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Crebbin, W., and D. Watters. "Defining Standards for a Competency-Based Surgical Training Program." Journal of Graduate Medical Education 4, no. 4 (December 1, 2012): 555. http://dx.doi.org/10.4300/1949-8357-4.4.555.
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Lombardo, Aldo, and Rex Haigh. "Training for enabling environments." Therapeutic Communities: The International Journal of Therapeutic Communities 38, no. 1 (April 10, 2017): 41–48. http://dx.doi.org/10.1108/tc-10-2016-0022.
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Purpose The purpose of this paper is to demonstrate the training value of a residential “enabling environments” (LLEE) workshop in relation to the Royal College of Psychiatrists’ (RCPsych) ten specified standards, as rated by workshop participants. Design/methodology/approach A 34 question yes/no/na questionnaire was drawn up, derived from the ten value-based standards and criteria which need to be met for the enabling environment (EE) award by the RCPsych’s Centre for Quality Improvement (Table AI). It was administered after six residential workshops, in Italy and UK, to 99 participants. Results were analysed for each of the six workshops, and for each of the ten standards, to show the degree to which participants recognised whether the standards were met. Findings High rates of positive responses were recorded with little variation across the six workshops sampled. Some standards and criteria showed higher levels of positive responses, and some showed slightly higher scores for “not applicable”. Practical implications Experiential Living-Learning Experience (LLE) workshops provide a valid training experience for those developing or working in EEs. Social implications Value-based standards can only be fully understood by direct experience of them, as verbal or written explanations fail to convey the psychological impact of the experience. Originality/value The questionnaire and its translation is the original work of AL. RH is the founder of LLE training workshops and the EE award.
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Isakunovich, Batyrkanov Jenish, Kudakeeva Gulida Madanbekovna, and Subankulova Jyldyz Janybekovna. "Recognition Approach of Visual Images Based on Standards and Training." International Journal of Engineering and Science 5, no. 11 (November 2016): 01–07. http://dx.doi.org/10.9790/1813-0511020107.
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Pashchenko, Tetyana, Andrii Kalenskyi, and Nataliia Kalashnik. "RELEVANT TECHNOLOGIES FOR DEVELOPING READINESS OF TEACHING STAFF FOR THE STANDARDIZATION OF JUNIOR SPECIALISTS’ TRAINING." Науковий вісник Інституту професійно-технічної освіти НАПН України Професійна педагогіка, no. 2(19) (November 25, 2019): 74–79. http://dx.doi.org/10.32835/2223-5752.2019.19.74-79.
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Relevance: Professional training quality of prospective junior specialists mainly relies on teaching staff competence in professional training standards in colleges and technical schools.
Aim: The aim of this article is to determine the ways of implementing educational technologies to develop teaching staff competence in junior specialists’ training standards.
Methods: A number of theoretical methods were used in this research including the analysis and the synthesis (to identify the current issue research level), summary (to make conclusions and recommendations).
Results: The implementation of this type of training system is based on educational methods including structural, logical, integrative, play-based, dialogic and other teaching techniques. The authors briefly mention the educational technologies which are relevantly used to develop teaching staff competence in junior specialists’ educational standards including training seminars, discussion seminars (group discussions), brainstorm, polylogues, positional discussions, training games (exercise games), staging (business simulation), complex action games (case-study method), contest games, projects (alternatively called “project management”), training, case problem solution, criteria kaleidoscope, talk-show.
Conclusions: Workshops, trainings, case methods, round tables and other educational technologies help achieve practical results in developing teaching staff competence in junior specialist training standards.
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Seamster, Thomas L., Cathrine E. Snyder, Michele Terranova, William J. Walker, and D. Todd Jones. "Human Factors in the Naval Air Systems Command: Computer Based Training." Proceedings of the Human Factors Society Annual Meeting 32, no. 16 (October 1988): 1095–99. http://dx.doi.org/10.1177/154193128803201622.
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Military standards applied to the private sector contracts have a substantial effect on the quality of Computer Based Training (CBT) systems procured for the Naval Air Systems Command. This study evaluated standards regulating the following areas in CBT development and procurement: interactive training systems, cognitive task analysis, and CBT hardware. The objective was to develop some high-level recommendations for evolving standards that will govern the next generation of CBT systems. One of the key recommendations is that there be an integration of the instructional systems development, the human factors engineering, and the software development standards. Recommendations were also made for task analysis and CBT hardware standards.
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Aqel, Magdy S. "Design Learning Environment Based on ISTE Standards." International Journal of Information and Communication Technology Education 17, no. 4 (October 2021): 1–10. http://dx.doi.org/10.4018/ijicte.20211001.oa8.
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The study aimed to design learning environment based on ISTE standards for students and computer science educators. For answering the questions of the study, the researchers adopted the descriptive approach, they Identified the ISTE standards and analyzed the content of instructional technology course based on ISTE standards for students and for computer science educators, then they designed learning environment based on this standard. The sample of the study consists of all students enrolled for an instructional technology course at the first semester 2017 in faculty of education in the Islamic University; the tool of the study was a content analysis to analyze and design the learning environment based on ISTE standards. The study recommended Integrate ISTE standards in academic preparation programs for teachers of faculty of education and Hold training courses for students and teachers in universities to introduce ISTE standards, and motivate teachers and students to embrace these standards.
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Баширова, М. И., В. М. Гаськов, and Н. Л. Шестакова. "Development of competency-based modular training programs in Kyrgyzstan." Vocational education and labor market, no. 2(45) (June 4, 2021): 140–57. http://dx.doi.org/10.52944/port.2021.45.2.011.
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В статье обсуждается проблема применения профессиональных стандартов (ПС) при разработке программ профобразования на основе требований, предъявляемых к специалистам. Мировой опыт показал, что преподаватели профобразования не подготовлены к содержательной интерпретации ПС и применению их положений в процессе обучения. Имеющиеся в ряде стран национальные образовательные стандарты также не базируются на требованиях, сформулированных в профстандартах, что вносит дополнительные трудности при разработке адекватных программ профобразования. Статья описывает пилотную методологию формирования программ профобразования на основе профессиональных стандартов. Методология была разработана с учетом доступного мирового опыта и апробируется в настоящее время в Республике Кыргызстан в трех отраслях экономики применительно к квалификациям рабочих и техников. Методология привязана к формату профстандартов, применяемому в экономически развитых странах, что обусловило и характер процессов, предлагаемых для интерпретации требований ПС с целью обучения и оценки результатов обучения. Статья определяет формат и категории, используемые в зарубежных профстандартах (стандартах компетентности). Методология нацелена на использование преимуществ детального формата профессиональных стандартов, позволяющего трансформировать единицы стандарта в учебные модули и учитывать в дальнейшем требования ПС в качестве обязательных тем в содержании учебных планов по отдельным дисциплинам. Методология способствует разработке сложных программ профессионального образования, включающих преподавание нескольких или многих индивидуальных дисциплин. В этом смысле модульная учебная программа становится механизмом координации и синхронизации преподавания отдельных дисциплин на основе требований к содержанию и оценке результатов обучения, сформулированных в профстандартах. В статье также излагаются предварительные результаты продвижения новых программ в лицеях и колледжах Кыргызстана. The article focuses on the issue of developing competency-based vocational training programs on the basis of workplace requirements. International experience suggests that vocational education teachers lack capabilities for interpretation and application of occupational standards in training. Some countries which opted for developing national educational standards failed to base them on the requirements of occupational standards. This has brought additional dislocations to taking adequate account of the workplace requirements in the development of vocational education programs. This write-up describes a pilot methodology for developing programs of vocational education on the basis of occupational standards. The methodology has incorporated some elements of the world practice and is currently being piloted in Kyrgyzstan in three industries at the qualification levels of certified worker and technician Diploma. The methodology is bound by the template of occupational standards, applied in the economically advanced nations, what has determined the working processes applied for their interpretation for the purpose of skills training and assessment. The paper explains the format and the categories inherent to the advanced occupational standards, which in some countries are also named “the competency standards”. The methodology takes advantage of the detailed template of occupational standards, which lends itself to organic transformation of units of standards into training modules and, further down, to the individual subject-based courses within the modular program. The methodology permits developing complex vocational education programs, which involve teaching of a few or many individual disciplines. А modular program functions as a mechanism for integration and synchronisation of these individual disciplines on the basis of the skills assessment requirements drawn from the occupational standards. The article describes some preliminary results of piloting of the new programs in lyceums and colleges of Kyrgyzstan.
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Jerome, Lee, and Victoria Brook. "Critiquing the “National Standards for School-based Initial Teacher Training Mentors” in England." International Journal of Mentoring and Coaching in Education 9, no. 2 (December 16, 2019): 121–35. http://dx.doi.org/10.1108/ijmce-04-2019-0057.
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Purpose In 2016, the National Standards for School-based Initial Teacher Training (ITT) Mentors were published in England. The purpose of this paper is to critique these standards through a comparison of how others have framed and defined the role of the mentor, drawing on equivalent standards already published in nursing (2008) and social work (2012). Design/methodology/approach An analysis of three sets of professional standards was conducted by adapting the “constant comparison” approach in which the researchers sought to combine a form of inductive coding with comparison across the texts. This enabled the identification of a number of common themes and omissions across the three sets of standards. Findings The analysis revealed the ITT mentor standards provide a comparatively limited account of the role of the mentor, particularly in relation to the process of assessment, the power dynamics between mentors and student teachers, and the school as an institutional site for professional learning. Originality/value The study’s originality lies in the inter-professional comparative analysis, which revealed a number of potentially contentious issues not immediately apparent from a close textual analysis of the ITT mentor standards.
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Lee, Jae-Won, and Suk-Chun Yoon. "Training Demand Analysis based on National Competency Standards of the Semiconductor Industry." Journal of the Korea Academia-Industrial cooperation Society 12, no. 11 (November 30, 2011): 5178–87. http://dx.doi.org/10.5762/kais.2011.12.11.5178.
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Douglass, Susan L. "Building a Comfort Zone: Teacher Training and Standards-Based Education about Religion." Religion & Education 28, no. 1 (April 2001): 40–57. http://dx.doi.org/10.1080/15507394.2001.10012273.
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Desyatov, Tymofiy. "Peculiarities of Professional Training Standards Development and Implementation within Competency-Based Approach: Foreign Experience." Comparative Professional Pedagogy 5, no. 4 (December 1, 2015): 27–32. http://dx.doi.org/10.1515/rpp-2015-0061.
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Abstract The article analyzes the development of competency-based professional training standards and their implementation into educational process in foreign countries. It determines that the main idea of competency-based approach is competency-and-active learning, which aims at complex acquirement of diverse skills and ways of practice activities via mastering respective competences. The article states that competency is the product of competence due to which a person successfully realizes themselves in different spheres of their professional engagement, gains social independence and becomes mobile and qualified. The article also dwells on the international experience of professional and training standards development, it analyses specific internal national, as well as external all-European and worldwide conceptions of professional and training standards development, conceptual foundations of competency-based approach in national higher education within the framework of global information society formation. It highlights specific aspects of standards development based on activity-oriented technologies and professional competence assessment. The article states that within the framework of competency-based teaching and training, quality-assuring actions have to ensure the correspondence of standards and learning outcomes. It informs that the labour market is represented by employers, trade unions and the government. The article explores the fact that in Russia, Ukraine and many other countries the employers and the trade unions do not collaborate to formulate their needs with regard to professional training standards, that is why the government and its administration bodies have to do the task of predicting labour market needs on their own.
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Kyengo Mwololo, Thomas, Benita Olivier, and Wallace Karuguti. "KNOWLEDGE AND ADHERENCE TOWARDS EVIDENCE-BASED SPORTS PHYSIOTHERAPY STANDARDS AMONG PHYSIOTHERAPISTS IN KENYA." International Journal of Physiotherapy and Research 8, no. 6 (November 15, 2020): 3663–73. http://dx.doi.org/10.16965/ijpr.2020.171.
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Background: Evidence-based practice (EBP) and evidence-based physiotherapy (EBPT) have been investigated in different physiotherapy clinical settings. However, there has been no research into knowledge and adherence in respect of evidence-based sports physiotherapy standards in Kenya. Objective: To determine the levels of knowledge and adherence towards EB sports physiotherapy standards among physiotherapists in Kenya. Method: A cross-sectional study using quantitative methods and in conjunction with a self-administered questionnaire was conducted in a population of 700 physiotherapists. Results: The response rate was (n=391; 55.9%). Involvement in structured sports physiotherapy practice accounted for (n=129; 32.9%). High levels of EBP knowledge (n=265; 67.8%) were reported. More males (n=185; 73.4%) than females (n=80; 57.5%) presented with high levels of EBP knowledge. Those with specializations (n=65; 83.3%) demonstrated higher levels of EBP knowledge than those without (n=200; 63.9%). Adherence to EBP process steps accounted for (n=143; 36.6%) of the population. More males (n=104; 41.3%) than females (n=39; 28.1%) adhered to the EBP process. Those with specializations (n=48; 61.5%) and those without (n=95; 30.4 %) adhered to the EBP process. Gender, training and specialization were found to have statistically-significant associations with knowledge and adherence (p<0.05). Conclusion: Physiotherapists in Kenya present with high levels of knowledge in EB sports physiotherapy but with lower levels of adherence to the EBP process. Clinical implications: Limited adherence to EBP standards despite high levels of knowledge points to an inferior quality of care for athletes with sports physiotherapy needs. Attention to the limiting factors to adherence may improve the quality of care. KEY WORDS: Evidence-based practice, standards, sports, physiotherapy, survey, Kenya.
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Panwasn Mahalawalert, Areeya Sriprasert, Ruangdech Sirikit,. "The Development of Online Training Curriculum base on Micro Learning and Online Social Network for Teacher in 21st Century in Test Construction Topic." Psychology and Education Journal 58, no. 1 (January 29, 2021): 1310–13. http://dx.doi.org/10.17762/pae.v58i1.898.
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The objectives of this research were 1) to develop the online training curriculum based on Micro Learning and Online Social Network for 21st century teachers on test creation, and 2) to evaluate the effectiveness of the online training curriculum based on Micro Learning and Online Social Network for 21st century teachers on test creation. The methodology was divided into 2 steps:Step 1was the development of the online training curriculum based on Micro Learning and Online Social Network for 21st century teachers on test creation by studying the problems and demands in examination creating including the demand on online training for Bangkok schools’ teachers and executives using questionnaires. After that the information data gained from step 1 was used to design and develop the training curriculum then quality checked by the expert. The result found that the developed online training curriculum was in the highest suitability level. Step 2 was the effectiveness evaluation of the online training curriculum based on Micro Learning and Online Social Network for 21st century teachers on test creation by using the developed training curriculum with 30 Bangkok teachers from simple random sampling from the respondents in step 1 and willing to participate in online training on test creation.
The result found that 1) the evaluation on the teachers’ test creation ability compared to the ability before and after joining the training from development scores of each trained teacher – 2 teachers (6.67%) performed very high development, 21 teachers (70.00%) performed high development and 7 teachers (23.33%) performed moderate development and 2) the quality evaluation in accordance with the assessment standards of The Joint Committee on Standards for Educational Evaluation which was evaluated by 30 participating teachers and executives of the 30 teachers were in good level for 4 standards. The standard with the highest mean was propriety standards ( ̅̅ = 4.78). The next one was feasibility standards ( ̅= 4.74), Utility standards ( ̅= 4.71) and accuracy standards ( ̅= 4.64), respectively.
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Douglas, Sarah N., Denise J. Uitto, Claudia L. Reinfelds, and Sophia D’Agostino. "A Systematic Review of Paraprofessional Training Materials." Journal of Special Education 52, no. 4 (June 1, 2018): 195–207. http://dx.doi.org/10.1177/0022466918771707.
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Paraprofessional training is essential for high quality special education services. Yet, educators may struggle to select appropriate materials for paraprofessional training. A review was conducted of 26 paraprofessional training materials using a rubric designed to evaluate the alignment with federal legislation and professional standards, and use of research-based adult learning methods. Results indicate many training materials aligned with federal legislation, but varied in their content focus, alignment with paraprofessional standards, and use of adult learning methods. Based on results of the review, three paraprofessional training materials reflected high quality training. Features of paraprofessional training materials, recommendations for practice, suggested improvements to training materials, limitations, and future research directions are discussed.
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Kizima, A. A. "MGIMO Educational Standards: Goal and Contents of Professional Language Training of IR Economics Students." MGIMO Review of International Relations, no. 3(42) (June 28, 2015): 210–16. http://dx.doi.org/10.24833/2071-8160-2015-3-42-210-216.
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The article gives a methodological analysis of MGIMO-University own education standards and programmes. The relevance of the article is explained by the necessity to define the goals and contents of professional language training of IR economics students at MGIMO-University after a transfer to own education standards. The researcher used competence-based and cultural studies approaches with reference to the didactic principles of accessibility, systematic, consistency, necessity and sufficiency. The author used a set of methods including the method of theoretical analysis, the method of synthesis and systematization, summative method. The article addresses the difference in the training of IR economists and economists in other spheres of economics, underlines the importance of professional language training of IR economics students, analyses the specifics of professional language training of IR economists from the standpoint of competence-based approach by comparing the competences presented in the Federal State Education Standards of Higher Education and MGIMO own education standards. The author gives a definition of goal and contents of professional language training of IR economics students as well as didactic principles of contents choice that define the effectiveness of training. In conclusion the author points out that the contents of professional language training of IR economics students based on MGIMO own education standards are approached as the system of professional knowledge, skills and competence leading to successful intercultural communication.
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Sims, Ronald R., John G. Veres, and Susan M. Heninger. "Training for Competence." Public Personnel Management 18, no. 1 (March 1989): 101–7. http://dx.doi.org/10.1177/009102608901800109.
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Competence has been defined as “the ability to meet or surpass prevailing standards of adequacy for a particular activity” (Butler, 1978 p.7). The authors describe in this article a framework for competency-based training, focused on the importance of training the public personnelist responsible for implementing staff development programs. Kolb's (1984) experiential learning model is suggested as a vehicle for instilling competencies which overcomes difficulties with many traditional, single modality approaches to training. The implications for public sector training programs are discussed.
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Ong, J. W., and A. J. Ahmad Tajuddin. "Investigating Cascade Training of CEFR-Aligned Standards-Based English Language Curriculum (SBELC) in Rural Malaysia." International Journal of Learning, Teaching and Educational Research 20, no. 7 (July 30, 2021): 100–117. http://dx.doi.org/10.26803/ijlter.20.7.6.
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This article describes a study to understand teachers’ experience in implementing the CEFR-Aligned Standards-Based English Language Curriculum (SBELC) in rural Sabah, Malaysia. The literature review revealed many cases where curriculum reform was not implemented as intended due to factors such as inappropriate training structures and inadequate training, understanding, and resources. Compared to other regions in Malaysia, rural Sabah schools may face a more acute situation due to teachers’ lack of experience and resource shortages for the implementation of training and teaching. In this study, the researchers interviewed six teachers, with two of them also serving as trainers of the new curriculum. Transcripts were analysed using deductive thematic analysis. The codes revealed that teachers in general had a positive training experience that was reflective, open to reinterpretation, and with a degree of decentralisation of expertise. There were also issues where quality of training deteriorated as the levels progressed, due to lack of resources allocated. This article offers some suggestions to enhance rural Sabah teachers’ training experience. A quantitative study of a larger scale should be done to further confirm the findings of this study.
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Kornuta, Olena, and Tetiana Pryhorovska. "Problems of Technical Standards Teaching in the Context of the Globalization and Euro-Integration in Higher Education System of Ukraine." Comparative Professional Pedagogy 5, no. 1 (March 1, 2015): 80–85. http://dx.doi.org/10.1515/rpp-2015-0025.
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Abstract Globalization and Ukraine association with EU imply including Ukrainian universities into the world scientific space. The aim of this article is to analyze the problem of drawing standards teaching, based on the experience of Ivano-Frankivsk National Technical University of Oil and Gas (Ukraine) and to summarize the experience of post Soviet states in a field of the new technical standards implementation. Experience of post Soviet states showed necessity to gradual transition to new standards. Based on this experience, main fundamental principles for new standards and technical regulations harmonization have been presented. The main directions of improving the system of personnel training and retraining in this field are: changing the educational institutions syllabuses to in-depth study of new standards and regulations and the skills to apply them in practice, monitoring the quality of educational programs of secondary and higher educational institutions; development of training programs for engineers and other technical personnel of basic new standards and regulations; compliance training programs and syllabuses for engineers, relevant to international training programs and syllabuses (taking into account the laws and traditions of the technical education in Ukraine); development of the national standards of education and certification on the basis of international standards.
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Brown, Dan G. "Development of Performance Standards: A Practical Guide." Public Personnel Management 16, no. 2 (June 1987): 93–114. http://dx.doi.org/10.1177/009102608701600201.
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This article presents a broad training format undertaken by a public jurisdiction for the successful development of performance standards. The article is based on a three-hour training course given by the agency's training division which includes one hour of lecture, one and one-half hours on a simulation exercise (Appendix A), and one-half hour of discussion on the performance report form and appraisal interview. Appendix B presents a sample of standards resulting from the simulation exercise.
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LeFebvre, Ronald P., David H. Peterson, Mitchell Haas, Richard G. Gillette, Charles W. Novak, Janet Tapper, and John P. Muench. "Training the Evidence-Based Practitioner: University of Western States Document on Standards and Competencies." Journal of Chiropractic Education 25, no. 1 (April 1, 2011): 30–37. http://dx.doi.org/10.7899/1042-5055-25.1.30.
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An important goal of chiropractic clinical education should be to teach specific evidence-based practice (EBP) skills to chiropractic students, interns, and doctors. Using a nominal group process, the authors produced a document similar to the Council of Chiropractic Education standards for clinical competencies that can be used to drive an EBP curriculum. Standard texts and journal articles were consulted to create the standards for this program and each standard and corresponding learning objective was discussed in detail and was then graded by the committee in terms of importance and the level of competency that should be attained. Six standards and 31 learning objectives were generated with the learning objectives being further divided into lists of specific competencies. It is the hope of these authors that by sharing this document it can serve as a comprehensive and detailed seed document for other institutions.
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Hao, Su Li, and Ge Bai. "The Established of Language Training Service Standard System Based on System Engineering." Advanced Materials Research 971-973 (June 2014): 2671–76. http://dx.doi.org/10.4028/www.scientific.net/amr.971-973.2671.
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With the rapid development of economic globalization, communication between government and civil has become more frequent. Language is an effective tool to promote international communication. Language learning has become more important, so it stimulates the progress of language training market. However the training industry still exist many problems, such as the market operation is not standardized, and the training services quality is low. And it is very important to develop standards to normative. Furthermore the standard system is the foundation for developing standards. Applying the theory of systems engineering and unified modeling language (UML), the paper established language training services standard system by extracting vocabulary, initial class diagram and grouping the classes, based on the analysis of interdependent body.
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Tumthong, Suwut, Pullop Piriyasurawong, and Namon Jeerangsuwan. "Functional Competency Development Model for Academic Personnel Based on International Professional Qualification Standards in Computing Field." Journal of Education and Learning 5, no. 3 (April 20, 2016): 21. http://dx.doi.org/10.5539/jel.v5n3p21.
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<p>This research proposes a functional competency development model for academic personnel based on international professional qualification standards in computing field and examines the appropriateness of the model. Specifically, the model consists of three key components which are: 1) functional competency development model, 2) blended training system for academic personnel, and 3) test for computer science certifications. For functional competency development model, there are five sub-components which are: 1) objective, 2) qualities of academic personnel, 3) trainers, 4) content (curriculum), and 5) training plan. Next, the proposed blended training system consists of six different training modules which are: 1) pre-test, 2) face-to-face training, 3) e-Video lecture, 4) e-Web cooperation, 5) post-test, and 6) feedback. Lastly, for the third key component, there are 3 levels of certifications which are: 1) basic level, 2) specialist level, and 3) professional level, accordingly. The assessment result, based on opinions of 9 experts in the form of 5-point Likert scale, reveals that these three components and all their sub-components are rated as the highly appropriate ( x = 4.50).</p>
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Geleto, Lemecha. "Technical Vocational Education Training Institute Curriculum Development in Ethiopia." Journal of Education and Vocational Research 8, no. 3 (January 7, 2018): 16–28. http://dx.doi.org/10.22610/jevr.v8i3.1989.
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Ethiopian TVET curriculum development process follows similar procedures with different competency based TVET curriculum development processes in some countries. Ethiopia mainly adopted its current TVET curriculum experiences from countries such as Australia and Philippines. Depending on the trends of these countries, the new Ethiopian TVET strategy has decentralized the preparation of curricular materials to the institutions that deliver training. The problem may limit the current competency based TVET curriculum in Ethiopia is lack of knowledge and experience to develop the curriculum at the local level in this decentralized responsibility to develop the curriculum at TVET institutions. In addition to the problem of decentralization, the continuous change made in the occupational standards is another challenge in the effective implementation of the reformed TVET approach. While TVET institutions have set themselves and started to provide training in certain occupational standards disseminated, the Ministry of Education in the mean time updates or replaces those occupational standards with the new ones. This has created resource wastage and grievance at institutions, management instructors and students.
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Khatami, Farnaz, Mohammad Shariati, and Asiyeh Motezarre. "A compatible model of family medicine residency training in Iran." Higher Education, Skills and Work-Based Learning 11, no. 4 (January 13, 2021): 874–87. http://dx.doi.org/10.1108/heswbl-01-2020-0010.
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PurposeOne of the major challenges in practicing family medicine residents (FMRs) is the choice of an appropriate pattern in training health centers (THCs) to provide high-quality health services to patients. This study aimed to design an efficient residency training model in Iranian healthcare centers.Design/methodology/approachA four-phase qualitative study with the nominal group technique was carried out in 2018–2019. The required standards of THCs and superior educational practices were initially extracted from the review literature. After collecting and presenting the key findings to the experts' panel, the required training standards and the optimal strategic model to educate FMRs in THCs were prioritized by a nine-point rating system for the well-structured terms of indigenous resources.FindingsTwenty-two educational standards for FMRs in THCs were finalized after reviewing the literature and taking an opinion poll of experts. The highest assessment scores belonged to sufficient numbers of referrals for common health issues and the existence of satisfactory educational and recreational facilities in THCs. The problem-based (PBL), task-based (TBL) and context-based (CBL) learning models were better strategies than guided-discovery learning (GDL) and small group teaching (SGT) ones to train FMRs in THCs. Also, PBL and SGT models were rated as the best and worst advanced medical education methods to empower FMRs.Originality/valueDue to different resources available in THCs and training centers, different factors and infrastructures should be considered to meet the required standards in building the integrative training model for FMRs in THCs.
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Passalacqua, Nicholas, and Marin Pilloud. "Education and Training in Forensic Anthropology." Forensic Anthropology 3, no. 2 (May 28, 2020): 65–74. http://dx.doi.org/10.5744/fa.2020.1013.
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The qualifications for a discipline are composed of the education and/or training requirements considered necessary to provide individuals with adequate knowledge to perform discipline-related tasks, including certification or licensing (Passalacqua & Pilloud 2018). Currently there are few available guidelines and no standards for the qualifications of a forensic anthropologist. To examine the qualifications of current practicing forensic anthropologists and to generate consensus-based criteria for the development of standards for qualifications for forensic anthropology, the authors generated an electronic survey. Results demonstrate that the qualifications of practicing forensic anthropologists are varied and do not always align with the qualifications currently outlined by the Scientific Working Group for Forensic Anthropology or the American Board of Forensic Anthropology. These findings do not mean these individuals are unqualified to practice forensic anthropology, but rather that there is currently little oversight or assistance for those individuals who do not fit the current models of perceived qualification, and no means of determining who does or does not have the adequate knowledge to perform forensic anthropological analyses. As forensic anthropology grows as a discipline, the standardization of qualifications will become increasingly important, both in terms of setting requirements for education and training and for the certification of practitioners. Further, there need to be clearer standards for education and training, which are currently lacking in the discipline.
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Nguyen Cong, Khanh, Oanh Dao Thi, Hue Nguyen Thi, Hien Nguyen Vu Bich, Son Vu Thi, and Quang Nguyen Vinh. "Developing Student Outcome Standard Framework for Competence-Based Teacher Training Programs in Universities of Education." Journal of Science Educational Science 65, no. 9 (September 2020): 164–79. http://dx.doi.org/10.18173/2354-1075.2020-0103.
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The current study presents the development of a student outcome standard framework for competence-based teacher training programs in universities of education. The outcome standard framework was built in direction of approaching students’ quality, competency including 5 standards: Key qualities; Core competences; Pedagogical competence; Specialistic scientific competence; Self-study, research and profession development competence. Based on this standard framework, education universities can build student outcome standards for each training program following a multiple-step controlled process. Each student outcome standard of a training program must transparently determine specific requirements of profession competencies. Each standard consists of the criteria of the target-competence and then, each criterion is specifically specified into indicators with several typical-specific behaviors. From this standard framework, education universities can develop student outcome assessment instruments (checklist\ scale\ or questionnaire) for evaluating graduated-student outcome quality\ effectiveness of every teacher training program.
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Martinescu-Bădălan, Fabiana. "Physical Training-Basic Component in the Training of the Future Officers." International conference KNOWLEDGE-BASED ORGANIZATION 26, no. 2 (June 1, 2020): 305–8. http://dx.doi.org/10.2478/kbo-2020-0095.
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AbstractThis work is designed to challenge the maintenance of the highest standards of physical training required to perform armed tasks. It is desired to accumulate a development experience that will culminate with the set upof very well-trained leaders. The training of the military is based on physical training. It ensures the possibility and availability of the military to cope with combat missions, obligations in the military environment, ensures the maintenance and development of resistance to intense physical and mental effort, and develops self-confidence and teamwork. The physical training considers the fulfillment of some general objectives and of some specific objectives, absolutely necessary in the conditions of carrying out the combat actions.
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Zaitseva, Natalia, Elena Dzhandzhugazova, Natalya Bondarchuk, and Marina Zhukova. "Modern “challenges” in the system of personnel training: standardization and innovations." International Journal of Educational Management 31, no. 4 (May 8, 2017): 497–504. http://dx.doi.org/10.1108/ijem-02-2016-0036.
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Purpose The study of the problems hindering improvement of the system of training through standardization of qualification requirements is relevant because, in a globalized system of teaching staff and high rates of migration, not only national but also international requirements for employees should be considered. This increases the competitiveness of university and college graduates in different countries. The purpose of this paper is to develop recommendations for the creation of a system of lifelong learning through the application of professional standards. Design/methodology/approach The leading method in the study of this problem is the comparative analysis of the experiences of different countries to improve the training system based on the use of qualification frameworks. Findings The paper offers science-based measures of integration and the international experience of lifelong learning, through the application of standards of World Skills International, as well as the requirements of professional standards. Originality/value The authors formulate the conceptual directions for the application of professional standards in not only the continuous training and qualification of personnel, which allows identifying “gaps” in the competences, but also building individual educational trajectory. Article submissions are of practical value to the organization, personnel training as well as scientists engaged in the study of international best practice using standardization requirements for the qualification of personnel in education.
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Zhou, Jing Tao, Huai Guang Wang, Guo Quan Ren, and Feng Li Cao. "Vehicle Design and Realization of Virtual Maintenance Training System." Advanced Materials Research 694-697 (May 2013): 2449–53. http://dx.doi.org/10.4028/www.scientific.net/amr.694-697.2449.
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This article in view of the problem that the traditional maintenance training methods and means can't adapt to the development of vehicles, based on EON and virtual maintenance training platform, by using virtual reality (VR) which has developed a set of interactive virtual maintenance training system for vehicles. The system on the basis of analysis virtual maintenance training system function and information needs, constructed the system framework, established the key technology and implementation scheme of the system, and studies the process and function of maintenance training system, confirmed the grading rules, grading standards and evaluation standards, including key technology. The development of this system has great practical significance to improve the training effect, effectively solved the problem of high cost and low efficiency in teaching training.
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Kara, Gökhan, Ozan Hikmet Arıcan, and Olgay Okşaş. "Analysis of the Effect of Electronic Chart Display and Information System Simulation Technologies in Maritime Education." Marine Technology Society Journal 54, no. 3 (May 1, 2020): 43–57. http://dx.doi.org/10.4031/mtsj.54.3.6.
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AbstractAn accident that may occur during maritime transport has substantially tangible, intangible, and environmental consequences. Approximately 85% of accidents at sea depend on human and communication factors. Therefore, it is expected to prevent adverse events in advance and to determine the procedures to be followed with simulator trainings before navigation at sea. National and international agreements set a standard for seafarers' education programs. The use of the simulator is recommended according to the Standards of Training, Certification and Watchkeeping for Seafarers (STCW) for maritime training, which is in accordance with international standards. These training programs should be designed to improve seafarers' ability in order to make accurate decisions, think quickly, and find solutions. Developments in the field of technology have enabled a wide range of simulation applications in electronic devices. The studies have shown that the professional knowledge of students has been increased with simulator-based education in many professions. This article presents a comparison that was made between simulation training and theoretical education. Two hundred surveys were conducted for 100 maritime students who received Electronic Chart Display and Information System (ECDIS) simulation training. It is aimed to measure the effect of ECDIS computer simulators on educational efficiency and suggest the use of simulators for the training of maritime students.
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Macdonald, Alasdair J. "Consultant based Services." Bulletin of the Royal College of Psychiatrists 11, no. 2 (February 1987): 55–56. http://dx.doi.org/10.1192/s014007890002424x.
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Current government policy and the need for higher standards of training are leading to reductions in registrar posts and more emphasis on ‘consultant based’ services. My first consultant post was in such a service. I hope that a description of some of the difficulties encountered will assist informed debate.
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Katerynchuk, Ivan, Andrii Balendr, Oksana Komarnytska, Oleksandra Islamova, Ilona Ordynska, and Tetiana Chubina. "Training of Remotely Piloted Aircraft Operators for Border Surveillance in Ukraine based on the European Union Standards." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 3 (August 13, 2021): 134–50. http://dx.doi.org/10.18662/rrem/13.3/444.
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The study reveals the theoretical and practical approaches to building of an all-European training strategy for remotely piloted aircraft systems (RPAS) operators to increase their interoperability in the European Union countries and Ukraine. Nowadays, the border guard agencies both in EU and Ukraine have developed their national courses and training programs related to training of RPAS operators, however, the proposed in this study common approach is based on the Sectoral Qualification Framework in the field of border protection and Common Core Curriculum for border guards in EU and is aimed at expanding the use of small RPAS for a specific task of protecting the border sectors of various types (land, sea, air) in accordance with the Concept of European Integrated Border Management. The research was carried out in the frames of the Grant Program of the European Agency for Border and Coast Protection Frontex "The use of RPAS for border protection - tactics, guidelines, best practices". The study covers the analysis of the theory, market solutions, takes into account practical border protection experience, which resulted in creation of a common curricula for operators of RPAS in the specific sphere – surveillance of the state borders. The developed training course for RPAS operators provides an opportunity to train external crews of unmanned aerial vehicles, which will best meet the objectives and peculiar needs of the state border protection agencies of the European Union and Ukraine. The readiness of future RPAS operators to perform professional duties on border surveillance was diagnosed according to cognitive (knowledge formation) and operational (skills and abilities formation) criteria. Comparison of the values of these criteria before and after the formative stage of the experiment shows that the experimental measures for the application of best European practices in the training of RPAS operators have positively affected the quality of their training. The results of the study will help strengthen the state border security within the European context of border guarding by means of increasing the level of interoperability of RPAS operators in the EU countries and Ukraine.
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Kravchenko, Tetyana, and Iryna Saienko. "WORLD EXPERIENCE OF PROCESS QUALITY MANAGEMENT OF TEACHER TRAINING IN HEI." Baltic Journal of Economic Studies 6, no. 4 (November 24, 2020): 90–97. http://dx.doi.org/10.30525/2256-0742/2020-6-4-90-97.
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The quality of higher education is the main feature of HEI. There are several approaches to assessing the performance of educational institutions. One of the leading process approaches is based on the principles of TQM (Total Quality Management) and the requirements for quality management systems of the International Organization for Standardization ISO. The basis for assessing the quality of higher education and training, as well as the quality of HEI’s activities are educational standards. The Ukrainian standards include: state standard, industry standards, HEI’s standards. The international standards of ENQA education quality guarantees include: standards for internal quality assurance of HEI, standards for external quality assurance of HEI, the European standards for external agencies of quality assurance. There are several models of education quality management systems: model of quality management system according to the international standard ISO 9001:2000 (DSTU ISO 9001:2001); the model of the European Foundation for Quality Management (EFQM) and its modifications for HE; the model of the Center for Higher Education Policy Studies (CHEPS) of the University of Twente (Netherlands); model of the Association of Universities in the Netherlands (VSNU); Belgian-Dutch model (Expertgroep HBO); Malcolm Baldrige National Quality Award in the field of education; benchmarking model for Australian universities and others. According to most researchers, there are some advantages in creating a quality management system of higher education institution in the context of the TQM ideology, which involves the application of process and systemic principles. The comparative characterization of factors influencing the quality of education in comparison with the principles of TQM, EFQM’s criteria and the requirements of the international standard ISO 9001:2000 and interdependent business processes. In the universities of the USA, France, Great Britain and other developed countries, the problems of general process quality management are considered in three planes. The study of the positive experience of developed countries, HEIs of which are included in the world rankings, and graduates are in demand in the labor market, allows to form a mechanism for implementing the TQM principles both at the state and regional levels.
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Hasanah, Viena Rusmiati. "ANALISIS KEBUTUHAN KOMPETENSI DAN PENYUSUNAN MODEL AWAL PELATIHAN IN-SERVICE BERBASIS KOMPETENSI DALAM MENINGKATKAN PROFESIONALISME BABY SITTER." JIV-Jurnal Ilmiah Visi 7, no. 1 (July 20, 2017): 65–76. http://dx.doi.org/10.21009/jiv.0701.6.
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Baby sitters, at the present, though they are distributed through workers distribution services and have completed the training, all parties have not yet acknowledged their standards of competency. This research aims at analyzing the needs of competency and investigating competency-based in-service training model in order to improve baby sitters’ professionalism. This research utilizes qualitative research method with observation, interview and FGD (Forum Group Discuss) as the technique. The research was conducted at three of training institute for baby sitter in Bandung, West Java from January 2011 until August 2011. The results show that: 1) the analysis of competency’s needs shows that baby sitters at present need a training that can help them improve their ability and knowledge as well as competency based on the field’s needs and standards referring to standard imposed. 2) The conceptual model of competency-based in-service training comprises the development on mix standard competencies that are built, the determination of training management strategy, the strategy and learning method in the training, and various apparatus of training needed. The research concludes that baby sitters at present need improvement in their competencies in order to be professional in future.
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Rubin, Yu B., A. Y. Pogorelova, E. V. Alekseeva, M. V. Lednev, D. P. Mozhzhukhin, O. N. Potapova, and T. A. Puzynya. "Training family business in undergraduate." Journal of Modern Competition 14, no. 80 (December 31, 2020): 113–27. http://dx.doi.org/10.37791/1993-7598-2020-14-4-113-127.
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In modern conditions, the development of entrepreneurship is complicated by the lack of uniform educational standards for teaching the conduct of this area of professional activity. In this regard, the article poses the issues of using a competence-based approach to training potential successors of family companies, which is significant for ensuring the success and long-term sustainability of family entrepreneurship. The authors of the article point out the need for the formation of additional professional competencies of students who have the prospect of entering the family business. Displaying the practical use of the proposed approach in the teaching of the discipline “family business” in the undergraduate University "Synergy"
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Solfema, Solfema, Syafruddin Wahid, and Alim Harun Pamungkas. "Alat Permainan Edukatif (APE) Berbasis Bahan Lingkungan dalam Mengatasi Permasalahan Pembelajaran Pendidikan Anak Usia Dini." KOLOKIUM: Jurnal Pendidikan Luar Sekolah 6, no. 2 (October 27, 2018): 107–11. http://dx.doi.org/10.24036/kolokium-pls.v6i2.12.
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Education is important for the progress of the nation. Education must be done in a person's life, including for early childhood. The problem is that there are still many early childhood education providers that have not met the expected quality standards. One of the reasons is that there are still limited Educative Game Tools (APE) used by education in the implementation of learning. Many educators claim that it is difficult to get an Educational Game Tool (APE). This problem solving can be done through various trainings, training, training, and the creation of environmental-based Educative Game Tools (APE) needs to be carried out. Training methods are carried out in the form of presentations of theories and practical exercises. The results of the training show that with training activities it was found that the insights and skills of PAUD educators in the procurement and manufacture of Educational Game Tools (APE) based on environmental materials.Keywords: Educational Game Tools (APE), Early Childhood Education (PAUD)
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Barrington, Julie. "Cognitive Behaviour Therapy: Standards for Training and Clinical Practice." Behaviour Change 23, no. 4 (December 1, 2006): 227–38. http://dx.doi.org/10.1375/bech.23.4.227.
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AbstractThe purpose of this article is to open discussion on the appropriate standards for training and practice in cognitive behavioural therapy (CBT) for clinical psychologists. CBT has in recent years become increasingly popular as a brief and effective psychological treatment for mental health problems. Public funding has become available for the provision of CBT for a prescribed number of sessions to people diagnosed with specific psychiatric disorders, and there has been an increasing shift in public mental health services toward more short-term and structured episodic care interventions, many of which are CBT-based. There has also been a corresponding increase in health professionals seeking CBT training and offering psychological services described as CBT. However, there is a lack of formal nationally agreed standards for clinical psychologists in relation to training and practice in CBT, and ethical concerns have been raised about the provision of ‘stand-alone’ brief training to professionals who do not have an undergraduate psychology degree and hence may not have an understanding of the theory and research that underlies CBT. Issues raised in this article include training and practice considerations such as levels of competence, diversity and complexity of CBT, treatment length, ethical considerations and barriers to best practice.
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Emerson, Lisa-Marie, Natalja Nabinger de Diaz, Ashra Sherwood, Allison Waters, and Lara Farrell. "Mindfulness interventions in schools: Integrity and feasibility of implementation." International Journal of Behavioral Development 44, no. 1 (August 4, 2019): 62–75. http://dx.doi.org/10.1177/0165025419866906.
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Research on mindfulness-based interventions (MBIs) has proliferated in recent years and the integration of mindfulness-based programs in school settings has been at the forefront of implementation research. Recent reviews of studies evaluating the efficacy of school-based mindfulness programs have produced mixed findings, which may in part be due to methodological differences across studies to date, as well as adaptations of MBIs in order to implement them within school settings. For example, there are vast differences across studies in the content, delivery, and training requirements of school-based MBIs, which may influence both fidelity and efficacy. This systematic review aimed to synthesize the literature on the implementation of school-based MBIs and determine the degree to which the interventions align to standards for MBIs. A systematic search identified studies evaluating the effects of a school-based MBI on mental health outcomes in schools, utilizing quantitative and qualitative designs. The results draw comparison across the identified MBIs in relation to intervention integrity, and teacher training and competence according to existing standards. The findings indicate a poor alignment to all standards; for example, intervention integrity was indicated in 45% of studies that included core mindfulness practices, and standards of teacher training were met in 26% of studies. In addition, the feasibility design of studies is critiqued against recommended standards. Despite claims from many studies, feasibility has not yet been established for school settings. Feasibility studies have failed to adequately assess organizational factors that influence implementation. The lack of detail and consistency in reporting across studies is a particular limitation of the field of research, which may have disadvantaged the assessment of studies against stringent guidelines. The ongoing challenges to developing an evidence base for school-based MBIs as well as to implementation are discussed. Recommendations for future directions in implementation science of mindfulness interventions within a school context are provided.
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Et. al., C. S. Karunakaran ,. "Reliability Augmentation through Technological Applications in Indian Aircraft Maintenance Training sector." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 11 (May 12, 2021): 1964–70. http://dx.doi.org/10.17762/turcomat.v12i11.6151.
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The paper focuses on the technological needs in Indian aircraft maintenance training sector towards reducing the human errors and to enhance the maintenance reliability. An overview of Indian MRO s’ skill requirements and the immediate necessity to improve the standards in maintenance human factors and technology based training is elaborated. The existing level of Indian AMT training in comparison to international standards are discussed to spot the areas with scope of improvement and the weak link in existing process. Need of maintenance training with intense knowledge and practical exposure can downturn maintenance errors and aid in cutting cost of the maintenance expenditure by increasing reliability were discussed. Impact of Computerised Maintenance Management System (CMMS), in augmenting current maintenance performance and its importance in terms of efficient operation and Labour maintenance were reviewed. Technology identification to address the need for improvement in traditional training, using the applications of Virtual Reality (VR) and Augmented Reality (AR) in maintenance training would equip the Aircraft Maintenance Trainees (AMT’s) with complete knowledge and practice were analysed. This view point can be a thought provoking research to evaluate a right road map for improving the current Indian aircraft maintenance training sector to global standards resulting in optimising the state of India’s MRO self-reliance ability.
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Воронцова, Маргарита Гурьевна, and Александра Дмитриевна Васильева. "DEVELOPMENT OF NEW FORMS AND MODERN TECHNOLOGIES FOR TRAINING TOURISM INDUSTRY PERSONNEL IN A CREATIVE UNIVERSITY." Professors' Magazine. Recreation and Tourism Series 3 (August 20, 2020): 37–43. http://dx.doi.org/10.18572/2686-858x-2020-3-7-37-43.
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The paper examines the problems of development of professional tourism education.The directions of training tourism industry personnel in accordance with the new educational standards based on professional standards in the creative University of culture are considered and determined. Assessment of types of tourism, ethnographic and local lore allows you to determine the competence of effective tourism activities of future specialists in the field of tourism. Results. The implementation of large-scale projects in the field of recreation and leisure has a significant socio-economic significance and a positive economic effect.To ensure high quality and appropriate training of future industry personnel, it is necessary to develop professional standards of professions, taking into account new approaches.
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Williamson, JML, and AG Martin. "Are Foundation Year Assessors Adequately Trained?" Bulletin of the Royal College of Surgeons of England 92, no. 10 (November 1, 2010): 1–4. http://dx.doi.org/10.1308/147363510x534431.
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In 2005 the career path, training and assessment of UK junior doctors was fundamentally altered. The traditional progression from a pre-registered house officer year (immediately after graduation) to a senior house officer (SHO) grade (for a variable number of years) has been streamlined into two foundation years (FYs) and then entry into either a core training (CT) or specialty training (ST) programme. The foundation assessment programme (FAP) has developed a competency-based curriculum for training FYs 1–2 based on the Postgraduate Medical Education and Training Board's (PMETB's) standards.
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Baranov, I. V., A. A. Pivinskiy, S. A. Dubrovin, and A. N. Kornilev. "Training technique in the field of the refrigeration and air conditioning based on the WorldSkills standards." Journal International Academy of Refrigeration 16, no. 1 (2017): 35–37. http://dx.doi.org/10.21047/1606-4313-2017-16-1-35-37.
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Evans, Derek. "Review of training and education standards applied to pharmacy based travel medicine services in the UK." Travel Medicine and Infectious Disease 32 (November 2019): 101497. http://dx.doi.org/10.1016/j.tmaid.2019.101497.
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Graz, Jean-Christophe, and Eva Hartmann. "Transnational Authority in the Knowledge-Based Economy: Who Sets the Standards of ICT Training and Certification?*." International Political Sociology 6, no. 3 (September 2012): 294–314. http://dx.doi.org/10.1111/j.1749-5687.2012.00165.x.
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Sabzghabaei, Foroogh, Mahla Salajeghe, and Seyed Kamran Soltani Arabshahi. "Evaluating ambulatory care training in Firoozgar hospital based on Iranian national standards of undergraduate medical education." Medical Journal of the Islamic Republic of Iran 31, no. 1 (December 30, 2017): 579–685. http://dx.doi.org/10.14196/mjiri.31.99.
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Leischow, Scott J., J. Taylor Hays, Thomas J. Glynn, Katherine E. Kemper, Janet Okamoto, and Richard D. Hurt. "Global Bridges: Development and Analysis of a Tobacco Treatment Network." Journal of Smoking Cessation 11, no. 2 (March 23, 2016): 90–98. http://dx.doi.org/10.1017/jsc.2016.1.
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The Framework Convention on Tobacco Control (FCTC) set standards for global tobacco control, including the implementation of evidence-based tobacco dependence treatment. However, efforts to implement tobacco treatment programmes globally have been few. In order to expand tobacco treatment expertise and programmes, a new network called Global Bridges (GB) was established. This network provided training in tobacco treatment and opportunities to share best practices on implementation of tobacco dependence treatment and training programmes. In this analysis of the GB network, we found that 75% of the network members attended trainings, 60% disseminated knowledge gained through GB training, and network centralization was high (0.85). These results demonstrate initial success in network implementation, and create a foundation for expanded focus on tobacco treatment globally.
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Holroyd, B. R., M. S. Beeson, T. Hughes, L. Kurland, J. Sherbino, M. Truesdale, and W. Hersh. "P071: Content of clinical informatics in international training standards for emergency medicine specialists." CJEM 20, S1 (May 2018): S82. http://dx.doi.org/10.1017/cem.2018.269.
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Introduction: The field of Clinical Informatics (CI) and specifically the electronic health record, has been identified as a key facilitator to achieve a sustainable evidence-based healthcare system for the future. International graduate medical education programs have been challenged to ensure their trainees are provided with appropriate skills to deliver effective and efficient healthcare in an evolving environment. This study explored how international Emergency Medicine (EM) specialist training standards address training in relevant areas of CI. Methods: A list of categories of CI competencies relative to EM was developed following a thematic review of published references documenting CI curriculum and competencies. Publically available, published documents outlining core content, curriculum and competencies from international organizations responsible for specialty graduate medical education and/or credentialing in EM for the United States, Canada, Australasia, the United Kingdom and Europe. These EM training standards were reviewed to identify inclusion of topics related to the relevant categories of CI competencies. Results: A total of 23 EM curriculum documents were included in the thematic analysis. Curricula content related to critical appraisal/evidence based medicine, leadership, quality improvement and privacy/security were included in all EM curricula. The CI topics related to fundamental computer skills, computerized provider order entry and patient-centered informatics were only included in the EM curricula documents for the United States and were absent for each other organization. Conclusion: There is variation in the CI related content of the international EM specialty training standards which were reviewed. Given the increasing importance of CI in the future delivery of healthcare, organizations responsible for training and credentialing specialist emergency physicians must ensure their training standards incorporate relevant CI content, thus ensuring their trainees gain competence in essential aspects of CI.
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Manyaga, Timothy. "Standards to assure quality in tertiary education: the case of Tanzania." Quality Assurance in Education 16, no. 2 (April 25, 2008): 164–80. http://dx.doi.org/10.1108/09684880810868448.
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PurposeThe purpose of this paper is to provide information on development of standards in Tanzania which may be of help to training providers in other countries as they seek to improve the quality and standards of their provision.Design/methodology/approachThe need to provide quality assured tertiary qualifications in Tanzania to win both national and international recognition is explained. Processes of registration of institutions capable of delivering training programmes adequately and accreditation of the same to offer awards at appropriate levels as a means to ensure quality of provision are explored. Standards of good practice in Tanzanian tertiary education are surveyed and the challenges to their achievement are discussed based on the author's direct experience in Tanzania. Relevant and recent literatures on the topic are surveyed and some lessons drawn.FindingsAccreditation standards are useful in instilling best practices in education and training. However, education and training institutions need to understand and practice them over a period of time to bring about expected results. It is concluded that ensuring quality in education is a multifaceted phenomenon that calls for the joint efforts of all key stakeholders.Originality/valueThe paper illustrates that the National Council for Technical Education is one of the first regulatory bodies in Africa to introduce academic quality standards in tertiary technical institutions. Notable improvements have been recorded since its inception. The experience described is the paper is not very common, so other countries taking similar steps may find it useful.
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Melnyk, Serhii, and Olexandr Cherviakov. "Implementation of NATO standards in the training system for the Security Service of Ukraine." Problems of Legality, no. 153 (June 16, 2021): 8–17. http://dx.doi.org/10.21564/2414-990x.153.231555.
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Incorporation of North Atlantic Alliance standards into domestic legislation, that governs relations in the security and defense sector is one of the key requirements for Ukraine to obtain a NATO Membership Action Plan and further deepen Euro-Atlantic integration with a view to acquiring Alliance membership. An Important condition for these tasks is the implementation of NATO standards and procedures in the legislation governing military education. In the process of standardizing and achieving the state of compatibility of the security and defense sector of Ukraine with the relevant NATO forces, the specificity of the application of standards in improving the system of training specialists for the Security Service of Ukraine should be highlighted separately. According to this development course, military education today includes formal and informal (general training) components, and the improvement of professional competence (special training). Professional training of military specialist according to NATO standards is carried out at the appropriate levels of management: operational, tactical, strategic. It remains compulsory for officers to have received a higher education in the relevant educational programs. Taking into account the specific nature of the professional activities of the members of the special service, the tasks assigned to them and the functions performed for that purpose, namely, countering intelligence and subversive activities, combating terrorism, counter-intelligence and defending national statehood, Ensuring the security of the State in cyberspace, etc., the training system for the Security Service may be differentiated according to its functional direction and institutionalized in the military education system or outside it. At the same time, an important basis for the development of the educational component in the Security Service of Ukraine will remain the recruitment of teaching staff from among persons with practical experience. Despite the format of the model chosen, training for the security forces should be based on NATO standards, with a conceptually new piece of legislation.
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Mainous, Arch G., Zhigang Xie, Sandhya Yadav, Maribeth Williams, Amy V. Blue, and Young-Rock Hong. "Physician Cultural Competency Training and Impact on Behavior: Evidence From the 2016 National Ambulatory Medical Care Survey." Family Medicine 52, no. 8 (September 2, 2020): 562–69. http://dx.doi.org/10.22454/fammed.2020.163135.
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Background and Objectives: The number of racially and culturally diverse patients in the medical practices of US physicians is increasing. It is unclear how well culturally and linguistically appropriate services (CLAS) standards have been integrated into physician practice. The objective of this study was to determine the prevalence of US-based physicians who received training in cultural competency and describe their behavior. Methods: This survey study utilized data from a supplement of the 2016 National Ambulatory Medical Care Survey (NAMCS). The NAMCS Supplement on CLAS for Office-based Physicians (National CLAS Physician Survey) is a nationally representative survey of ambulatory physicians. We determined the proportion and characteristics of physicians who reported receiving cultural competency training in medical school or in practice. Results: The unweighted sample of 363 yielded a weighted sample of 290,109 physicians, 66.3% of whom reported that they had received cultural competence training at some point. Only 35.5% of the sample had ever heard of the CLAS standards, suggesting a low level of awareness of the standards. Further, only 18.7% reported that training in cultural competency is required for newly hired physicians who join their practice. There were no statistically significant differences between those who had been trained and those who had not in terms of self-reported consideration of race/ethnicity or culture in assessing patient needs, diagnosis, treatment and patient education (P>.05). Conclusions: Fewer than half of practicing physicians reported receiving cultural and linguistic competency training in medical school or residency. It is possible that cultural competence training is being seamlessly integrated into medical education.