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Introduction: Grommet insertion is a common procedure in field of Otology. Its outcome depends highly on degree of experience of the surgeon. Materials and methods: Simulation in training and clinical practice is an important facet in a surgeon's life. However, the non-availability of fresh cadavers, pre-existing damaged tympanic membrane in available cadavers and escalating cost of artificial cadaveric materials led us to devise a simple yet effective way of training technique for grommet insertion, utilizing "stretched surgical glove piece over an ear speculum". Result: An observational study was undertaken in our department to assess utility of this technique in training ten trainees. They reported subjective improvement in manual dexterity during performing myringotomy as well as mounting, manipulating and inserting the grommet during actual surgery. Conclusion: Our innovation is cheap, reliable and readily available for training. It closely resembles real-time surgical experience. [ABSTRACT FROM AUTHOR]

There are longstanding concerns relating to clinical academic training pipelines, with evidence for multiple barriers and enablers to clinical academic career progression. We sought to assess the extent to which these and other factors apply to academic training in clinical oncology in the United Kingdom. A cross-sectional survey was undertaken using a bespoke, pre-piloted online electronic questionnaire that was distributed to clinical oncology specialty trainees and consultants who had at any point between January 2013–January 2024 commenced an academic post whilst in training. Collated information included demographic data, location and stage of training, research experience and ambitions, research skill confidence and academic career progression. Seventy eligible responses were included, representing 84% (n = 16/19) of UK training deaneries. Thirty-seven (53%) of the respondents had obtained their certificate of completion of training (CCT) whilst 11% (n = 8/70) and 40% (n = 28/70) were at specialty trainee level and respectively pre- or within-/post-doctoral studies. Of 34 post-CCT respondents, 58% (n = 20) had ongoing research commitments but this reached 30% of their overall activity for just 30% (n = 10). Barriers to academic progression included clinical training requirements, post availability and limited mentorship. Most (60%; n = 35/58) undertook doctoral studies in their final two training years. A majority of respondents lacked confidence in radiation oncology (RO) skills relevant to their career ambitions, with 60%, 40% and 30%, respectively, confident in RO clinical research outcome evaluation, in vitro radiation analyses and using RO animal models. These data provide a granular, long-term analysis of academic clinical oncology training at a national level; identifying poor progression to research independence underlined by limited confidence in RO research skills and multiple barriers to academic career progression. These data provide areas in which policy makers, research funders and training programmes can focus to improve academic training in clinical oncology. • Clinician scientists are vital to the continued development of radiation oncology. • This work explores viewpoints on clinical oncology clinical academic training. • There is poor progression to senior clinician scientist roles. • Clinical training, postgraduate exams and limited funding impact progression. • Even senior clinical academics lack confidence in key research skills. [ABSTRACT FROM AUTHOR]

Copyright of Profesorado: Revista de Currículum y Formación del Profesorado is the property of Profesorado: Revista de Curriculum y Formacion del Profesorado and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Mentorship is an important academic formative activity with origins in medieval universities. It represents a form of collaborative self-learning that connects a professor with a student in the pursuit of knowledge. In the mentoring process, university life is replicated. The mentor needs the disciple to project their academic vocation beyond themselves. The student needs the mentor to academically channel their concerns and abilities. Although they need each other, their interest is selfless because their goal is knowledge, which transcends both of them.

Background/Objectives: Managing caries lesions that affect the inner third of the dentin is crucial to ensuring pulp vitality; the clinician must make decisions that will affect the vitality of the tooth. Our purpose is to understand the behavior of Spanish dentists in treating deep cavities and to examine whether variations exist based on their academic training and/or years of professional experience. Methods: This study was approved by the ethics committee of the Balearic Islands CEI-IB. A survey was conducted using the SurveyMonkey platform with 11 questions, the first 4 of which focused on defining the characteristics of the respondents. The following six concerned a clinical case of deep caries in tooth number 4.7, and the last regarded the opinion of the actual treatment of the case. The survey was sent by email in April 2022. The results were analyzed with the SPSS 29.0 program using the chi-square test. Results: A total of 347 responses were obtained (93.95%), and those surveyed stated that they apply minimal intervention concepts in their treatments, with 90.49% performing conservative dentistry treatments daily. A total of 56.48% of the respondents had bachelor's degrees, 12.39% had graduated, 33.14% had a postgraduate degree, 38.90% had a master's degree, and 17% had a doctorate. Most (40.63%) had been in professional practice for 16–30 years. Conclusions: Significant differences were identified regarding years of professional experience in terms of decision-making in methods of treatment and the choice of materials used for pulp protection. Likewise, significant differences were found regarding the academic training of the respondents, the cavity cleaning method selected, and the use of chemical substances for removing carious dentin. We can conclude that academic training and years of professional practice influence decision-making at some points in treating deep caries lesions. [ABSTRACT FROM AUTHOR]

Introduction: Different international guidelines indicate the need for improving educational procedures. This study aims to contribute to the professional development training program of higher education professors from a Physical Education Teacher Education degree in México. Methodology: This qualitative study used a participatory action research design through four cycles: (a) diagnosis; (b) elaboration of the action plan; (c) implementation and evaluation; and (d) feedback. The participants were the professor, six experts, and 17 students. Data were collected from semi-structured interviews with students and the professor, the analysis of the class syllabus, and nonparticipatory observations. Findings: The importance of carrying out a diagnostic cycle allowed us to identify the specific needs of the class. Similarly, the model of development and evaluation of academic competencies (M-DECA) allowed the professor to develop specific pedagogical and disciplinary competencies from the training program. Conclusion: A continuous professional development training program for university professors in pedagogical and disciplinary strategies generates better learning results. The inclusion of innovative content in the class syllabus was also crucial. [ABSTRACT FROM AUTHOR]

Background: The 3-year training in the critical care medicine (CCM) specialty is a relatively new recognized program in India. This program has been run at a few premier institutes across India over the past few years. Objective: The present study aimed to get a critical appraisal of the 3-year training program in CCM from the initial 50 trained Indian intensivists, regarding their research, publications, and self-perceived clinical training adequacy in the various areas of the CCM. Methods: This was a prospective cross-sectional study. The list of participants (initial trainees who completed the course between 2015–2021) was compiled by contacting the respective teachers of the institutes that were permitted and recognized by the competent national authority to run a 3-year training course in CCM in India. A questionnaire was developed with questions related to demographic details; self-reports about clinical training program adequacy measured on the Likert scale; and their research area, publications, and current job profiles. After receipt of institutional ethics committee approval, responses from the participants were collected through Google Forms, which were sent through e-mails. Results: Responses were received from 51 of 62 participants. Among the 51, the majority were male (43; 84%), and their basic training was in anesthesiology (88%). All of them had conducted at least one mandatory research project; three-fourths were prospective observational. The main areas of research projects were cardiovascular (20%), followed by respiratory (18%), sepsis and infection (18%), and renal (14%). Only less than one-third reported being published in any PubMed-indexed journal, with most as a first authorship (93%). One-fourth to one-third of participants reported inadequate training in areas such as extracorporeal therapies and financial and administrative managerial skills in critical care, followed by cardiac and neurocritical care and research methodology. Eight (16%) underwent further training, including 6 from outside India. Conclusion: The present study critically evaluated the 3-year training in the CCM from the perspective of trainees who completed the program in India; highlighting areas of inadequate training such as extracorporeal therapies and financial and administrative managerial skills. Participants reported concern about the training and allocated time for their research and getting it published in an indexed journal. [ABSTRACT FROM AUTHOR]

Incorporating technology in academic translation and interpreting training programs has become crucial, especially in a job market that requires mastering various tools. This paper looks into the reality and importance of technological tools in training translators and interpreters at the Institute of Translation, Algiers 2 University, from the teachers' perspective. It was conducted through a mixed-methods approach, using a questionnaire to collect qualitative and quantitative data from 38 teachers. The findings revealed that participants had a favorable attitude toward technological tools with varying degrees of utilization during training. While most showed general technological competency, the lack of specialized training and limited access to essential equipment in the institute surfaced as critical hurdles. To resolve these inconsistencies, translation institutes in Algeria must provide the required equipment and extensive technology training for teachers and work on aligning training with the novelties of the job market. Résumé L'intégration de la technologie dans la formation universitaire en traduction et en interprétariat est devenue cruciale. Cet article examine la réalité et l'importance des outils technologiques dans la formation des traducteurs et des interprètes à l'université d'Alger 2, Institut de traduction, selon la perspective des enseignants. L’étude a été menée selon une approche à méthodes mixtes pour collecter des données qualitatives et quantitatives via un questionnaire auquel ont participé 38 enseignants. Les résultats ont révélé que les participants avaient une attitude favorable vis-à-vis des outils technologiques. Bien que la plupart d'entre eux aient une compétence technologique générale, le manque de formation spécialisée et l'accès limité aux équipements essentiels de l'institut sont apparus comme des obstacles majeurs. Donc, les instituts de traduction en Algérie doivent fournir l’équipement nécessaire et une formation technologique approfondie aux enseignants et travailler à l’alignement de la formation sur les nouveautés du marché du travail.

BACKGROUND & OBJECTIVE:Continuous Professional Development (CPD) Programs aim to support the career progression of faculty members by leveraging their professional experiences, theoretical knowledge, research, and professionalism with colleagues. These programs enhance skills, knowledge, and competencies throughout a faculty career. However, institutional barriers such as heavy workloads and limited resources can hinder the effectiveness of CPD programs. Faculty training enables them to address concerns, be aware of their teaching assumptions, and foster a positive educational environment. It requires reflection, openness to new ideas, and intellectual work for professional growth. This study's objective was to determine the frequencies of Institutional Barriers faced by faculty to Continuous Professional Development (CPD) Programs. METHODOLOGY:In this research, we used an observational study design. Purposive sampling was employed to collect the responses. A total of 229 participants responded. Data were entered and analyzed using IBM SPSS version 26 software. A pilot study was conducted to measure reliability. Frequencies were measured, and associations between categorical variables were determined using the Pearson Chi-Square Test. RESULTS: Significant associations of almost all the identified institutional barriers were observed with academic positions whereas the majority of the barriers demonstrated no association with gender and specialty. CONCLUSION: Academic position is the most important factor identified in our study, showing strong associations with almost all the institutional barriers studied. By creating a supportive environment and promoting continuous learning, institutions can empower faculty members to engage in CPD activities and enhance their professional development. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Ciencias Sociales (13159518) is the property of Revista de Ciencias Sociales de la Universidad del Zulia Venezuela and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: To identify cultural topics with clinical implications to be incorporated into the dentistry curriculum to develop Intercultural Competence. Methods: Systematic review with PRISMA criteria that exported 216 articles from the Web of Science, Scopus, and SciELO databases from 2012 to 2022, of which 40 were selected. The inclusion criteria were theoretical and empirical scientific articles, of quantitative, qualitative, or mixed methods nature, on cultural topics. Results: The data analysis allowed the organization of information into four cultural topics: Development of professional intercultural self‐awareness, Individual, family, and cultural implications, Construction of intercultural therapeutic relationships, and Specific clinical aspects, each with particular contents to be developed in the dentistry curriculum. However, some clinical issues have yet to be explored in‐depth, leaving research possibilities open to all disciplines in dentistry. Additionally, it is necessary to analyze the cultural bias in the discussion and conclusion of some reviewed articles, as they were conducted from an ethnocentric perspective. Thus, peer reviewers of scientific journals and researchers in these topics must have appropriate training in Intercultural Competence. Conclusions: This review provides a guide and pedagogical sequence of the cultural topics that should be incorporated into the dentistry curriculum to achieve Intercultural Competence, it also highlights a wide range of relevant aspects to consider in establishing an adequate therapeutic relationship. Explicit accreditation criteria contribute to the establishment of Intercultural Competence in the curricula; however, in countries that lack regulations, there is a moral and ethical duty to incorporate the subject so that the future professional can manage and establish inclusive healthcare. [ABSTRACT FROM AUTHOR]

Neurocognitive-academic training (NAT) is an innovative training model that aims to concurrently improve academic behavior and achievement for children with ADHD. We used a single-subject design with a changing criterion design to investigate the effects of NAT on improving behavior and performance during Chinese handwriting tasks for children with ADHD. Four children from varied backgrounds received the training in three phases (i.e., Behavioral Presentation, Strategy and Progression, and Maintenance and Self-reflection). Functional relationships have been established between NAT and on-task behavior, speed, and quality in Chinese handwriting tasks. Overall, increasing trends with large or very large effect sizes in the Maintenance and Self-reflection phase and the three-week follow-up could be concluded. This case study supports the use of NAT to improve academic-related behavior and achievement in practicing Chinese handwriting in children with ADHD. We also discussed the implications and limitations of this preliminary study and encouraged future inquiry [ABSTRACT FROM AUTHOR]

Copyright of Revista de Investigación Cuerpo, Cultura y Movimiento is the property of Universidad Santo Tomas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Scientific Development for Studies & Research (JSD) is the property of Journal of Scientific Development for Studies & Research (JSD) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Extensão em Foco is the property of Universidade Federal do Parana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objectives: To share the experiences of a scientific committee of an academic-scientific event proposed as a teaching activity for postgraduate studies. Methodology: It is a descriptive, exploratory, and applied study; the methodology consisted of bibliographic research that sought inputs on scientific communication and good project management practices for their application in the management of the scientific committee. The management, organization, and monitoring of activities and tasks were carried out through a shared electronic spreadsheet with the team, stored in the cloud. Results: The main milestones, activities, and artifacts produced by the scientific committee of the event were presented, as well as the details and chronological order of the activities, in guide format, to contribute to the academic training of postgraduate students and those interested in organizing academic-scientific events. The activities and artifacts in other events should be replicated to improve the documentation presented in this study. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has led to a major public health crisis. Residents entered the frontline in triaging and treating COVID-19 patients, working overtime to meet the growing demand. Surgical practice and educational activities were restricted, thus affecting resident training. There was also a great risk to their mental health. Our study aims to assess the academic impact and quality of life including mental health status among year I, year II and year III otorhinolaryngology residents during the pandemic. A cross-sectional study was conducted among postgraduates and junior residents working in otorhinolaryngology departments in institutions across South India in October 2020. Quality of life, severity of anxiety and depression, and academic impact were assessed using the WHOQOL-BREF, GAD-7, PHQ-8 and Academic impact questionnaires respectively via Google Forms. A total of 303 responses were obtained. Inpatient and outpatient clinical activity were affected irrespective of the year of training. Surgical training was also affected especially among the final-year residents (year III) with a mean score of 4.42. The maximum median WHOQOL-BREF score of 14.66 was found in the social domain and 13.33 in the psychological and social domains in men and women respectively. The majority (43%) of 114 men had mild anxiety, while among women, a slight preponderance (33.9%) of severe anxiety was noted. Most of the residents (75% of men and 66.6% of women) had no symptoms suggestive of depressive disorder, however, 19.3% of the men and 29.6% of the women were found to have major depression. The impact of the pandemic on resident training and mental health has been immense. The study outcome may help residents comprehend and perceive the extent of the same, and explore methods to be equipped and overcome similar circumstances in the future. [ABSTRACT FROM AUTHOR]

The application of augmented reality in training health science students is increasingly widespread. The aim of this work was to assess the usability and user expectations of an augmented reality application for smart glasses (Microsoft HoloLens) that can be used to train on four invasive procedures (i.e. intramuscular injection, nasogastric tube insertion, endotracheal intubation and suctioning via tracheostomy tube). A descriptive study was conducted with nursing students from three Spanish universities. Participants answered a questionnaire to assess the use of the ARSim2care application. This application offers the possibility of visualizing the internal anatomical structures during the training of the clinical technical skills for the performance of the mentioned invasive techniques. The questionnaire included demographic data, the System Usability Scale and questions about the user expectations in relation to learning with the use of augmented reality. In total, 61 participants responded to the questionnaire after using the ARSim2care application. The mean score of the System Usability Scale was 73.15 (standard deviation: 15.04) and 62.4% (n = 38) of the participants considered their experience with the application as excellent or good. In relation to user expectations, more than 90% of students indicated that the use of the application could improve their motivation and stimulation in learning, their content retention and their anatomical understanding. The developed ARSim2care application for Microsoft HoloLens showed a high level of usability and acceptance as a learning tool for training certain clinical procedures by visualizing the internal structures of the body. [ABSTRACT FROM AUTHOR]

In the global landscape of education, the online modality has emerged as indispensable for extending access to academic training. This study delves into the teaching profile and competency-based training in online education within the context of Ecuador, a developing nation in South America. Employing a qualitative and exploratory approach, an exhaustive documentary review was conducted, followed by a comparative analysis of gathered information. The documentary review encompassed a meticulous examination of academic literature, governmental policies, and curricula pertaining to online education in Ecuador, with emphasis on selecting pertinent and representative sources. Through the comparative analysis, discernible patterns, similarities, differences, and trends regarding the teaching profile and competency-based training in Ecuadorian online education were identified. The findings present a comprehensive portrayal of how these dimensions have been addressed within Ecuador, thereby serving as a benchmark for future research endeavors. Moreover, they contribute to the advancement and enhancement of online academic programs not only within Ecuador but also in analogous contexts globally. Furthermore, the results offer valuable retrospective insights into the evolution of online education in Ecuador, shedding light on areas of strength and opportunities for refinement within this educational paradigm. [ABSTRACT FROM AUTHOR]

In the global landscape of education, the online modality has emerged as indispensable for extending access to academic training. This study delves into the teaching profile and competency-based training in online education within the context of Ecuador, a developing nation in South America. Employing a qualitative and exploratory approach, an exhaustive documentary review was conducted, followed by a comparative analysis of gathered information. The documentary review encompassed a meticulous examination of academic literature, governmental policies, and curricula pertaining to online education in Ecuador, with emphasis on selecting pertinent and representative sources. Through the comparative analysis, discernible patterns, similarities, differences, and trends regarding the teaching profile and competency-based training in Ecuadorian online education were identified. The findings present a comprehensive portrayal of how these dimensions have been addressed within Ecuador, thereby serving as a benchmark for future research endeavors. Moreover, they contribute to the advancement and enhancement of online academic programs not only within Ecuador but also in analogous contexts globally. Furthermore, the results offer valuable retrospective insights into the evolution of online education in Ecuador, shedding light on areas of strength and opportunities for refinement within this educational paradigm. [ABSTRACT FROM AUTHOR]

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Mexicana de Ciencias Politicas y Sociales is the property of Revista Mexicana de Ciencias Politicas y Sociales and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

With a changing media landscape in mind, this article takes a closer look at academic training standards for journalists. Focusing on multimedia production and innovative science, it analyses the impact on business models, resources and working conditions. As an interventionist appeal, it argues in favour of practice-based research and new training methods. Key demands include a greater awareness of the democratic role of journalism, ethical sensitivity and sustainable funding. By interweaving theory, practice and politics, this Manifesto-like paper aims to strengthen the profession of journalism and build a bridge between academia and practical training.

Qualitative research and mixed methods are core competencies for epidemiologists. In response to the shortage of guidance on graduate course development, we wrote a course development guide aimed at faculty and students designing similar courses in epidemiology curricula. The guide combines established educational theory with faculty and student experiences from a recent introductory course for epidemiology and biostatistics doctoral students at the University of Zurich and Swiss Federal Institute of Technology, Zurich. We propose a student-centred course with inverse classroom teaching and practice exercises with faculty input. Integration of student input during the course development process helps align the course syllabus with student needs. The proposed course comprises six sessions that cover learning outcomes in comprehension, knowledge, application, analysis, synthesis and evaluation. Following an introductory session, the students engage in face-to-face interviews, focus group interviews, observational methods, analysis and how qualitative and quantitative methods are integrated in mixed methods. Furthermore, the course covers interviewer safety, research ethics, quality in qualitative research and a practice session focused on the use of interview hardware, including video and audio recorders. The student-led teaching characteristic of the course allows for an immersive and reflective teaching-learning environment. After implementation of the course and learning from faculty and student perspectives, we propose these additional foci: a student project to apply learned knowledge to a case study; integration in mixed-methods; and providing faculty a larger space to cover theory and field anecdotes. [ABSTRACT FROM AUTHOR]

The integration and regulation of Artificial Intelligence (AI) represents a global challenge. Therefore, this research sought to identify the attitude and perception of university education students towards the use of AI. The method was applied in a quantitative approach with a basic, cross-sectional descriptive design. A representative sample of 124 university students from the Faculty of Education was chosen (bachelor's degrees in early childhood education, primary education, mathematics, secondary language, and literature - Salomé Ureña Higher Teacher Training Institute, Dominican Republic). An ad hoc instrument with 21 multiple selection items, divided into 6 dimensions, was applied to this sample. The reliability level of the instrument is .780 on the Cronbach's Alpha scale, which is considered high. The main results show that students without teacher guidance have AI as a study and text generation resource, and they also see AI as an ally for their learning process. Likewise, they understand that teachers' openness is low for the integration and acceptance of AI. It is concluded that the integration of AI is very frequent in the teacher training of these students. AI implies a challenge for teachers, because they need to have more training and openness in this sense, and the university must design plans and projects for the integration and training of students in the use of AI. [ABSTRACT FROM AUTHOR]

This narrative review examined the published peer-reviewed literature on how health literacy is taught and evaluated in seven health professional and adjacent disciplines: dentistry, medicine, nursing, law, pharmacy, public health, and social work. The study objectives were to assess how students are educated about health literacy and how their health literacy education and skills are evaluated. Study selection followed guidelines outlined in PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). We searched PubMed, CINAHL, SocINDEX (EBSCOhost), Lexis Advance and Public Health (ProQuest) for English-language publications of health literacy education studies across seven disciplines at U.S.-based institutions. Inclusion criteria included: 1) methods describing a primary health literacy educational intervention, 2) professional education in one or more of the seven disciplines, 3) educational institutions in the United States, and 4) articles published in peer-reviewed journals between 2000 and 2020. The searches yielded 44 articles. Health literacy education is evident in six of the seven studied disciplines, and varies widely in the quality, quantity, timing and mode of education and evaluation. Despite the presence of health literacy accreditation requirements, none of the seven disciplines has developed and implemented a standard, rigorous health literacy education program for students. Graduating institutions and professional accreditation organizations that set the standards for education must lead the way by implementing upstream changes in health literacy professional education. Teaching health literacy to students in health professions is one strategy to help close gaps in patient/client professional communication for graduates and those they serve. [ABSTRACT FROM AUTHOR]

Background: Practicing neuroendoscopic skills like hand-eye coordination is mandatory before embarking on actual surgeries. Synthetic models are able alternatives for cadavers and animals. Presently available models in the literature are either very costly or lack a feedback mechanism, which makes training difficult. Objective: We aimed to make a basic low-cost neuroendoscopic hand-eye coordination model with a feedback mechanism. Methods and Materials: An electronic circuit in series was designed inside a clay utensil to test inadvertent contact of the working instrument with implanted steel pins, which on completion lighted a light-emitting diode (LED) and raised an alarm. Two exercises--moving-a-rubber exercise and passing copper rings of multiple sizes were made and tested by 15 neurosurgeons. Results: The moving-a-rubber exercise was completed by 6/15 (40%) neurosurgeons in the first attempt, 6/15 (40%) in the second, and 3/15 (20%) in the third attempt. For the 1.5 cm copper ring passing exercise, 12/15 (80%) successfully performed in the first attempt; for 1 cm copper ring, 6/15 (40%) performed in the first; and for the 0.5 cm copper ring, 1/15 (6.6%) performed in the first attempt. The time to finish all the exercises significantly decreased in the third successful attempt compared to the first. Conclusion: The model gave excellent feedback to the trainee and examiner for basic neuroendoscopic hand-eye coordination skills. [ABSTRACT FROM AUTHOR]

Introduction/Aims: Self‐assessment examinations (SAEs) help trainees assess their progress in education. SAEs also provide feedback to training programs as to how factors in training influence examination performance. This study's goal was to examine the relationship between the number of months of training in electrodiagnostic (EDx) medicine, the number of EDx studies during training, and scores on the American Association of Neuromuscular and Electrodiagnostic Medicine SAE. Methods: This was a retrospective study of the 2023 AANEM‐SAE results. In addition to the examination score, participants were asked approximately how many EDx studies they performed in training and how many months of training they had completed. Analysis included correlation of the examination scores with months of training as well as number of EDx studies. In addition, a multivariate linear regression model was developed. Results: A total of 756 participants completed the proctored examination in May 2023. Examination score was moderately and positively correlated with the number of months of training (Pearson r =.5; p <.001) as well as the number of EDx studies during training (Pearson r =.55; p <.001). Scores steadily improved with additional months of training, but leveled off after 300–400 EDx studies. Regression analysis indicated that higher numbers of EDx studies were correlated with a higher examination score even after accounting for the number of months of study. Discussion: We believe that a greater number of months of training is associated with better performance on the AANEM‐SAE and that greatest improvement in examination performance occurs during the first 300–400 EDx studies. [ABSTRACT FROM AUTHOR]

This article promotes and advocates for the integration of psychobiography into academic training in psychology. While psychobiography has been foundational to the discipline of psychology since Freud's study of Leonardo da Vinci, its procedures and methods have been sorely neglected in academic psychology. Following a brief introduction to psychobiography, the authors provide a historical review of the specialty area, review the current scope of psychobiographical training in psychology, and summarize the benefits of psychobiography to both the training of students and the broader psychology field. Next, models and examples of psychobiography integration across three continents and five countries are provided. The article concludes with specific recommendations for advancing psychobiography in academic psychology. [ABSTRACT FROM AUTHOR]

In the global landscape of education, the online modality has emerged as indispensable for extending access to academic training. This study delves into the teaching profile and competency-based training in online education within the context of Ecuador, a developing nation in South America. Employing a qualitative and exploratory approach, an exhaustive documentary review was conducted, followed by a comparative analysis of gathered information. The documentary review encompassed a meticulous examination of academic literature, governmental policies, and curricula pertaining to online education in Ecuador, with emphasis on selecting pertinent and representative sources. Through the comparative analysis, discernible patterns, similarities, differences, and trends regarding the teaching profile and competency-based training in Ecuadorian online education were identified. The findings present a comprehensive portrayal of how these dimensions have been addressed within Ecuador, thereby serving as a benchmark for future research endeavors. Moreover, they contribute to the advancement and enhancement of online academic programs not only within Ecuador but also in analogous contexts globally. Furthermore, the results offer valuable retrospective insights into the evolution of online education in Ecuador, shedding light on areas of strength and opportunities for refinement within this educational paradigm.

Abstract Background In the last decade, nursing education has begun to reform to competency-based education worldwide, including in low-and middle-income countries. Case-Based Learning (CBL), an approach to delivering competency-based education, contributes to acquiring critical thinking competency, problem-solving, higher knowledge, professional value and attitude. However, it needs to be taught in a culturally appropriate manner. In Cambodia, CBL was initiated in a classroom and clinical practicum by faculty and preceptors who graduated from the upgrading course. This study examined the factors associated with the competency level of nursing students, explored the practice and perceptions of teaching–learning activities among students, faculty members and preceptors and assessed the coherence of qualitative and quantitative findings. Methods This was a convergent, mixed methods study. Data were collected from eight educational institutions for quantitative and qualitative studies and seven hospitals for qualitative studies. From June to September 2019, a cross-sectional survey of nursing students in the third year of the three-year programme (n = 719), eight focus group discussions (FGDs; n = 55) with 6–8 members and 15 FGDs with faculty (n = 38) and clinical preceptors (n = 37) with 4–7 members were conducted to elicit the teaching–learning experience and perceptions. Multiple linear regression was performed to investigate the factors associated with student competency. Moreover, the study conducted thematic content analysis on the qualitative data. The integrated analysis was presented as side-by-side joint displays. Results First, the quantitative and qualitative findings confirmed each other ’s CBL learning experiences. Students had higher levels of nursing competencies if they had CBL experiences, both in the classroom and clinical practicum, both in a group manner. Next, the quantitative and qualitative findings complemented students’ academic satisfaction with the teaching by faculty members and preceptors. Finally, the quantitative and qualitative findings were expanded to explain students’ academic satisfaction with the programme. Conclusions The finding of CBL experiences in a group and students’ satisfaction with faculty members’ and preceptors’ teaching improved nursing students’ competency development. Meanwhile, students’ satisfaction with the design and delivery of the educational programme provides implications for policy level to narrow the theory and practice gaps in low- and middle-income countries.

Introduction: The minimum number of procedures required to be performed during anesthesia training has not been officially defined in Colombia. Although a number is no guarantee of acquired competencies, it does indicate the level of opportunity offered by the different programs. This study describes the practical training afforded to residents in a graduate anesthesia program in Colombia, and compares its results with international standards. Objective: Describe exposure to procedures performed by residents enrolled in a three-year anesthesia specialization program in Colombia between 2015 and 2020, and compare with the standards proposed by ASCOFAME and ACGME. Methods: Descriptive, cross-sectional study which included residents who did their specialization in a Colombian anesthesia program between 2015 and 2020. Complexity, anesthesia techniques, invasive monitoring and airway approach were described. Finally a descriptive comparison was made with the published references of the Colombian Association of Medical Schools (ASCOFAME) and the Accreditation Council for Graduate Medical Education (ACGME). Results: The results for 10 residents were included. Each resident had a median of 978 cases (IQR 942-1120), corresponding to 25 surgical specialties, the most frequent being general surgery (18%), orthopedics (16%), pediatric surgery (19%), and obstetrics (10.8%). According to the American Society of Anesthesiology (ASA) classification, the majority of patients were ASA II (39.63%) and ASA III (28.4%). Adequate exposure was achieved in 11 of the 15 categories proposed by ACGME and in 6 of the 15 proposed by ASCOFAME. Conclusions: A detailed description of the practice component acquired by the residents during their three years of training was obtained. This baseline provides insight into the national landscape and allows to describe the relationship with international standards. [ABSTRACT FROM AUTHOR]

Copyright of Politica y Sociedad is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Teoría y Praxis is the property of Editorial Universidad Don Bosco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

With a changing media landscape in mind, this article takes a closer look at academic training standards for journalists. Focusing on multimedia production and innovative science, it analyses the impact on business models, resources and working conditions. As an interventionist appeal, it argues in favour of practice-based research and new training methods. Key demands include a greater awareness of the democratic role of journalism, ethical sensitivity and sustainable funding. By interweaving theory, practice and politics, this Manifesto-like paper aims to strengthen the profession of journalism and build a bridge between academia and practical training. [ABSTRACT FROM AUTHOR]

Copyright of Agroalimentaria is the property of Alejandro Antonio Gutierrez Socorro and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Entramado is the property of Universidad Libre Seccional Cali and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Radiology is a useful tool for diagnosis and intervention in medical practice, and all the components within the teaching-learning process of this subject during undergraduate studies influence successful knowledge application. Objective: This study aimed to describe the level of knowledge in radiology of students in the last two years of medical school and curricular characteristics of their courses in seven Latin American countries. Methods: A multicenter cross-sectional study was carried out on medical students of 7 Latin American countries (Bolivia, Brazil, Colombia, Ecuador, Mexico, Paraguay, and Peru) in their final two years of medical school, using an online questionnaire validated by experts and adapted for each country that assessed knowledge and curricular characteristics in radiology subject. Scores were assigned according to the number of correct answers for the knowledge test. The T-test, and regression analysis with one-way ANOVA were used to search for relationships between the level of knowledge and other variables. Results: A total of 1514 medical students participated in this study. All countries had similar participation (n > 200); most participants were women 57.8%. The country with the highest knowledge score was Brazil. Male, sixth year (internship) and from public universities students had higher knowledge score (n < 0.05). Participants, who considered radiology more important, and who reported higher compliance with teaching staff with the proposed syllabus, and programmed classes, obtained better scores (n < 0.05). Conclusions: Latin American medical students included in this study have a regular overall level of knowledge of Radiology, apparently influenced by curricular differences such as class and academic program compliance. Efforts to better understand and improve academic training are indispensable. Limitations: The study was subject to selection bias determined by non-probability convenience sampling. The questionnaire assessed only theoretical knowledge and the evaluation system was designed by the investigators. [ABSTRACT FROM AUTHOR]

This work arises on the basis of a previous brief article, which was published in Memories of Contributions of Teaching, Research, Extension and Service, an event held at the Faculty of Psychology in 2012. That text was titled "Curricular proposal in the framework of community social psychology", and its authors were Leticia Marín, professor responsible for the optional Community Social Psychology Course, together with a team of teachers and students, among whom were: Fernando Mallea, Dante Corvalán, Gabriela Luciano, Carla Chiesa, Mariela Ávila, Juan Miguel Flores and Marcelo Muñoz. At that time, we presented in said article, an assessment of the first three years (2010-2012) of teaching the optional courses "Community Social Psychology" and "Methodologies and practices in the community psychosocial field" in the Bachelor's degree. Psychology. 10 years after that publication, it seemed important to us to return to such an assessment in order to recapitulate the journey made to date. To do this, first we will briefly refer to the origins of Community Psychology in Latin America and Argentina, understanding that the characteristics of said origin have an influence on how the emergence of our Psychology career has occurred. Secondly, we refer to the continuities and differences that we can establish between that evaluation of the course carried out in 2012, and the evaluation that we can make today, 10 years later. [ABSTRACT FROM AUTHOR]

Background: Although nurses and midwives make up the largest sector of the National Health Service (NHS) workforce, studies have identified a lack of knowledge, skills and confidence to engage and lead research. In 2018, the National Institute for Health and Care Research (NIHR) invested in the development of a 3-year Senior Nurse Midwife Research Leader (SNMRL) Programme aimed at developing nursing and midwifery research capacity and capability. This review was conducted at the end of year one as part of an ongoing impact evaluation of the programme. Aim: To evaluate the impact of activities undertaken by NIHR SNMRL at the end of year one of the programme. Method: The content of anonymised end-of-year one activity, self-reported by SNMRL, was coded independently and deductively analysed by a project team using the modified Visible ImpaCT Of Research framework (VICTOR). Exemplar case studies were selected by the team to illustrate activity within domains. Working group members coded two reports independently then compared them in pairs to increase inter-rater reliability and the quality and consistency of coding. Results: Reports from 63 of 66 SNMRL were submitted and included for analysis. Reporting reflected progress towards NIHR programme objectives. These included acting as a programme ambassador, creating a vibrant research culture, supporting staff recruitment and retention, enhancing organisational reputation and clinical academic outputs. Networking and collaboration locally, regionally and nationally were widely reported. Conclusions: The SNMRL cohort reported initiating multiple initiatives aimed at influencing organisational research culture, service provision and supporting nursing/midwifery engagement with research. Evaluation indicated progress to address barriers to research engagement within NHS Trusts. [ABSTRACT FROM AUTHOR]

Objective: The purpose of this study was to evaluate the impact of a novel training programme on dental hygiene students' knowledge, attitudes, and beliefs about caring for individuals with disabilities. Methods: A mixed methods approach was used. Students from five dental hygiene programmes based at community colleges completed a two‐hour didactic training session to supplement their existing special care dentistry coursework. Students completed an original 14‐item pretest and posttest before and after the training that assessed attitudes and beliefs, and two validated posttests that assessed knowledge. Afterwards, students completed a clinical rotation in an advanced care dental clinic at a local academic institution, gaining hands‐on experience with equipment and patient treatment. Descriptive statistics were used to report training scores, types of services rendered, and modifications to treatment. Student comments about their experiences were assessed using thematic analysis. Results: Two hundred and ninety‐four students completed didactic training, and 261 completed clinical rotations. Posttest scores indicated positive improvements in knowledge, attitudes, and beliefs. All students provided direct patient care. Sixty‐nine percent treated patients with intellectual and developmental disabilities; 75% placed silver diamine fluoride or fluoride varnish. Altered patient positioning was used by 70.5%. Most students (95.4%) reported that their experience positively changed their attitudes towards caring for patients with disabilities in the future. Eight themes emerged, notably increased comfort and confidence, a willingness and desire to treat patients, the acquisition of new skills, and clinician behaviours of empathy and compassion towards others. Conclusion: Training can help prepare dental hygiene students with the confidence and skills to address the oral health needs of individuals with disabilities. [ABSTRACT FROM AUTHOR]

BackgroundCardiac diseases are among the leading causes of death worldwide, including sudden cardiac arrest in particular. Nursing professionals are often the first to encounter these scenarios in various settings. Adequate preparation and competent knowledge among nurses significantly impact survival rates positively.AimTo describe the state of knowledge about Basic and Advanced Life Support guidelines among Ecuadorian nursing professionals.MethodologyA nationwide, descriptive, cross-sectional study was conducted from February to April 2023 among Ecuadorian nursing professionals. Participants were invited through official social media groups such as WhatsApp and Facebook. The study utilized a self-administered online questionnaire to evaluate theoretical knowledge of Basic Life Support (BLS) and Advanced Life Support (ALS). Knowledge scores were assigned based on the number of correct answers on the tests. T-tests and one-way ANOVA were used to examine relationships between knowledge scores and demographic and academic training variables.ResultsA total of 217 nursing professionals participated in the study. The majority of the participants were female (77.4%) and held a university degree (79.9%). Among them, only 44.7% claimed to have obtained a BLS training certificate at least once, and 19.4% had ALS certification. The overall BLS knowledge score (4.8/10 ± 1.8 points) was higher than the ALS score (4.3/10 ± 1.8 points). Participants who had obtained BLS certification and those who used evidence-based summaries as a source of extracurricular training achieved higher BLS and ALS knowledge scores.ConclusionEcuadorian nursing professionals in this study exhibited a significant deficiency in theoretical knowledge of BLS and ALS. Formal training and preparation positively impact life support knowledge. Support and inclusion of Ecuadorian nurses in training and academic preparation programs beginning at the undergraduate level are essential for promoting life support knowledge and improving outcomes.

Purpose The purpose of this study was to evaluate the impact of a novel training program on dental hygiene students' knowledge, attitudes and beliefs about caring for individuals with disabilities. Methods A mixed methods approach was used. Students from five dental hygiene programs based at community colleges completed a two-hour didactic training session to supplement their existing special care dentistry coursework. Students completed an original 14-item pretest and posttest before and after the training that assessed attitudes and beliefs, and two validated posttests that assessed knowledge. Afterwards, students completed a clinical rotation in an advanced care dental clinic at a local academic institution gaining hands-on experience with equipment and patient treatment. Descriptive statistics were used to report training scores, types of services rendered and modifications to treatment. Student comments about their experiences were assessed using thematic analysis. Results Two hundred and ninety-four students completed didactic training and 261 completed clinical rotations. Posttest scores indicated positive improvements in knowledge, attitudes and beliefs. All students provided direct patient care. Sixty-nine percent treated patients with intellectual and developmental disabilities; 75% placed silver diamine fluoride or fluoride varnish. Altered patient positioning was used by 70.5%. Most students (95.4%) reported that their experience positively changed their attitudes towards caring for patients with disabilities in the future. Eight themes emerged, notably increased comfort and confidence, a willingness and desire to treat patients, the acquisition of new skills, and clinician behaviors of empathy and compassion towards others. Conclusion Training can help prepare dental hygiene students with the confidence and skills to address the oral health needs of individuals with disabilities. [ABSTRACT FROM AUTHOR]

Given the importance of communication skills in the psychologist-patient relationship, several training programs have been proposed. Cumulative microtraining (CMT) has shown positive impacts on communication skills in previous studies. The aim of this naturalistic pre–post study was to test the feasibility of a hybrid CMT program and obtain preliminary data on its impact on communication skills in French-speaking third-year psychology students. The training included an e-learning curriculum and role plays. Pre–post measures included recorded peer-to-peer role plays and self-assessments by participants themselves using the Calgary Cambridge Grid (n = 38) and assessed by an independent rater (n = 29) with a checklist focused on objective behaviors and the CARE questionnaire measuring perceived empathy. The results showed increases in most communication skills at different levels. Summarizing, paraphrasing, and structuring skills were significantly increased after training (all P ≤ 0.001), as were self-reported measurements (all P < 0.001), and empathy and confidence assessed by an independent rater (all p < 0.05). This study provides new evidence on the impact of CMT, including e-learning and role plays, on both self-rated assessments and assessments by an independent rater who measured communication and empathy in a population of French-speaking students. These findings highlight the importance of implementing such instruction in initial training despite the cost involved. It demonstrates the feasibility of its inclusion in university curriculum, facilitated by the adaptation of theoretical aspects of teaching in e-learning. [ABSTRACT FROM AUTHOR]

Copyright of Mendive - Revista de Educacion is the property of Universidad de Pinar del Rio and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

BACKGROUND: Due to the nature of its occupations, the healthcare industry recognizes that manually lifting, transferring, and handling patients are high-risk activities and leading factors for work-related musculoskeletal disorders. Research studies highlight that students are not receiving adequate training in manual patient transfer. OBJECTIVE: The objective of this study was to examine the procedural knowledge in patient transfer of second-year Master of Science in Occupational Therapy students and their practical skills in performing a manual patient transfer. METHODS: This observational, cross-sectional study included 23 occupational therapy students. Students completed the transfer technique knowledge assessment and subsequently performed a real-time manual patient transfer. RESULTS: No significant association was found between the participants' knowledge and performance in MPT (x2(2) = 0.578, p = 0.749). All students scored highly on the knowledge assessment (μ= 9.3, SD =±1.02); however, the performance on real-time manual patient transfer was moderate (μ= 11.57, SD =±3.37) for the majority of students. CONCLUSION: A gap exists between the results of students' knowledge and practice versus real-time performance in manual patient transfer. The practical training students receive on manual patient transfers in the academic setting may not equip them with the necessary skills and techniques to perform safe transfers. [ABSTRACT FROM AUTHOR]

Objective To describe experiences and activities of Clinical Informatics (CI) fellows since the first fellowships were accredited in 2014. Materials and Methods We performed a voluntary and anonymous survey of 394 alumni and current clinical informatics fellows from the graduating classes of 2016–2024 in the summer of 2022. Results We received 198 responses; 2% declined to participate. Most were male (62%), White (39%), 31–40 years old (72%), from primary care specialties (54%) and nonprocedural specialties (95%), and without prior informatics experience or any careers before medicine. Most fellows (87–94%) participated significantly in operations, research, coursework, quality improvement, and clinical care activities during fellowship. Discussion Women, underrepresented racial and ethnic minorities, and procedural physicians were underrepresented. Many incoming CI fellows did not have an informatics background. During CI fellowship, trainees earned Master's degrees and certificates, were exposed to many different types of CI activities, and were able to spend most of their time pursuing projects that supported their personal career goals. Conclusion These findings represent the most comprehensive report to date of CI fellows and alumni. Physicians without prior informatics experience who are interested in CI should be encouraged to apply because CI fellowship provides a strong foundation of informatics knowledge while supporting fellows' personal career goals. There remains a lack of women and underrepresented minorities in CI fellowship programs; efforts to expand the pipeline are needed. [ABSTRACT FROM AUTHOR]

Copyright of Gumushane Universty Electronic Journal of the Faculty of Communication / Gümüshane Üniversitesi Iletisim Fakültesi Elektronik Dergisi is the property of Gumushane Universitesi Iletisim Fakultesi Elektronik Dergisi (e-GIFDER) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)