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Clinical Training (clinical + training)
Selected AbstractsAn Approach to Interdisciplinary Training in Postgraduate EducationEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 2 2006P Brodin Aims, A primary goal for clinical graduate training is to provide the student with the expertise required for specialist treatment in the actual discipline. At the same time there is an increasing need for a broader perspective on specialist care and the students should be aware of the limitations inherent in own specialty. In order to plan treatment in the best interest of the patient, and to be prepared to take part in treatments involving other specialties, the students should be exposed to interdisciplinary cooperation throughout the training. An approach to joint academic and clinical training with the purpose of providing graduate students with a broader perspective on specialist care is described and discussed. Material and methods, During their first year graduate students in the 7 different disciplines complete a joint Core Curriculum consisting of 8 different courses to stimulate a scientific approach to their profession and understanding of basic biologic mechanisms. To create a learning environment focusing on the development of interdisciplinary competence, a joint clinic has been established. Teams of students from different disciplines have been organized in order to establish ,partnership' for the treatment of patients with complex problems. The students also take part in the sessions held by a faculty Team of experts for assessment and treatment planning of referred patients with complex problems. Furthermore, faculty members conduct courses and seminars for students from other disciplines and students also participate in selected parts of the regular program in other disciplines. Results, Formal evaluation has so far been conducted for the Core Curriculum. Most students respond that they are satisfied with the courses, and the curriculum has also been adjusted based on the comments. The students report that treatment of patients in need of interdisciplinary treatment has been facilitated by having ,partners' in other disciplines. Participation in the Team of expert's sessions has been appreciated, and the attendance at interdisciplinary courses and seminars has been good. Conclusions, Based on the experience over the last 5 years, the interdisciplinary aspects of graduate training should be expanded to stimulate a holistic approach also to specialist treatment. [source] External Examiners and Immediate Post Qualification Clinical Dental Training in EuropeEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 2 2004G. H. Moody Background: A conversation at the ADEE Conference in Bern, 2001, revealed an apparent diversity in the use and role of External Examiners in dental undergraduate examinations in ADEE-associated schools. There also appeared to be considerable variation in the amount of post-graduate supervised clinical training. Aims: (i) To elicit information on the use of External Examiners in dental undergraduate examinations. (ii) To acquire information about immediate post-qualifying supervised clinical experience and training. Method: Questionnaire to the 205 Dental Schools listed in the ADEE Directory in 35 European countries. Results: Eighty-two (40%) completed questionnaires were returned. Of these 82 schools, 43 (52.4%) did not use External Examiners. The remaining 39 (47.6%) used an External Examiner at least once during the under-graduate course. All 39 used an External Examiner in ,Finals', 34 in all clinical examinations and 30 in pre-clinical examinations. Thirty out of 39 allowed external examiners to scrutinize papers before the examination. Although 31/39 were asked to advise on problems during examinations, only 26/39 were consulted about the fate of ,failed' candidates and 23/39 asked to adjudicate in such instances. Following qualification, graduates from 38/82 schools experienced some form of supervised further clinical training ranging from 3 months to 2 years. The majority (21/38) were trained for 1 year and 13 for 2 years. However, 30/82 (36.5%) schools produced graduates who qualified without any external assessment and without the benefit of any post-qualifying supervised training. Conclusions: Although the questionnaire response rate is low, it is clear that there are disparities in practice with regard to the use of external examiners and post-graduate training, which need to be evaluated if dental undergraduate standards in Europe are to converge. [source] Teaching received in caries prevention and perceived need for Best Practice Guidelines among recent graduates in FinlandEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 1 2004Miira M. Vehkalahti The present study evaluated teaching that recent graduates in Finland had received in caries prevention and their perceived need for updated Best Practice Guidelines. A two-page questionnaire was mailed to all dentists in Finland who had graduated from 1995 to 1998 (n = 390). After one reminder, the response rate was 46%. The closed questions covered teaching in 14 caries-preventive methods and its suggestions as to when and on whom to apply such methods. Each dentist's own opinion on the three most important methods for caries prevention in patients with various types of dentition was sought in open questions. The respondents reported that at dental school, on average 12.5 (SD = 2.4) of 14 aspects of caries prevention were covered in theoretical teaching, 5.5 (SD = 3.8) in demonstrations and 8.5 (SD = 3.0) in clinical training. The top four methods teaching suggested for every patient were toothbrushing (100%), use of fluoridated toothpaste (99%), interdental cleaning (98%), and use of xylitol (97%); followed by fluoride varnish (77%) and fissure sealants (54%). The three caries-preventive methods the respondents felt to be most useful were the same for all types of dentitions, in order of importance: (i) toothbrushing and use of fluoridated toothpaste, (ii) supplementary use of fluorides at home and (iii) healthy dietary habits, in particular, avoidance of sucrose. As regards clinical work, such teaching had served the respondents' real-life needs in patients' caries prevention either extremely (44%) or moderately (54%) well; 91% said, however, that they would benefit from nationwide Best Practice Guidelines. In conclusion, the recent graduates' emphasis on patient-active methods in caries prevention may indicate a change in the current policy favouring patient-passive methods. [source] Extramural clinic in comprehensive care educationEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 2 2003K. Petersson In the Malmo model, the students' experience of their future professional context is a basic principle. Therefore, comprehensive care education includes one day per week in the public dental health service during the 9th and 10th semesters. There are three main objectives of this clinical module that the students should be able to, namely: ,,Further develop insights in general dentistry and its pre-requisites in Sweden. ,,Identify themselves as a member of the professional team. ,,,Think like a dentist'. A questionnaire was given to final year students and their clinical supervisors in the public dental health service. The students were asked to self-assess to which extent they had achieved the objectives and to list the most valuable experiences of their practice. The supervisors assessed the students' fulfilment of the objectives and were asked on their experience of the co-operation with the dental school and their perception of the students' clinical competence. On a 9-grade rating scale both students and supervisors rated the fulfilment of the objectives high (7,9). The supervisors rated somewhat higher than the students did. The students mentioned that it was most valuable to take full responsibility, work closely together with a dental assistant and to experience a ,real' professional context. The supervisors' most frequent comment was that the co-operation with the faculty could be improved considerably. Our conclusion is that both the dental students and their clinical supervisors considered this model for extramural clinical training most valuable. [source] YNT-Schering fellowship in clinical training in multiple sclerosisEUROPEAN JOURNAL OF NEUROLOGY, Issue 6 2002Article first published online: 9 DEC 200 No abstract is available for this article. [source] Save the Young,the Elderly Have Lived Their Lives: Ageism in Marriage and Family Therapy,FAMILY PROCESS, Issue 2 2000David C. Ivey Ph.D. The paucity of literature addressing mental health issues concerning geriatric populations represents the perpetuation of ageist practices and beliefs in the field of marriage and family therapy. The purpose of this study was to assess whether client age and clinical training relate to the evaluation of couples who present for conjoint therapy. Written vignettes describing two couples, one older and one younger, who report issues involving the absence of sexual intimacy, increased frequency of arguments, and increased use of alcohol were evaluated by practicing marriage and family therapists, therapists-in-training, and individuals with no clinical background. It was hypothesized that respondents' views would vary in connection with the age of the couple and with the three levels of participant training. Results indicate that client age and participant training are associated with perceptions of individual and couple functioning. Our findings suggest that the relational and mental health concerns experienced by elder couples are not perceived as seriously as are identical concerns experienced by younger couples. Contrary to our expectations the observed differences between views of the two age conditions did not significantly differ between levels of participant training. Training and experience in marriage and family therapy may not significantly mitigate vulnerability to age-discrepant views. [source] Undergraduate teaching in gerodontology in Leipzig and Zürich , a comparison of different approachesGERODONTOLOGY, Issue 3 2009Ina Nitschke Objective:, To evaluate undergraduate students' attitude towards the clinical components of the Leipzig (LPEG) and Zürich (ZPEG) Programmes of Education in Gerodontology. Background:, Undergraduate student education is the seedbed for conscientious professionals. Extramural clinical education contributes to the formation of positive attitudes. Students in Zürich participate in three clinical activities (in-house gerodontology clinic, extramural acute geriatrics ward, mobile dental service), in Leipzig they visit a long-term care facility on six occasions within 4 years. Methods:, A structured questionnaire with 10 items was administered to students in Leipzig [n = 34, 70.6% female, mean age 25.8 (SD 3.04) years] at the beginning and after completion of gerodontology training and to students in Zürich [n = 33, 48.5% female, mean age 27.0 (SD 3.28) years] on three occasions after clinical training. Students indicated the degree of their agreement with seven statements presented using a 5-point scale. A choice of responses which characterised the course was offered for assessment. Results:, Close collaboration with dental tutors, while self-treating patients in the mobile dental service (mobiDentÔ) attracted the most positive responses. Ratings from students completing their training in Leipzig were less favourable than their initial responses. Conclusion:, The lack of a dental service and Leipzig students' inability to offer treatment in the presence of disease was associated with frustrations. Practical training should go beyond dental examinations at a long-term care facility and include the opportunity for dental treatment. Personnel and equipment required for mobile treatment exceed resources available at most German dental schools. [source] Meaning-Making and the matrix model: Does one size really fit all?JOURNAL OF CLINICAL PSYCHOLOGY, Issue 9 2005Robert A. NeimeyerArticle first published online: 17 JUN 200 Despite the multifocal complexity of the matrix model (C.R. Snyder & T.R. Elliott, this issue), its close correspondence with the theoretical dialectics and philosophy of clinical constructivism auger well for its capacity to articulate with existing approaches to graduate education in psychology. In this article points of contact are documented between the two approaches, and a caveat is included about the limits of the matrix model in ensuring greater relevance of clinical training to the settings in which contemporary professionals will work. © 2005 Wiley Periodicals, Inc. J Clin Psychol. [source] Meeting the Needs of Evidence-based Practice in Family Therapy: Developing the Scientist-practitioner ModelJOURNAL OF FAMILY THERAPY, Issue 2 2002D. Russell Crane Effective models of clinical training have been and continue to be a primary topic of discussion in the field of family therapy, particularly given the needs of evidence-based practice. This article outlines the major historical and contemporary struggles of one such model of clinical training and practice: the scientist-practitioner model. Throughout the article, the principles of the scientist-practitioner model and evidence-based practices are compared and contrasted. Suggestions for overcoming the contemporary challenges faced by the scientist-practitioner in a family therapy practice or in an educational environment are discussed. [source] Advanced Education in Prosthodontics: Residents' Perspectives on Their Current Training and Future GoalsJOURNAL OF PROSTHODONTICS, Issue 2 2010DMSc, Zeyad H. Al-Sowygh BDS Abstract Purpose: The purposes of this study were to identify current prosthodontic residents' demographics and to document prosthodontic residents' perspectives on their clinical training and future goals. Materials and Methods: A 52-item survey was created and distributed to prosthodontic residents in the United States on February 8, 2007. The data collected were analyzed; the means and standard deviations were calculated and ranked. Statistical analysis was conducted using Chi-square and Mann-Whitney analysis (p= 0.05). Results: A 43% response rate was achieved, representing approximately 48% of the total population of prosthodontic residents in the United States. The majority of residents ranked clinical education as the most important factor in selecting their programs, were satisfied with their training, and planned to pursue the certification of the American Board of Prosthodontics. When asked how often they planned to work, 4 days a week was the most common answer. Conclusion: This is the first report identifying current prosthodontic residents' demographics and their perspectives on their clinical training and future goals. Several trends were identified, indicating a bright future for the specialty. By knowing the students' perceptions regarding their training and future goals, the American College of Prosthodontists and/or program directors will be able to use this information to improve residency programs and the specialty. [source] Epiphanies and research in the field of mental healthJOURNAL OF PSYCHIATRIC & MENTAL HEALTH NURSING, Issue 8 2009J. LEES phd ma dipcouns dipsup, cert time-limited therapy pgce mbacp(snr accred) ukrc registered independent counsellor Accessible summary ,,This article looks at the richness inherent in our life experience and engages on a journey to examine this richness in the light of two experiences (or epiphanies) on a clinical training course. It demonstrates how, as a result of continued refection and reflexive analysis, my understanding of these experiences transformed over a period of time. ,,The field of inquiry was a training in psychoanalytic counselling. My ongoing analysis of the experiences provided an evaluation of some key features of that culture and the nature of clinical training, particularly in psychoanalytic milieu. ,,The article concludes with a discussion about the academic culture in which I am now working and the way in which it influences my writing style (in, for example, this article). It concludes that the discourse of this culture prevents us from reaching our creative spiritual core and examines how we can overcome this limitation. Abstract In this paper I will argue that investigating our professional experiences can enrich our understanding, widen our perspective, transform our inner lives and create an endless source of discovery about ourselves, society and the professional discursive systems that we inhabit. I will call such events, after Denzin's work in 1989, epiphanies. In order to develop the theme I will give an account of my own experience of two such epiphanies on a psychoanalytic training course in counselling. I will then present my reflexive analysis of these events over the years, including my reflections on the peer review comments for this paper, and finish with some questions arising out of the study relating to the current status of nursing as an academic profession. [source] Assessment of competence and progressive independence in postgraduate clinical trainingMEDICAL EDUCATION, Issue 12 2009Marja G K Dijksterhuis Context, At present, competency-based, outcome-focused training is gradually replacing more traditional master,apprentice teaching in postgraduate training. This change requires a different approach to the assessment of clinical competence, especially given the decisions that must be made about the level of independence allowed to trainees. Methods, This study was set within postgraduate obstetrics and gynaecology training in the Netherlands. We carried out seven focus group discussions, four with postgraduate trainees from four training programmes and three with supervisors from three training programmes. During these discussions, we explored current opinions of supervisors and trainees about how to determine when a trainee is competent to perform a clinical procedure and the role of formal assessment in this process. Results, When the focus group recordings were transcribed, coded and discussed, two higher-order themes emerged: factors that determine the level of competence of a trainee in a clinical procedure, and factors that determine the level of independence granted to a trainee or acceptable to a trainee. Conclusions, From our study, it is evident that both determining the level of competence of a trainee for a certain professional activity and making decisions about the degree of independence entrusted to a trainee are complex, multi-factorial processes, which are not always transparent. Furthermore, competence achieved in a certain clinical procedure does not automatically translate into more independent practice. We discuss the implications of our findings for the assessment of clinical competence and provide suggestions for a transparent assessment structure with explicit attention to progressive independence. [source] Competence in the musculoskeletal system: assessing the progression of knowledge through an undergraduate medical courseMEDICAL EDUCATION, Issue 12 2004Subhashis Basu Background, Professional bodies have expressed concerns that medical students lack appropriate knowledge in musculoskeletal medicine despite its high prevalence of use within the community. Changes in curriculum and teaching strategies may be contributing factors to this. There is little evidence to evaluate the degree to which these concerns are justified. Objectives, To design and evaluate an assessment procedure that tests the progress of medical students in achieving a core level of knowledge in musculoskeletal medicine during the course. Participants and Setting, A stratified sample of 136 volunteer students from all 5 years of the medical course at Sheffield University. Methods, The progress test concept was adapted to provide a cross-sectional view of student knowledge gain during each year of the course. A test was devised which aimed to provide an assessment of competence set at the standard required of the newly qualified doctor in understanding basic and clinical sciences relevant to musculoskeletal medicine. The test was blueprinted against internal and external guidelines. It comprised 40 multiple-choice and extended matching questions administered by computer. Six musculoskeletal practitioners set the standard using a modified Angoff procedure. Results, Test reliability was 0.6 (Cronbach's ,). Mean scores of students increased from 41% in Year 1 to 84% by the final year. Data suggest that, from a baseline score in Year 1, there is a disparate experience of learning in Year 2 that evens out in Year 3, with knowledge progression becoming more consistent thereafter. All final year participants scored above the standard predicted by the Angoff procedure. Conclusions, This short computer-based test was a feasible method of estimating student knowledge acquisition in musculoskeletal medicine across the undergraduate curriculum. Tested students appear to have acquired a satisfactory knowledge base by the end of the course. Knowledge gain seemed relatively independent of specialty-specific clinical training. Proposals from specialty bodies to include long periods of disciplinary teaching may be unnecessary. [source] Refuting patients' obligations to clinical training: a critical analysis of the arguments for an obligation of patients to participate in the clinical education of medical studentsMEDICAL EDUCATION, Issue 3 2001Jude T Waterbury Context The clinical teaching of medical students is essential to the continuation of medicine, but it has a major impact on the patient's health care and autonomy. Some people believe that there is a moral obligation for patients to participate in this training. Such an obligation, real or perceived, may endanger patients' autonomy. Objectives The author makes a critical analysis of the main arguments he encounters supporting such an obligation. These arguments are: (1) the furthering of medical education; (2) compensation when uninsured or unable to pay; (3) an equitable return for the care received in a teaching hospital, and (4) fulfilment of a student's need for (and some say right to) clinical training. Methods Related literature is reviewed in search of evidence and/or support for such arguments. Conclusions The review reveals that these arguments either cannot be verified or do not necessarily place any obligations on the patient. It is argued that, while a medical student may have a right to clinical education, the obligation to fulfil this right rests with the medical university and not on the patients of its teaching hospitals. Solutions Several proposals are made about how to satisfy this need without infringing on the patient's right to refuse participation, explaining the patient's rights and role in clinical teaching, and the use of standardized patients where necessary. [source] Attitudes and Intentions of Future Health Care Providers Toward Abortion ProvisionPERSPECTIVES ON SEXUAL AND REPRODUCTIVE HEALTH, Issue 2 2004Solmaz Shotorbani CONTEXT: Induced abortion is one of the most common procedures performed among women in the United States. However, 87% of all counties had no abortion provider in 2000, and little is known about the attitudes and intentions of future health care providers, including advanced clinical practitioners, regarding abortion provision. METHODS: During March 2002, first- and second-year students in health sciences programs (i.e., medicine, physician assistant and nursing) at the University of Washington were anonymously surveyed. Univariate, bivariate and multi-variate analyses were used to determine students' attitudes and intentions regarding provision of abortion services. RESULTS: Of the 312 students who completed the survey, 70% supported the availability of legal abortion under any circumstances. Thirty-one percent intended to provide medical abortion in their practice, and 18% planned to offer surgical abortion. Fifty-two percent of all respondents agreed that advanced clinical practitioners should be able to provide medical abortion, and 37% agreed that they should be able to provide surgical abortion services; however, greater proportions of advanced clinical practitioners (45,83%) than of medical students (21,43%) expressed such support. Sixty-four percent of all respondents were willing to attend a program whose curriculum requires abortion training. CONCLUSIONS: Although it may not be possible to require abortion training for every future health care provider, making abortion a standard part of clinical training would provide opportunities for future physicians and advanced clinical practitioners, and would likely ameliorate the abortion provider shortage. [source] ,My capital secret': Literature and the psychoanalytic agonTHE INTERNATIONAL JOURNAL OF PSYCHOANALYSIS, Issue 5 2009Vera J. Camden Taking as my departure point Freud,'s unequivocal claim in The Question of Lay Analysis that psychoanalytic education should include "the history of civilization, mythology, the psychology of religion, and the science of literature" (Freud, 1926b, p. 246),I advocate for an integration of psychoanalysis with the arts, the humanities, and the social sciences in psychoanalytic training. Foundations in these fields are not only acceptable as preliminary to clinical training but will also provide the diverse intellectual climate that is urgently needed in psychoanalytic institutes whose discursive range is often quite narrow. To provide one example of the salutary effect of such disciplinary integration on clinical practice, I illustrate how the transformative power of literature provides compelling metaphors for the psychoanalytic encounter. Through an example drawn from within my own experience as literary critic and psychoanalyst, I describe the ways that the troubling tensions in Milton's Samson Agonistes functioned to illuminate, for me, an analysand,'s ,capital secret'. [source] Hypothesis: Research in Otolaryngology Is Essential for Continued Improvement in Health Care,THE LARYNGOSCOPE, Issue 6 2002Robert H. Mathog MD Abstract The present report, in the form of a research proposal, is based on the hypothesis that research in otolaryngology is essential for continued improvement in health care. Examples of advances in otolaryngology as a result of research are noted, but for continued success, otolaryngology must maintain and find better ways to train clinically directed researchers. Traditional methods of training such as hands-on experience, courses in the basic principles of research, protected time, and mentoring are discussed and evaluated. Barriers to success such as age, time, and debt are noted. Potential solutions are presented with an emphasis on integration of the research and clinical training. Success of faculty will continue to depend on laboratory and financial support, technical assistance, protected time, salary equivalent to other faculty, and accessibility of research funds. For research to gain support and enthusiasm and to keep it strong and productive, cost-effectiveness and value must be recognized. [source] Influences on medical students' decisions to study at a rural clinical schoolAUSTRALIAN JOURNAL OF RURAL HEALTH, Issue 5 2008Ryan J. Spencer Abstract Objective:,To identify factors that influenced medical students at Monash University to undertake their first year of clinical training (third year of the medical course) at a rural clinical school (RCS). Design:,Third-year Monash University medical students undertaking clinical placements at a RCS were surveyed in 2005. A semistructured questionnaire was used to ask students to rate the influence of a list of factors on their decision to undertake their year-long placement at a RCS. Results:,Under half (48%) of students studying at an RCS reported that they were of rural background. All surveyed items were identified as having had a positive influence. Greater clinical experience, learning opportunities and patient access were identified as having the greatest positive influence followed closely by free accommodation and other financial and supportive incentives. Future rural career intention was eight times more likely to be a positive influence in rural compared with urban background students. Conclusion:,The most important positive influence on Monash third-year medical students' decision to study at an RCS is the perception of high-quality clinical experiences and education. This perception arises from rural exposure during pre-clinical years. [source] Goal Attainment Scaling in paediatric rehabilitation: a report on the clinical training of an interdisciplinary teamCHILD: CARE, HEALTH AND DEVELOPMENT, Issue 4 2008D. Steenbeek Abstract Background Goal Attainment Scaling (GAS) is a responsive method for individual goal setting and treatment evaluation. However, current knowledge about its reliability when used in paediatric rehabilitation treatment is insufficient and depends highly on standardization of the GAS method. A training programme was developed to introduce GAS to a team of 27 professionals from five disciplines. The purpose of the paper is to share the experiences of professionals and parents during this training. Methods The training consisted of three 2-h general discussion sessions and intensive individual feedback from the study leader (i.e. the first author). Feedback was given until the GAS scales met predetermined criteria of ordinality, described specific, measurable, acceptable, realistic abilities and activities in a single dimension, used the ,can-do' principle and could be scored within 10 min. Therapists and parents were asked to give their opinion by completing a questionnaire. Results One hundred and fifteen GAS scales were developed and scored by professionals. The development of a GAS scale remained a time-consuming procedure, despite the training: 45 (SD = 27) minutes per scale. The content criteria of GAS were found to be useful by all participants. Common issues requiring revision of the initial scales were equal scale intervals, specificity, measurability and selection of a single variable. After the training, 70% of the therapists and 60% of the parents regarded GAS as a suitable tool to improve the quality of rehabilitation treatment. Examples of GAS scales developed by the various disciplines are presented and discussed. Conclusions The experiences reported in this paper support the further development of training procedures for GAS before it can be used as an outcome measure in effect studies. The findings may be helpful in introducing GAS in the field of childhood disability. [source] Basic clinical training in ophthalmology: correct misfires quickly!CLINICAL & EXPERIMENTAL OPHTHALMOLOGY, Issue 4 2007Ian C Francis FASOPRS No abstract is available for this article. [source] A survey of influences on the practice of psychotherapists and clinical psychologists in training in the UKCLINICAL PSYCHOLOGY AND PSYCHOTHERAPY (AN INTERNATIONAL JOURNAL OF THEORY & PRACTICE), Issue 2 2006Mike P. Lucock A questionnaire survey of 95 qualified psychotherapists of various therapeutic orientations and 69 psychologists in clinical training was carried out to investigate the main influences on their clinical practice, using the Questionnaire of Influencing Factors on Clinical Practice in Psychotherapies (QuIF-CliPP). For the qualified group the most highly rated factors were current supervision, client characteristics, client feedback, psychological formulation, intuition/judgement, professional training and post-qualification training. For the trainees, those rated highest were current supervision, past supervision, client characteristics, client feedback, psychological formulation and professional training. Evidence based factors such as treatment manuals and evidence based guidelines were rated relatively low for both groups, although the cognitive behaviour therapists rated them significantly higher than the other groups. Personal therapy was rated highly by the psychodynamic, psychoanalytic, person centred and eclectic therapists but not by CB therapists. The implications of these findings for the application of evidence based practice and the need to evaluated supervision, personal therapy and training are discussed.,Copyright © 2006 John Wiley & Sons, Ltd. [source] | ||||||||||||||||