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Training Model (training + model)
Selected AbstractsTraining the Person of the Therapist in an Academic SettingJOURNAL OF MARITAL AND FAMILY THERAPY, Issue 4 2009Harry J. Aponte Drexel University's Couple and Family Therapy Department recently introduced a formal course on training the person of a therapist. The course is based on Aponte's Person-of-the-Therapist Training Model that up until now has only been applied in private, nonacademic institutes with postgraduate therapists. The model attempts to put into practice a philosophy that views the full person of therapists, and their personal vulnerabilities in particular, as the central tool through which therapists do their work in the context of the client,therapist relationship. This article offers a description of how this model has been tested with a group of volunteer students, and subsequently what had to be considered to formally structure the training into the Drexel curriculum. [source] Competence of New Emergency Medicine Residents in the Performance of Lumbar PuncturesACADEMIC EMERGENCY MEDICINE, Issue 7 2005Richard L. Lammers MD Abstract Background: Medical students are taught some procedural skills during medical school, but there is no uniform set of procedures that all students learn before residency. Objective: To determine the level of competence in the performance of a lumbar puncture (LP) by new postgraduate year 1 (PGY1) emergency medicine (EM) residents. Methods: An observational study was conducted at three EM residencies with 42 PGY1 residents who recently graduated from 26 various medical schools. The LP procedure was divided into 26 major and 44 minor steps to create a scoring protocol. The model, procedure, and scoring protocol were validated by experienced emergency physicians. Subjects performed the procedure without interruption or feedback on an LP training model using a standard LP kit. A step was scored as "performed correctly" if two of the three evaluators concurred. Pre- and poststudy questionnaires assessed subjects' prior instruction and clinical experience with LP, self-confidence, sense of relevance, motivation, and fatigue. Results: Subjects completed an average of 14.8 (57%; 95% confidence interval [95% CI] = 53% to 61%) of the major steps (range: 4,26) and 19.1 (43%; 95% CI = 42% to 45%) of the minor steps (range: 7,28) in 14.3 minutes (range: 3,22). Sixty-nine percent failed to obtain cerebrospinal fluid from the model. Subjects' levels of confidence changed slightly on a five-point scale from 2.8 ("little-to-some") before the test to 2.5 after the test. Eighty-three percent of the subjects previously performed LPs on patients during medical school (average attempts = 2.2; range: 0,10), but only 40% of those who did so were supervised by an attending during their first attempt. Conclusions: In the cohort studied, new PGY1 EM residents had not attained competence in performing LPs from training in medical school. Most new PGY1 residents probably require training, practice, and close, direct supervision of this procedure by attending physicians until the residents demonstrate competent performance. [source] Implementing on-the-job training: critical success factorsINTERNATIONAL JOURNAL OF TRAINING AND DEVELOPMENT, Issue 3 2000Simone J. van Zolingen Post Offices Inc. in The Netherlands has developed and implemented a new instruction model for the training of desk employees. The quality of the new instruction model was assessed by means of the evaluation model of Jacobs and Jones for on-the-job training. It is concluded that the implementation of the training model has not been completely successful. Critical success factors, such as the performance of the mentors as well as the quality of the self-study material, have to be improved. Mentors are expected to serve as a behavioural model, to provide feedback, arrange an adequate environment for self-study, motivate trainees for self-study and evaluate trainees' progress on a regular basis. This study shows that mentors must be fully convinced of the benefit of a new instructional model, if not, the implementation will not be successful. Besides, the study shows that the quality of the self-study material depends very much on the similarity between the knowledge needed in work and the knowledge presented in the self-study material. [source] Teaching competencies for technology integration in the classroomJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 5 2009A. Guzman Abstract There is growing interest in the integration of technology into the classroom. A range of initiatives have been launched to develop in-service teacher training processes that will strengthen this integration. In the present paper, we systematize the findings of a large selection of studies on this topic, focusing on domains and competencies linked to teacher training propositions for technology integration. Our main result is the presentation of six such domains that have been proposed in the existing literature: instrumental/technological, pedagogical/curricular, didactic/methodological, evaluative/investigative, communicational/relational and personal/attitudinal. A set of teaching competencies for each domain is also identified. These domains and competencies together form the bases for creating a technology integration training model. [source] Leading change through an international faculty development programmeJOURNAL OF NURSING MANAGEMENT, Issue 8 2009LORA C. LACEY-HAUN PhD Aims, The purpose of the study was to evaluate the modification of an American model of academic leadership training for utilization in an African university and to pilot test the efficacy of the resulting model. Background, Traditionally many educators have moved into administrative positions without adequate training. Current world standards require leadership preparation for a wide array of persons. However, this opportunity did not yet exist in the study setting. Method, University leaders from the University of the Western Cape and the University of Missouri collaborated on revising and pilot testing a successful American academic leadership programme for use among African faculty. Cross-cultural adaptations, participant satisfaction and subsequent outcomes were assessed during the 2-year ,train-the-trainer' leadership development programme. Results, African faculty successfully modified the American training model, participated in training activities, and after 2 years, began to offer the service to other institutions in the region, which has increased the number of nurses in Africa who have had, and who will continue to have, the opportunity to move up the career ladder. Conclusion, The impact of the project extended further than originally expected, as the original plan to utilize the training materials at the University of the Western Cape (UWC) for the in-house faculty was expanded to allow UWC to utilize the modified materials to serve leadership development needs of faculty in other African universities. Implications for nursing management, Study findings will inform those interested in university policy and procedure on leadership training issues. The successful development of a self-sustaining leadership programme in which values of multiple cultures must be appropriately addressed has a significant impact for nursing administration. With the severe nursing shortage, health care institutions must develop cost effective yet quality development programmes to assure the succession of current staff into leadership positions. We no longer have the luxury of recruiting broadly and we must identify those talented nurses within our own institutions and prepare them for advanced leadership roles. This succession plan is especially important for the next generation of nurse leaders representing minority populations. In particular, nurse managers will find the overview of the literature for middle managers enlightening, and may find links to key resources that could be revised to be more culturally relevant for use in a wide array of settings. [source] Testing an empirically derived mental health training model featuring small groups, distributed practice and patient discussionMEDICAL EDUCATION, Issue 2 2009Rachael C Murrihy Objectives, Internationally, family doctors seeking to enhance their skills in evidence-based mental health treatment are attending brief training workshops, despite clear evidence in the literature that short-term, massed formats are not likely to improve skills in this complex area. Reviews of the educational literature suggest that an optimal model of training would incorporate distributed practice techniques; repeated practice over a lengthy time period, small-group interactive learning, mentoring relationships, skills-based training and an ongoing discussion of actual patients. This study investigates the potential role of group-based training incorporating multiple aspects of good pedagogy for training doctors in basic competencies in brief cognitive behaviour therapy (BCBT). Methods, Six groups of family doctors (n = 32) completed eight 2-hour sessions of BCBT group training over a 6-month period. A baseline control design was utilised with pre- and post-training measures of doctors' BCBT skills, knowledge and engagement in BCBT treatment. Results, Family doctors' knowledge, skills in and actual use of BCBT with patients improved significantly over the course of training compared with the control period. Conclusions, This research demonstrates preliminary support for the efficacy of an empirically derived group training model for family doctors. Brief CBT group-based training could prove to be an effective and viable model for future doctor training. [source] Training in cordocentesis: the first 50 case experience with and without a cordocentesis training modelPRENATAL DIAGNOSIS, Issue 5 2010Fuanglada Tongprasert Abstract Objective To compare the outcomes of the first 50 cordocenteses at mid-gestation performed by operators who either or not received training on an in vitro model earlier. Materials and Methods Our unit keeps a prospective database on procedure details and outcomes of cordocenteses. We compared 50 consecutive procedures, from the first one onwards, performed by 5 specialists early in their maternal fetal medicine (MFM) practice, either systematically trained (study group) or not (control group) on an in vitro cordocentesis training model (n = 500 procedures). This training was introduced at the time point MFM became a formal subspeciality in Thailand. Multiple pregnancies and fetuses with chromosomal or structural abnormalities were excluded. The main outcome measures included mean duration of the procedure, the success and fetal loss rate. Results The average duration in the control group was significantly longer than that in the study group (13.2 vs 6.4 min, p < 0.001). Conversely, the success rate was significantly lower (94.8 vs 98.8%, p = 0.011). There were no differences in fetal loss rate. Conclusion Systematic training on a cordocentesis model reduces the time required to successfully obtain a fetal cord blood sample. Copyright © 2010 John Wiley & Sons, Ltd. [source] Culturally competent school assessment: Performance measures of personalityPSYCHOLOGY IN THE SCHOOLS, Issue 3 2007Richard Dana Performance measures of personality,narratives, Rorschach, and drawing techniques,provide continuing comprehensive assessment resources for school psychologists. These measures are examined for assets, limitations, and applications consistent with a new practice model for culturally competent school-based services. Cultural competency is informed by a generic training model and illustrated by contents of a public sector California training program. Expanding cultural competency training opportunities in all school psychology programs can integrate assessment, intervention, and outcome evaluations using performance measures within a context of guidelines and ethical responsibilities. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 229,241, 2007. [source] Training in minimally invasive surgery: An Asian perspectiveASIAN JOURNAL OF ENDOSCOPIC SURGERY, Issue 3 2009D Lomanto Abstract Minimally invasive surgery, which requires a different approach than used in the past, has created a revolution not only in surgical practice but also in surgical education. To overcome the challenges and difficulties of minimally invasive surgery, training needs to be done outside the operating room and away from the patient. New educational tools have emerged in the form of surgical simulators, including trainer boxes, virtual reality simulators and hybrid simulators. Many studies have confirmed the effectiveness of both box trainers and virtual reality simulators for surgical education. The integration of simulators into a structured laparoscopic skills curriculum creates an ideal training ground for acquiring the necessary skills for minimally invasive surgery. It has also been proven that this training model is effective for transferring acquired skills into the clinical setting. [source] Graduate Students and Knowledge Exchange with Local Stakeholders: Possibilities and PreparationBIOTROPICA, Issue 5 2009Amy E. Duchelle ABSTRACT Tropical biologists are exploring ways to expand their role as researchers through knowledge exchange with local stakeholders. Graduate students are well positioned for this broader role, particularly when supported by graduate programs. We ask: (1) how can graduate students effectively engage in knowledge exchange during their research; and (2) how can university programs prepare young scientists to take on this partnership role? We present a conceptual framework with three levels at which graduate students can exchange knowledge with stakeholders (information sharing, skill building, and knowledge generation) and discuss limitations of each. Examples of these strategies included disseminating preliminary research results to southern African villages, building research skills of Brazilian undergraduate students through semester-long internships, and jointly developing and implementing a forest ecology research and training program with one community in the Amazon estuary. Students chose strategies based on stakeholders' interests, research goals, and a realistic evaluation of student capacity and skill set. As strategies became more complex, time invested, skills mobilized, and strength of relationships between students and stakeholders increased. Graduate programs can prepare students for knowledge exchange with partners by developing specialized skills training, nurturing external networks, offering funding, maximizing strengths of universities in developed and developing regions through partnership, and evaluating knowledge exchange experiences. While balancing the needs of academia with those of stakeholders is challenging, the benefits of enhancing local scientific capacity and generating more locally relevant research for improved conservation may be worth the risks associated with implementing this type of graduate training model. [source] Training for renal ablative technique using an agarose-based renal tumour-mimic modelBJU INTERNATIONAL, Issue 1 2006GRANT D. TAYLOR OBJECTIVE To assess whether a recently developed porcine tumour-mimic model can serve as a training model for radiofrequency ablation (RFA) of renal masses, as the increased diagnosis of small occult renal masses has led to the development of nephron-sparing treatments, including RFA, and the techniques required for effective tumour ablation can be difficult to master. MATERIALS AND METHODS Tumour mimics were created by injecting 0.7 mL of an agarose mixture into the parenchyma of a porcine kidney, producing 1-cm spherical lesions which were hyperechoic on ultrasonography (US). The ex vivo experiment included creating 40 tumour mimics followed by RFA using US-guided needle placement. The ablation diameter was set to 15 mm to produce a margin of grossly ablated tissue around the mimic lesions. The in vivo portion involved creating 20 tumour mimics and ablating them under direct laparoscopic vision with US-guided probe placement. In each case, the mimic lesion size by US and gross examination, ablation diameter, and completion (accuracy) of ablations were recorded. RESULTS Accurate placing of the RFA needle by US guidance was difficult to learn, as all tumour-mimic lesions were either endophytic or completely intraparenchymal. The ex vivo model required ,,15 ablations before the needle was placed consistently into the lesions. The in vivo model was equally difficult to learn, with five positive margins by gross examination in the first 10 ablations, while the subsequent 10 had no positive margins. CONCLUSION The agarose-based tumour mimic is a useful target model for learning and improving US-guided ablative techniques in both the ex vivo and in vivo settings. The tumour-mimic allows the surgeon to assess targeting accuracy in an animal model. Further studies are needed to determine this model's utility as a clinical training aid. [source] Psychological research in educational technology in ChinaBRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 4 2010Ru-De Liu Information and communication technology (ICT) has increasingly been bringing about significant changes in education in an ongoing process. The educational reform is not a mere technological issue but rather is based on an empirical grounding in a psychological research approach to learning and instruction. This paper introduces the research work on the application of ICT in education from the psychological perspective in China in the past three decades. The introduction focuses on four important issues with systemic theoretical thinking based on continuous empirical research and innovative practices. The first is dialectic constructivism which has offered some dialectic explanation for knowledge, learning and teaching, and balanced various contradictory aspects of learning and teaching. The second is theoretical thinking and instructional practice about the principles of learning environment design which emphasises learners' higher-order thinking, deep understanding, collaboration and self-regulated learning. The third is a model for the effectiveness and conditions of Computer-Assisted Instruction. The fourth is a framework for the integration of ICT and education and a zigzag training model for teacher training for integration. [source] | |||||||||||||||||||