehensive farm to ECE initiatives. Funding Sources Bloomberg American Health Initiative Collaboration Awards; Lerner Center for Public Health Promotion, Johns Hopkins Bloomberg School of Public Health.
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Kourgiantakis, Toula, Karen Sewell, Sandra McNeil, et al. "Social work education and training in mental health, addictions and suicide: a scoping review protocol." BMJ Open 9, no. 6 (2019): e024659. http://dx.doi.org/10.1136/bmjopen-2018-024659.
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IntroductionSocial workers are among the largest group of professionals in the mental health workforce and play a key role in the assessment of mental health, addictions and suicide. Most social workers provide services to individuals with mental health concerns, yet there are gaps in research on social work education and training programmes. The objective of this scoping review is to examine literature on social work education and training in mental health, addictions and suicide.Methods and analysisUsing a scoping review framework developed by Arksey and O’Malley, we will search for literature through seven academic databases: PsycINFO, Sociological Abstracts, CINAHL Plus, Social Sciences Abstracts, Education Source, ERIC and Social Work Abstracts. Two independent reviewers will screen articles utilising a two-stage process. Titles and abstracts will be reviewed in the first stage and full texts will be reviewed in the second stage. Selected articles that meet inclusion criteria will be charted to extract key themes and they will be analysed using a qualitative thematic analysis approach.Ethics and disseminationThis review will fill a knowledge gap in social work education and training in mental health, addictions and suicide. Ethics approval is not required for this scoping review. Through dissemination in publications and relevant conferences, the results may guide future research and education in social work.
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Gómez Bravo, Raquel, Charilaos Lygidakis, Gene Feder, Robert A. P. Reuter, and Claus Vögele. "Family Violence Curricula in Europe (FAVICUE): a cross-sectional descriptive study protocol." BMJ Open 9, no. 2 (2019): e024519. http://dx.doi.org/10.1136/bmjopen-2018-024519.
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IntroductionFamily violence (FV) is a widespread public health problem of epidemic proportions and serious consequences. Doctors may be the first or only point of contact for victims who may be hesitant or unable to seek other sources of assistance, and they tend not to disclose abuse to doctors if not specifically asked. A comprehensive healthcare response is key to a coordinated community-wide approach to FV, but most of the practising physicians have received either no or insufficient education or training in any aspect of FV. Training of medical students concerning FV is often delivered in an inconsistent or ad hoc manner.The main aim of this project, Family Violence Curricula in Europe (FAVICUE), is to (1) describe current FV education delivery in European medical universities (undergraduate period) and during the specialist training in general practice (GP)/family medicine (FM) (postgraduate residency programme), and (2) compare it with WHO recommendations for FV curriculum.Methods and analysisThis is the protocol of a cross-sectional descriptive study consisting of two self-report online surveys (for undergraduate and postgraduate training, respectively) with 40 questions each. For both surveys, general practitioners, residents, medical students and professionals involved in their education from countries of the European region will be identified through the European Regional Branch of the World Organization of National Colleges, Academies and Academic Associations of General Practitioners/Family Physicians (WONCA Europe) and will be invited to provide information regarding the training on FV. Descriptive tests will be carried out and a thematic analysis will be conducted on the open-ended questions.Ethics and disseminationEthics approval has been obtained by the University of Luxembourg (ERP 17–015 FAVICUE). The results will provide important information concerning current curricula on FV, and can be used for mapping the educational needs and planning the implementation of future training interventions. They will be published and disseminated through WONCA Europe and its networks.
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Camargos, Janine Carvalho Valentino, Milena Razuk, Kathisuellen Reis Assis, Alex Tomé, and Natalia Madalena Rinaldi. "Multi-components exercise associated with dual task: Effects on physical functional performance and mobility of the older adults." Revista Brasileira de Fisiologia do Exercício 19, no. 2 (2020): 95. http://dx.doi.org/10.33233/rbfe.v19i2.3647.
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Objective: The aim of this study was to verify the effect of dual task in a training protocol in the components of physical Functional Performance and mobility of older adults Methods: Thirty older adults (twenty-three female and seven males; 66.48 ±3.85 years) were distributed into three randomized groups: Multi-component physical activity group (MC), Dual Task Group (DT) and Control Group (CG). Participants were assessed before training and after 12 weeks of training with the following tests: Mini Mental State Examination, for evaluation of cognitive functions, AAHPERD test battery - American Alliance for Health, Physical Education, Recreation and Dance, for evaluation of five physical Functional Performance components, Timed Up and Go, for evaluation of functional mobility and The Baecke Questionnaire to assess the level of physical activity. Both MC and DT groups performed the same multi-components training protocol, however DT group performed simultaneously with a second cognitive task. Results: The groups that performed the training protocol improved some aspects of physical Functional Performance and mobility compared to the CG (p < 0.01). No difference was found between the DT and MC groups. Conclusion: Performing two simultaneous tasks in a training protocol does not seem to influence the functional capacity and mobility.Keywords: dual task training, multi-components training, physical functional performance
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O'Connor, Antonia, Andrew Tai, Zoe Kopsaftis, and Kristin Carson-Chahhoud. "Qualitative Study Protocol: Augmented Reality Technology to Deliver Asthma Inhaler Technique Training for Children and Adolescents With Asthma." International Journal of Qualitative Methods 20 (January 2021): 160940692110422. http://dx.doi.org/10.1177/16094069211042229.
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Asthma is a chronic inflammatory condition of the airways with a heterogenous symptom profile. When symptoms are poorly controlled and frequent, asthma sufferers are impacted regularly, with limitations on physical activities and sleep disturbances, significantly impairing quality of life. Asthma is highly prevalent and the leading cause of disease burden in young people. Those aged 0–14 contribute to over half of the asthma hospitalisations within Australia. Asthma education and self-management remains a key component of care; however, challenges remain in the paediatric population with difficulties of engagement. Augmented reality (AR) may provide a novel and effective solution with its ability to superimpose virtual objects into a real-world setting. Using a smartphone or tablet to deliver AR makes this modality accessible to much of the population. AR is a growing field in technology and has already established uses in education and training. The ability to increase motivation, enhance enjoyment and encourage faster concept understanding in the educational setting is encouraging and supports our proposal that AR technology can provide a generation appropriate education delivery modality for young people with asthma. To ensure successful implementation of an AR asthma educational resource on a large scale, the usability, acceptability, barriers and enablers of its use must be investigated. Using an iterative co-design process, an asthma resource utilising AR to deliver education on inhaler technique will be created. Qualitative research will be undertaken using semi-structured interviews with moderator guides to obtain mixed-method data on the AR resource. Participants will be key members of the asthma community including children and adolescents with asthma (8–17 years old), caregivers of children and adolescents with asthma, and health professionals. Understanding the usability, acceptability, barriers and enablers of the AR resource will enable us to improve our alpha version and test an optimal version in a planned feasibility study.
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Agrawal, Alpna, Michael Gitlin, Sir Norman T. Melancon, Brittany Irshay Booth, Jennifer Ghandhi, and Katrina DeBonis. "Responding to a Tragedy: Evaluation of a Postvention Protocol Among Adult Psychiatry Residents." Academic Psychiatry 45, no. 3 (2021): 262–71. http://dx.doi.org/10.1007/s40596-021-01418-x.
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Abstract Objective In a time of “zero suicide” initiatives and rising suicide rates, resident physicians are particularly susceptible to the psychological and professional ramifications of patient suicide. An adult psychiatry residency program developed and implemented a postvention protocol to address the impact of patient suicide among resident physicians. The current study is a formal evaluation of a training program’s postvention protocol from June 2018 to April 2020. Methods Process and outcome indicators were identified to assess protocol implementation and effectiveness. Process indicators included were postvention protocol adherence. Outcome indicators were perceived helpfulness of postvention protocol–related supports, occupational and general health measures, posttraumatic growth, and posttraumatic stress symptoms following resident participation in the postvention protocol. Results Study response rate was 97% (n = 57/59) and 81% completed the entire survey (n = 48/59). Twenty percent of residents (n = 10/48) experienced patient suicide during residency. Postvention protocol adherence was between 57 and 100%. Protocol-related supports, such as speaking with attendings who had previously experienced an adverse event, were more helpful than other supports (p < 0.01). Compared to residents who had not experienced patient suicide, mean work empowerment, burnout, mental health, and quality of life scores were not significantly different from residents who participated in the postvention protocol (p > 0.05). Posttraumatic growth was positively correlated with self-determination at work (p = 0.01). Conclusions The postvention protocol was helpful to residents and potentially effective at mitigating the psychological and professional consequences of patient suicide. Study findings may inform standardization of postvention protocols among psychiatry training programs.
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Iucu, Oana. "Protocol and Etıquette Elements in the Prımary School Syllabus-applications for Training the Higher Education Staff." Procedia - Social and Behavioral Sciences 116 (February 2014): 2967–69. http://dx.doi.org/10.1016/j.sbspro.2014.01.689.
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Nam, Jae-Cheul, Ji-Yeoun Jang, and Seung-Woo Lee. "A Study on the Impact of the Event Protocol Education and Training Program on Job Performance." Journal of Tourism Sciences 43, no. 8 (2019): 227–43. http://dx.doi.org/10.17086/jts.2019.43.8.227.243.
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Hardie, Philip, Andrew Darley, Catherine Redmond, Attracta Lafferty, and Suzi Jarvis. "Interpersonal and communication skills development in nursing preceptorship education and training programmes: a scoping review protocol." HRB Open Research 4 (January 28, 2021): 9. http://dx.doi.org/10.12688/hrbopenres.13201.1.
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The preceptorship model is an education-focused model for teaching and learning within a clinical environment in nursing. It formulates a professional educational relationship between a staff nurse (preceptor) and student nurse and is based on the provision of providing patient care. Preceptorship is widely acknowledged in the literature as a positive pedagogical approach in clinical nursing education in terms of knowledge and skill acquisition, confidence, and professional socialisation of undergraduate nursing students. However, the literature also widely reports negative interpersonal experiences within this professional educational relationship resulting in negative educational experiences and in some cases, negative patient experiences. Therefore, the authors set out to examine what teaching strategies are being implemented by nurse educators to encourage the development of interpersonal and communication skills in facilitating positive interpersonal relationships between the preceptor, nursing student and patient. This paper outlines the protocol for an exploratory scoping review that aims to systematically and comprehensively map out the available published and unpublished literature on the teaching strategies to develop interpersonal and communication skills in preceptorship education and training programmes. To conduct a systematic and comprehensive scoping review, the review will be guided by the Joanna Briggs Institute and Arksey & O’ Malley (2005) six-stage iterative framework, as well as PRISMA-ScR framework guidelines, to ensure the quality of the methodological and reporting approaches to the review. It is anticipated that the results of the scoping review will inform nurse educators on the current educational practices for developing interpersonal and communication skills in preceptorship education and training programmes and identify any educational practices that are worthy of further consideration for future research.
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Hardie, Philip, Andrew Darley, Catherine Redmond, Attracta Lafferty, and Suzi Jarvis. "Interpersonal and communication skills development in nursing preceptorship education and training programmes: a scoping review protocol." HRB Open Research 4 (March 11, 2021): 9. http://dx.doi.org/10.12688/hrbopenres.13201.2.
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The preceptorship model is an education-focused model for teaching and learning within a clinical environment in nursing. It formulates a professional educational relationship between a staff nurse (preceptor) and student nurse and is based on the provision of providing patient care. Preceptorship is widely acknowledged in the literature as a positive pedagogical approach in clinical nursing education in terms of knowledge and skill acquisition, confidence, and professional socialisation of undergraduate nursing students. However, the literature also widely reports negative interpersonal experiences within this professional educational relationship resulting in negative educational experiences and in some cases, negative patient experiences. Therefore, the authors set out to examine what teaching strategies are being implemented by nurse educators to encourage the development of interpersonal and communication skills in facilitating positive interpersonal relationships between the preceptor, nursing student and patient. This paper outlines the protocol for an exploratory scoping review that aims to systematically and comprehensively map out the available published and unpublished literature on the teaching strategies to develop interpersonal and communication skills in preceptorship education and training programmes. To conduct a systematic and comprehensive scoping review, the review will be guided by the Joanna Briggs Institute and Arksey & O’ Malley (2005) six-stage iterative framework, as well as PRISMA-ScR framework guidelines, to ensure the quality of the methodological and reporting approaches to the review. It is anticipated that the results of the scoping review will inform nurse educators on the current educational practices for developing interpersonal and communication skills in preceptorship education and training programmes and identify any educational practices that are worthy of further consideration for future research.
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Sarafoglou, Alexandra, Suzanne Hoogeveen, Dora Matzke, and Eric-Jan Wagenmakers. "Teaching Good Research Practices: Protocol of a Research Master Course." Psychology Learning & Teaching 19, no. 1 (2019): 46–59. http://dx.doi.org/10.1177/1475725719858807.
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The current crisis of confidence in psychological science has spurred on field-wide reforms to enhance transparency, reproducibility, and replicability. To solidify these reforms within the scientific community, student courses on open science practices are essential. Here we describe the content of our Research Master course “Good Research Practices” which we have designed and taught at the University of Amsterdam. Supported by Chambers’ recent book The 7 Deadly Sins of Psychology, the course covered topics such as QRPs, the importance of direct and conceptual replication studies, preregistration, and the public sharing of data, code, and analysis plans. We adopted a pedagogical approach that: (a) reduced teacher-centered lectures to a minimum; (b) emphasized practical training on open science practices; and (c) encouraged students to engage in the ongoing discussions in the open science community on social media platforms.
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Mahuyu, Joburg, and Albert Makochekanwa. "Perspectives of Parents towards Technical and Vocational Education and Training (TVET) in Zimbabwe." Advances in Politics and Economics 3, no. 4 (2020): p1. http://dx.doi.org/10.22158/ape.v3n4p1.
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This paper presents the parents’ perceptions on Technical and Vocational Education and Training (TVET) in Zimbabwe. The target population comprise of 63 parents with children in secondary schools. Quantitative research method, whereby an interview protocol involving twenty open ended questions exploring the parental perspectives, was employed. Open-ended questions allowed participants the freedom to express their views in their own words, in their own time and in a place of their own choice. The study revealed that most parents have negative attitude towards TVET. Going forward, there is need for interventions like implementing media campaigns and awareness raising programs across the country with the aim of encouraging the enrolment of potential students into TVET education and/or institutions.
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Arthur, Adam, Daniel Hoit, Alexander Coon, et al. "Physician training protocol within the WEB Intrasaccular Therapy (WEB-IT) study." Journal of NeuroInterventional Surgery 10, no. 5 (2017): 500–504. http://dx.doi.org/10.1136/neurintsurg-2017-013310.
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IntroductionThe WEB Intra-saccular Therapy (WEB-IT) trial is an investigational device exemption study to demonstrate the safety and effectiveness of the WEB device for the treatment of wide-neck bifurcation aneurysms. The neurovascular replicator (Vascular Simulations, Stony Brook, New York, USA) creates a physical environment that replicates patient-specific neurovascular anatomy and hemodynamic physiology, and allows devices to be implanted under fluoroscopic guidance.ObjectiveTo report the results of a unique neurovascular replicator-based training program, which was incorporated into the WEB-IT study to optimize technical performance and patient safety.MethodsUS investigators participated in a new training program that incorporated full surgical rehearsals on a neurovascular replicator. No roll-in cases were permitted within the trial. Custom replicas of patient-specific neurovascular anatomy were created for the initial cases treated at each center, as well as for cases expected to be challenging. On-site surgical rehearsals were performed before these procedures.ResultsA total of 48 participating investigators at 25 US centers trained using the replicator. Sessions included centralized introductory training, on-site training, and patient-specific full surgical rehearsal. Fluoroscopy and procedure times in the WEB-IT study were not significantly different from those seen in two European trials where participating physicians had significant WEB procedure experience before study initiation.ConclusionsA new program of neurovascular-replicator-based physician training was employed within the WEB-IT study. This represents a new methodology for education and training that may be an effective means to optimize technical success and patient safety during the introduction of a new technology.
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Haowen, Jiang, Sunitha Vimalesvaran, Bhone Myint Kyaw, and Lorainne Tudor Car. "Virtual reality in medical students’ education: a scoping review protocol." BMJ Open 11, no. 5 (2021): e046986. http://dx.doi.org/10.1136/bmjopen-2020-046986.
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BackgroundVirtual reality (VR) is a technology that produces a virtual manifestation of the real world. In recent years, VR has been increasingly used as a tool in medical education. The use of VR in medical education has large potential, as it allows for distance learning and training which may be challenging to deliver in real life. VR encompasses different tools and applications. There is a need to explore how VR has been employed in medical education to date.ObjectiveThe objective of this scoping review is to conceptualise the VR tools available and the applications of VR in undergraduate medical education as reported in the literature. This scoping review will identify any gaps in this field and provide suggestions for future research.Methods and analysisThe relevant studies will be examined using the Joanna Briggs Institute methodological framework for scoping studies. A comprehensive search from a total of six electronic databases and grey literature sources will be performed. The reference list of included studies will be screened for additional studies. The screening and data extraction will be done in parallel and independently by two review authors. Any discrepancies will be resolved through consensus or discussion with a third review author. A data extraction form has been developed using key themes from the research questions. The extracted data will be qualitatively analysed and presented in a diagrammatic or tabular form, alongside a narrative summary, in line with Preferred Reporting Items for Systematic Reviews and Meta-Analysis: extension for Scoping Reviews reporting guidelines.Ethics and disseminationAll data will be collected from published and grey literature. Ethics approval is therefore not a requirement. We will present our findings at relevant conferences and submit them for publications in peer-reviewed journals.
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Santos, Mayara Vasconcelos, Phamela Vieira Cerqueira, Elaine Cristina Moura Carvalho, Grazielle Roberta Freitas da Silva, and Lariza Martins Falcão. "Satisfaction of nurses with a training course for the operationalization of protocol on pressure ulcers." Revista da Rede de Enfermagem do Nordeste 16, no. 4 (2015): 496. http://dx.doi.org/10.15253/2175-6783.2015000400006.
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To identify the degree of satisfaction of nurses with a training course for operationalization of protocol on pressure ulcers. Methods: a descriptive exploratory study made in a philanthropic hospital in the northeast of Brazil. An instrument on satisfaction was applied to 21 participant nurses of the course on pressure ulcer based on care protocol. Results: young adults predominated (23-33 years old), female (87.5%), with significant participation in events, courses and research activities (81.0%), and 19.0% of research publication. The overall rate of satisfaction with the course made at the workplace was 84.34%. Conclusion: when the fundaments of practice based on evidence were cleared, the rate of satisfaction of the professionals who participate in Permanent Education activities is high, which makes clinical protocol operationalization possible.
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Anderson, J. T., D. A. Johnston, A. Mulroy, C. R. Pennington, and F. E. Murray. "Audit of Acute Upper Gastrointestinal Haemorrhage: The Effects of Education and the Introduction of a Protocol." Scottish Medical Journal 42, no. 3 (1997): 81–83. http://dx.doi.org/10.1177/003693309704200306.
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The aim of this audit was to monitor the effects of the introduction of a protocol for the management of acute upper Gl haemorrhage and a teaching programme for House Officers in Ninewells Hospital Dundee. All patients admitted to hospital with a history of acute haematemesis or melaena were included in the study and purpose designed audit forms were completed on all patients. Following an initial six month audit period the protocol and teaching were introduced. A further six months audit was then performed. A total of 310 patients were audited over the two six month periods. The results suggest that the introduction of a management protocol and training, in conjunction with a policy of active endoscopic intervention may reduce the number of out of hours emergency endoscopies and the need for emergency surgery.
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Maharaj, Ashika. "Academic Mobility and Immigration Trends in South African Higher Education Institutions." Journal of Economics and Behavioral Studies 8, no. 4(J) (2016): 52–66. http://dx.doi.org/10.22610/jebs.v8i4(j).1363.
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This paper seeks to offer an insighton the subject of academic mobility into South African Higher Education Institutions (HEI’s). This is done by examining the current academic landscape in South Africavia a comparisonbetween the profile of South African (SA) academics andexpatriate academics. Currently, SA is facing major skills and staffing shortages locally in terms of Science, Engineering and Agriculture. The Departmentof Higher Education and Training as well as SA universities have advocated to run programmes in scarce skills disciplines through the recruitment of expatriate academics. The research reported in this paper adopted a non-experimental research design of ex post facto type, using a correlational approach. The data used are the statistical records of all academics in South African higher education for the 2005/2010/2014 academic years as provided by the Higher Education Management Information Systems (HEMIS) of SA. Descriptive statistics as well as inferential statistics were also used to analyze the data. The results revealed that there were no significant differences in age between SA and expatriate academics nationally over the three years. A comparison of the academic qualifications of SA and expatriate academics over the three years indicates that expatriate academics are more highly qualified than their SA colleagues, as the majority of the former hold a doctoral degree. The majority of expatriate academics are recruited from SADC countries as well as other African countries. Interestingly enough, the next most frequent major supply region of expatriate academics to South Africa is Europe. WITS and UCT were consistently ranked first and second in terms of the number of expatriate academics employed over the three years. Both are among the leading five higher education institutions in South Africa in terms of their research outputs as well as the number of PhDs per member of staff.
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Rinaldo, Nicoletta, Elisabetta Bacchi, Giuseppe Coratella, et al. "Effects of Combined Aerobic-Strength Training vs Fitness Education Program in COPD Patients." International Journal of Sports Medicine 38, no. 13 (2017): 1001–8. http://dx.doi.org/10.1055/s-0043-112339.
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AbstractWe compared the effects of a new physical activity education program approach (EDU), based on a periodically supervised protocol of different exercise modalities vs traditionally supervised combined strength-endurance training (CT) on health-related factors in patients with stable chronic obstructive pulmonary disease (COPD). Twenty-eight COPD patients without comorbidities were randomly assigned to receive either EDU or CT. CT was continuously supervised to combine strength-endurance training; EDU was taught to progressively increase the rate of autonomous physical activity, through different training modalities such as Nordic walking, group classes and circuit training. Body composition, walking capacity, muscle strength, flexibility and balance, total daily energy expenditure and quality of life were evaluated at baseline, after 28 weeks training period (3d/week) and after a 14-week follow-up. No adverse events occurred during the interventions. After training, CT and EDU similarly improved walking capacity, body composition and quality of life. However, after 14 weeks of follow-up, such improvements were not maintained. Only in CT, muscle strength and flexibility improved after training but returned to baseline after follow-up. EDU, similar to CT, can effectively and safely improve health-related parameters in COPD patients. EDU could be an attractive alternative to traditional supervised training for improving quality of life in COPD patients.
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KRAFT, ALELI D., JOSEPH J. CAPUNO, STELLA A. QUIMBO, and CARLOS ANTONIO R. TAN. "INFORMATION, INCENTIVES AND PRACTICE PATTERNS: THE CASE OF TB DOTS SERVICES AND PRIVATE PHYSICIANS IN THE PHILIPPINES." Singapore Economic Review 53, no. 01 (2008): 43–56. http://dx.doi.org/10.1142/s0217590808002835.
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To explain divergent physician practices, studies focus on either differences in education and training or in financial incentives. The policy challenge is to identify the most cost-effective interventions to encourage adherence to practice guidelines. Utilizing private physician data in major cities in the Philippines, we show the effects of training and financial incentives in physician adoption of the TB DOTS protocol. Training seems to be more important when the new protocol is a significant departure from the old know-how, while financial incentives seem to work better on those who are already clinically competent. These imply that uniform application of information-based and incentive-based interventions may not be cost-effective.
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Ruble, Julie E., and Barbara Lom. "Online Protocol Annotation: A Method to Enhance Undergraduate Laboratory Research Skills." CBE—Life Sciences Education 7, no. 3 (2008): 296–301. http://dx.doi.org/10.1187/cbe.08-02-0007.
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A well-constructed, step-by-step protocol is a critical starting point for teaching undergraduates new techniques, an important record of a lab's standard procedures, and a useful mechanism for sharing techniques between labs. Many research labs use websites to archive and share their protocols for these purposes. Here we describe our experiences developing and using a protocol website for the additional purpose of enhancing undergraduate research training. We created our lab's protocol website in a message board format that allows undergraduates to post comments on protocols describing the lessons they learned, questions that arose, and/or insights they gained while learning to execute specific research protocols. Encouraging and expecting students to comment on the protocols they are learning to execute is beneficial for both the student and for the lab in which they are training. For the student, annotations encourage active reflection on their execution of techniques and emphasize the important message that attending to and understanding details of a protocol is a critical factor in producing reliable data. For the lab, annotations capture valuable insights for future generations of researchers by describing missing details, hints, and common hurdles for newcomers.
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Bahufite, Augustin, Albert Ndagijimana, Eva Adomako, et al. "Implementing wound dressing protocol to reduce post cesarean section surgical site infections in Mibilizi District Hospital, Rwanda." On the Horizon 24, no. 4 (2016): 369–76. http://dx.doi.org/10.1108/oth-07-2016-0042.
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Purpose Caesarean section (CS) is one of the most common surgeries in the world. Although the procedure saves lives, it poses important risks such as post-caesarean surgical site infection (PCS-SSI). Basic patient care procedures can prevent PCS-SSI, however, they are not always followed. The purpose of this study is to describe how strategic problem solving (SPS) was used to implement a wound dressing protocol in a district hospital in Rwanda to reduce PCS-SSI rates. Design/methodology/approach To address variations in wound care practice, a new clinical protocol was developed and implemented by a quality improvement team which included clinicians. Training and supervision was also provided to the maternity team. Findings The intervention reduced PCS-SSI from 5.1 to 1.8 per cent. It also significantly improved the compliance to recommended wound dressing practices. Practical implications By applying SPS and effective leadership skills, the authors secured buy-in and support from stakeholders and introduced a wound management protocol in a district hospital of Rwanda. The intervention significantly improved wound management practice; however, long term follow-up will be necessary to sustain the improvements. Originality/value The results will inform hospitals in resource-limited settings of how to improve basic standards of care using SPS and leadership without additional cost to the hospital.
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Frolli, Alessandro, Maria Carla Ricci, Francesco Alberto Tortorelli, et al. "Emotional Education in Early Onset Schizophrenia and Asperger’s Syndrome." Behavioral Sciences 10, no. 9 (2020): 131. http://dx.doi.org/10.3390/bs10090131.
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In this study, we aim to verify how emotional training can improve empathy and theory of mind (ToM) in patients diagnosed with early onset schizophrenia and Asperger’s syndrome. The study design includes 100 subjects divided into two experimental groups and two control groups. The two experimental groups followed a rational emotive behavior therapy (REBT) protocol. The two control groups instead underwent cognitive behavioral psychotherapy training. Analysis of Variance (ANOVA) was applied to analyze the difference between the Asperger’s syndrome (AS) and early onset schizophrenia (EOS) groups, pre and post training. Our analysis shows that the AS group improved post emotional training but only when emotions were internalized, as demonstrated by the improvement of the scores in the post-treatment eye test (ET) but not in the emotional quotient (EQ) test. The EOS group instead showed post-training improvement, not only concerning skills leading to internalizing emotions but also in empathy, as demonstrated by the improvement of EQ and Reflective Functioning Questionnaire (RFQ) test scores. These scores remained lower than in the control group. Finally, our findings reveal that the value of the treatment was more considerable for the EOS group than for the AS group due to the improvement in first- and second-order ToM skills and an improvement of empathic skills in the first group, followed by the group comprising AS subjects. In the AS group, the treatment only favored the enhancement of first-order ToM skills; however, this improved quality of life and social adaptation.
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Gokulsing, Deepa, and Verena Tandrayen-Ragoobur. "Gender, education and labour market: evidence from Mauritius." International Journal of Sociology and Social Policy 34, no. 9/10 (2014): 609–33. http://dx.doi.org/10.1108/ijssp-01-2013-0001.
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Purpose – The purpose of this paper is to analyse the role of women in the small island economy by focussing on the education sector and labour market access. First, we analyse the educational path of women in Mauritius and second we examine the labour market opportunities available to them. We link the two sectors by adopting a gender perspective. Third, we investigate whether the same opportunities are made available to both men and women and whether or not there exist a gender gap in economic participation in the country. Design/methodology/approach – The author used data from the World Bank Development Indicators (2012) for a comparative analysis of the gender situation in Mauritius relative to other African countries. Gender statistics were also made available from the statistical office: statistics, Mauritius. The Global Gender Gap Report (2012) and the SADC Gender Protocol Barometer 2012 were used as secondary data. Findings – The analysis reveals that though girls’ outperform boys at all education levels, starting from primary, secondary and tertiary level, their access to job opportunities are reduced. Female unemployment rate is higher than that of male unemployment and even for those women who manage to enter the labour market, they remain in the low-occupation jobs. This puzzling relationship between good educational performance and female unemployment or low-occupation may first be explained by the wrong choice of subjects at secondary and tertiary levels. Mauritian women are more likely to obtain a degree in education and humanities which are the traditional areas rather than moving to the non-traditional spheres of science and engineering. Hence, not only is it difficult for them to penetrate the labour market which is already saturated in these traditional disciplines but jobs in these fields may not be in the high wage range. Consequently, these subject choices have repercussions for the occupations they choose and the wages they earn. Significant and persistent gaps remain in the fields of study that women and men choose as part of their formal education. These gaps translate henceforth into gender differences in employment and ultimately into differences in productivity and earnings. Originality/value – No study has focused on the puzzling link between good education performance of girls and their inability to access the labour market in Mauritius.
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Frégeau, Amélie, Alexis Cournoyer, Marc-André Maheu-Cadotte, et al. "Use of tabletop exercises for healthcare education: a scoping review protocol." BMJ Open 10, no. 1 (2020): e032662. http://dx.doi.org/10.1136/bmjopen-2019-032662.
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IntroductionThere is a growing interest in developing interprofessional education (IPE) in the community of healthcare educators. Tabletop exercises (TTX) have been proposed as a mean to cultivate collaborative practice. A TTX simulates an emergent situation in an informal environment. Healthcare professionals need to take charge of this situation as a team through a discussion-based approach. As TTX are gaining in popularity, performing a review about their uses could guide educators and researchers. The aim of this scoping review is to map the uses of TTX in healthcare.Methods and analysisA search of the literature will be conducted using medical subject heading terms and keywords in PubMed, Medline, EBM Reviews (Evidence-Based Medicine Reviews), CINAHL (Cumulative Index of Nursing and Allied Health Literature), Embase and ERIC (Education Resources Information Center), along with a search of the grey literature. The search will be performed after the publication of this protocol (estimated to be January 1st 2020) and will be repeated 1 month prior to the submission for publication of the final review (estimated to be June 1st 2020). Studies reporting on TTX in healthcare and published in English or French will be included. Two reviewers will screen the articles and extract the data. The quality of the included articles will be assessed by two reviewers. To better map their uses, the varying TTX activities will be classified as performed in the context of disaster health or not, for IPE or not and using a board game or not. Moreover, following the same mapping objective, outcomes of TTX will be reported according to the Kirkpatrick model of outcomes of educational programs.Ethics and disseminationNo institutional review board approval is required for this review. Results will be submitted for publication in a peer-reviewed journal. The findings of this review will inform future efforts to TTX into the training of healthcare professionals.
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Lyken-Segosebe, Dawn, and John M. Braxton. "Towards a Scholarship of Practice for University Leadership in Southern Africa: The Two-Way Practitioner-Researcher Loop." International Journal of Higher Education 10, no. 1 (2020): 93. http://dx.doi.org/10.5430/ijhe.v10n1p93.
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Vice chancellors of public universities in the Southern African Development Community (SADC) region face a myriad of challenges that require research- and data-driven decision-making. This paper presents a decision-making model for college and university leadership - The Two-Way Practitioner-Researcher Loop. This scholarship of practice has the twin goals of developing a knowledge base for college and university leadership and improving leadership practice in the university. The scholarship of practice comprises two “loops”. In the practitioner-to-researcher loop, vice chancellors develop practitioner-defined research agenda to be researched internally by Departments of Institutional Research and externally by members of Higher Education research communities. In the researcher-to-practitioner loop, research findings are communicated back to vice chancellors for immediate application to institutional planning, policy formulation, and decision making. This scholarship of practice develops a knowledge base comprised of both “knowledge for practice” and “knowledge in practice” at the level of university leadership. To build capacity for vice chancellors to craft research agenda and questions emanating from their “knowledge in practice”, we identify internal mechanisms and external associations, training programmes and other forums that provide leadership development and support for these university executives.
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Beveridge, Sandy K., and Sandy K. Gangstead. "Teaching Experience and Training in the Sports Skill Analysis Process." Journal of Teaching in Physical Education 7, no. 2 (1988): 103–14. http://dx.doi.org/10.1123/jtpe.7.2.103.
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This study investigated the effects of teaching experience and instruction on visual retention and knowledge of selected sports skills. Prior to and after 30 hours of instruction, 31 experienced teachers and 29 undergraduates were administered the Utah Skills Analysis Test (USKAT) to assess both visual retention of performance and knowledge of correct motor patterns. Before instruction, teachers performed slightly better than undergraduates on the perceptual portion of USKAT, whereas there were no significant differences on the knowledge portion. A repeated measures analysis indicated significant treatment effects across groups on both perceptual and knowledge measures, with undergraduates exhibiting greater pretest to posttest gains than teachers on both dependent variables. A one-way ANOVA conducted on gain score data of subjects blocked into high, medium, and low functional performance levels based upon pretreatment scores revealed significant differences in perceptual performance between the blocks. It was concluded that (a) both teachers and undergraduates demonstrated the ability to improve performance in qualitative skills analysis, (b) undergraduates appear more responsive to specific instructional protocol than experienced teachers, and (c) entry level performance may influence the impact of the protocol on sport skill analysis performance.
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LaBelle, Mark W., Derrick M. Knapik, James W. Arbogast, et al. "Infection Risk Reduction Program on Pathogens in High School and Collegiate Athletic Training Rooms." Sports Health: A Multidisciplinary Approach 12, no. 1 (2019): 51–57. http://dx.doi.org/10.1177/1941738119877865.
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Background: Athletic training rooms have a high prevalence of bacteria, including multidrug-resistant organisms, increasing the risk for both local and systematic infections in athletes. There are limited data outlining formal protocols or standardized programs to reduce bacterial and viral burden in training rooms as a means of decreasing infection rate at the collegiate and high school levels. Hypothesis: Adaptation of a hygiene protocol would lead to a reduction in bacterial and viral pathogen counts in athletic training rooms. Study Design: Cohort study. Level of Evidence: Level 3. Methods: Two high school and 2 collegiate athletic training rooms were studied over the course of the 2017-2018 academic year. A 3-phase protocol, including introduction of disinfectant products followed by student-athlete and athletic trainer education, was implemented at the 4 schools. Multiple surfaces in the athletic training rooms were swabbed at 4 time points throughout the investigation. Bacterial and viral burden from swabs were analyzed for overall bacterial aerobic plate count (APC), bacterial adenosine triphosphate activity, influenza viral load, and multidrug-resistant organisms such as methicillin-resistant Staphylococcus aureus (MRSA) and vancomycin-resistant enterococcus (VRE). Results: Overall bacterial load, as measured by APC, was reduced by 94.7% (95% CI, 72.6-99.0; P = 0.003) over the course of the investigation after protocol implementation. MRSA and VRE were found on 24% of surfaces prior to intervention and were reduced to 0% by the end of the study. Influenza was initially detected on 25% of surfaces, with no detection after intervention. No cases of athletic training room–acquired infections were reported during the study period. Conclusion: A uniform infection control protocol was effective in reducing bacterial and viral burden, including multidrug-resistant organisms, when implemented in the athletic training rooms of 2 high schools and 2 colleges. Clinical Relevance: A standardized infection control protocol can be utilized in athletic training rooms to reduce bacterial and viral burden.
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Marini, Thomas J., Benjamin Castaneda, Timothy Baran, et al. "Lung Ultrasound Volume Sweep Imaging for Pneumonia Detection in Rural Areas: Piloting Training in Rural Peru." Journal of Clinical Imaging Science 9 (July 12, 2019): 35. http://dx.doi.org/10.25259/jcis_29_2019.
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Objective: Pneumonia is the leading cause of pediatric mortality worldwide among children 0–5 years old. Lung ultrasound can be used to diagnose pneumonia in rural areas as it is a portable and relatively economic imaging modality with ~95% sensitivity and specificity for pneumonia in children. Lack of trained sonographers is the current limiting factor to its deployment in rural areas. In this study, we piloted training of a volume sweep imaging (VSI) ultrasound protocol for pneumonia detection in Peru with rural health workers. VSI may be taught to individuals with limited medical/ultrasound experience as it requires minimal anatomical knowledge and technical skill. In VSI, the target organ is imaged with a series of sweeps and arcs of the ultrasound probe in relation to external body landmarks. Methods: Rural health workers in Peru were trained on a VSI ultrasound protocol for pneumonia detection. Subjects were given a brief didactic session followed by hands-on practice with the protocol. Each attempt was timed and mistakes were recorded. Participants performed the protocol until they demonstrated two mistake-free attempts. Results: It took participants a median number of three attempts (range 1–6) to perform the VSI protocol correctly. Time to mastery took 51.4 ± 17.7 min. There were no significant differences among doctors, nurses, and technicians in total training time (P = 0.43) or number of attempts to success (P = 0.72). Trainee age was not found to be significantly correlated with training time (P = 0.50) or number of attempts to success (P = 0.40). Conclusion: Rural health workers learned a VSI protocol for pneumonia detection with relative ease in a short amount of time. Future studies should investigate the clinical efficacy of this VSI protocol for pneumonia detection. Key Message: A volume sweep imaging (VSI) protocol for pneumonia detection can be taught with minimal difficulty to rural health workers without prior ultrasound experience. No difference was found in training performance related to education level or age. VSI involves no significant knowledge of anatomy or technical skill.
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Chiaramonte, Rita, Marco Bonfiglio, and Sergio Chisari. "Multidisciplinary protocol for the management of fibromyalgia associated with imbalance. Our experience and literature review." Revista da Associação Médica Brasileira 65, no. 10 (2019): 1265–74. http://dx.doi.org/10.1590/1806-9282.65.10.1265.
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SUMMARY OBJECTIVE We reported our multidisciplinary protocol for the management of fibromyalgia associated with imbalance. Our aim was to verify the effectiveness of a proprioceptive training program as a complementary therapy for a traditional protocol of education, mindfulness, and exercise training for the management of fibromyalgia associated with imbalance. METHODS Retrospective cohort study on 84 women, with primary fibromyalgia associated to imbalance. A group of patients performed traditional exercise training; in a second group the training was supplemented with proprioception exercises. Each session lasted from 40 to 60 minutes and was performed three times a week for 12 weeks. RESULTS After three months of training and eight months after the end of the training, the balance evaluation revealed significant differences in the comparison of the Timed Up and Go test, Berg Balance Scale, and Tinetti scale with the baseline, there was a better improvement in the proprioceptive training group (p<0.05). A reduction in pain and improvement in functional and muscular performance and quality of life were observed in both groups (p<0.05), but with no significant differences between them in the Numeric Pain Rating Scale, Fibromyalgia Impact Questionnaire, and Short Form Health Survey (p>0.05). Fifteen months after the end of the program, the effects of training were not maintained. CONCLUSION The present study revealed that training supplemented with proprioception exercises has beneficial effects on clinical findings and improves balance in patients with fibromyalgia, even if the positive results did not persist after the interruption of the rehabilitative program in the long term.
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Nourallah Bekdache, Gharid, Maria Mylopoulos, Kulamkan Mahan Kulasegaram, and Rory Windrim. "Pedagogical strategies in teaching invasive prenatal procedures: a scoping review protocol." BMJ Open 9, no. 5 (2019): e024629. http://dx.doi.org/10.1136/bmjopen-2018-024629.
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IntroductionInvasive prenatal procedures (IPP) are core competencies in a Maternal–Fetal Medicine (MFM) fellowship training programme yet no standardised competency-based curriculum exists. This scoping review aims to provide a comprehensive understanding of the existing educational strategies for amniocentesis, chorionic villus sampling, fetal blood sampling and intrauterine blood transfusion. The objective is also to describe current gaps in the literature regarding evidence-based standards for training and assessment in IPP. Finally, we hope to encourage medical educators who are seeking to develop curricula based on competence by design to foster adaptive expertise through incorporating contextual variations in their teaching thus helping future MFM specialists to handle challenges and respond creatively to changing clinical circumstances and environmental variations.Methods and analysisUsing the five-stage framework of Arksey and O’Malley’s scoping review methodology as a guide, we will perform a systematic search in the Medline, Embase and Cochrane library databases to identify relevant studies on the educational strategies for IPP. We will include relevant English articles published after 1978. For a comprehensive search, we will explore websites and key journals, and hand-searched reference lists of key studies. Key studies are articles deemed relevant according to the specific inclusion and exclusion criteria. We will chart and sort data using a descriptive and thematic analysis approach.Ethics and disseminationThis review will be the first to examine all forms of pedagogical strategies used in training invasive fetal procedures. As an analysis of pre-existing available data in the literature, this scoping review does not require ethical approval. We anticipate that results will identify research gaps as well as novel ideas for education strategies and assessment. Findings from this study will be disseminated through publication in a peer-reviewed journal, medical education and clinical conferences, and in knowledge translation settings, aiming to improve clinical practice and quality of care.
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AbuJbara, Nida’a K., and Jody A. Worley. "Leading toward new horizons with soft skills." On the Horizon 26, no. 3 (2018): 247–59. http://dx.doi.org/10.1108/oth-10-2017-0085.
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Purpose This paper aims to highlight the importance of soft skills for leadership and offers recommendations for soft skill development training for the next generation of leaders. Design/methodology/approach An integrated review of current research literature was conducted on management, leadership and soft skills to develop recommendations for integrating the development of soft skills in leadership development training protocol. Findings A one-size-fits-all approach does not work for soft skills development or measurement. Each soft skill is defined differently and should be assessed based on different behavioral actions. Progress in this area of measurement development will make a great impact on the use of soft skills. The development of assessment tools for the different soft skills across professional disciplines is assumed to enhance other aspects of transformational leadership such as coaching and mentoring. Research limitations/implications Current strategies for the assessment and measurement of soft skills present an obstacle for including these skills in current leadership training models. Practical implications The paper includes implications for the development of soft skills for the next generation of leaders and offers recommendations for integrating the development of soft skills in leadership training programs. Originality/value This paper fulfills an identified need to study how soft skills can be measured and assessed. This is important given that specific skills vary across professional disciplines and organizational contexts.
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Zainal Abidin, Shahriman, Shahril Anuar Bahari, Azmi Ibrahim, et al. "Analysing the Malaysian Higher Education Training Offer for Furniture Design and Woodworking Industry 4.0 as an Input Towards Joint Curriculum Validation Protocol." Asia Pacific Journal of Educators and Education 36, no. 1 (2021): 1–24. http://dx.doi.org/10.21315/apjee2021.36.1.1.
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An education programme at the master’s level normally aims to facilitate graduates’ acquisition, mastery and application of advanced knowledge in specialised areas of education. However, there is no learning pathway that aims to improve the level of specific and transversal competencies and skills, with particular regard to those relevant for the labour market in the furniture sector, such as management, entrepreneurship, language competences and leadership toward wood and furniture industry 4.0. The methodology for this research inquiry was based upon a survey questionnaire of 54 respondents during the MAKING4.0 Seminar at Universiti Teknologi MARA (UiTM) in Shah Alam, Selangor, Malaysia. The results were analysed from the Work Package 1 (WP1) “Analysis and comparison of the current Higher Education training offer and furniture and woodworking industry”, before the learning outcomes were defined for each of the identified topics. The definition of learning outcomes was made considering the Recommendations of the European Qualifications Framework (EQF), and subsequently harmonised with the Programme Learning Outcomes defined in the Malaysian Qualification Framework 2nd edition (MQF2.0) for a Master´s Degree Level 7. The identified learning outcomes have been grouped into four modules: (1) Processes and Production of Furniture, (2) Intelligent and Sustainable Design, (3) Wood and New Materials, and (4) Innovation Management. Results of the study indicated that MAKING4.0 is in line with the actions highlighted in the Malaysian Education Blueprint (2015–2025) and the objectives of the Ministry of International Trade and Industry in developing the National Industry 4.0 policy framework. MAKING4.0 aims to ensure an adequate supply of human capital and skills, as well as develop an innovative master’s degree to modernise the current training offer in wood and furniture technology processes and design around Industry 4.0 in Malaysia.
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Ziaian, Tahereh, Emily Miller, Helena de Anstiss, et al. "Refugee Youth and Transition to Further Education, Training, and Employment in Australia: Protocol for a Mixed Methods Study." JMIR Research Protocols 8, no. 7 (2019): e12632. http://dx.doi.org/10.2196/12632.
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Background Young people with refugee experiences are widely acknowledged as encountering multiple disadvantages that affect their school completion and retention, university entry, and subsequent employment. This paper discusses the rationale for and protocol of a mixed methods investigation focusing on improving education and employment outcomes among refugee background youth aged 15 to 24 years from three focus regions: the Middle East (Afghanistan, Iran, Iraq, Syria), South Asia (Nepal, Bhutan, Myanmar/Burma, Pakistan) and Africa (Sudan, South Sudan, Liberia, Ethiopia, Somalia, DR Congo). Objective The rationale of the project is to identify the facilitators and barriers to successful transition from school to further education and employment; investigate participant awareness of support systems available when faced with education and employment difficulties; redress the disadvantages encountered by refugee background youth; and bridge the gap between research, policy, and practice in relation to social inclusion and participation. Methods The study involves collecting survey data from 600 youth followed by individual interviews with a subset of 60 youth, their parents/primary caregivers, and their teachers. A cross-sectional survey will assess facilitators and barriers to successful transition from school to further education and employment. Individual interviews will provide context-rich data on key issues relevant to education and employment outcomes. Results The study began in 2016 and is due for completion by the end of 2019. The quantitative survey has been conducted with 635 participants and was closed in March 2019. The qualitative interview stage is ongoing, and the current total in April 2019 is 93 participants including educators, youth, and family members of the youth. Analysis and presentation of results will be available in 2020. Some preliminary findings will be available during the late half of 2019. Conclusions This project will contribute new and unique insights to knowledge in relation to key factors influencing education and employment outcomes among refugee youth. This research will enable effective planning for the needs of some of Australia’s most disadvantaged and marginalized young people, leading to a sustainable improvement in the education and employability of young refugees. International Registered Report Identifier (IRRID) DERR1-10.2196/12632
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Peckler, Brad, Inchoel Park, Amit Gupta, Kaivon Mandani, and Laura Haubner. "Breaking bad news education for emergency medicine residents: A novel training module using simulation with the SPIKES protocol." Journal of Emergencies, Trauma, and Shock 3, no. 4 (2010): 385. http://dx.doi.org/10.4103/0974-2700.70760.
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