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Copyright of Journal of National Education / Millî Eğitim Dergisi is the property of Milli Egitim Bakanligi 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.)

The inheritance of traditional handicraft of intangible cultural heritage is facing an unprecedented crisis. The essence of inheritance is the process of imparting and inheriting from master to apprentice, but there is acute shortage of research about the parties, the relationship and the behavior of inheritance. Therefore, choosing inherited behavior as a starting point to explore the inner formation mechanism of master and apprentice inheritance in traditional handicraft, as well as determining the influencing factors of the inheritance, have important theoretical value and practical significance for the inheritance of intangible cultural heritage. Using 4 traditional handicraft inheritance institutions in China as case objects, 37 inheritance parties and 21 mentoring matching groups were interviewed. Through standard case analysis and three-step coding method of grounded theory, it is found that skill generation involves the stages of inquiry, interaction and feedback, as well as the following steps:cognition of skill generation, coupling of skill generation, automation of skill generation, etc. Through coding, 12 categories and 33 specific influencing factors are identified. Among them, individual factors influence interaction relation, and the interaction relation has a concrete influence on the process of inheritance, affecting the ultimate effect of inheritance. This study is of reference value for improving the relationship between masters and apprentices and promoting the effective inheritance of traditional handicraft. [ABSTRACT FROM AUTHOR]

Apprenticeship is a time-tested learning model and workforce development strategy. In the United States, registered apprenticeship (RA)—a structured form of apprenticeship that is regulated and overseen by government agencies—has been expanding from skilled trades into new industries. To inform this expansion and contribute to the understanding of how the model serves apprentices and employers, the author undertook a systematic literature review and a qualitative synthesis of empirical research, interpreting findings on RA over a 30-year period. The review identified 36 scholarly studies and an additional 98 articles from the practitioner literature. The synthesis derived three themes: expansion, benefits, and outcomes for minoritized groups, revealing gaps in research on the curricular and instructional design elements of RA that promote retention, completion, career advancement, and learning for apprentices. [ABSTRACT FROM AUTHOR]

This study determined the apprentices’ perception of training modalities in electronic maintenance in Plateau state, Nigeria. Five research questions guided the study. A descriptive survey design was adopted for the study. 203 electronic apprentices at registered electronics industries in Plateau state between 2018 and 2020 made up the study's population. Data were gathered using a questionnaire (Cronbach’s α=0.86). The study questions were answered using means and standard deviation. The study identified admittance modalities, various functional facilities for training, instructional modalities, motivation indices and evaluation methods for apprentices. The study recommends that the NDE administrators and government should hire competent master craftsmen to train apprentices, and finance skilled trainees to buy the tools they need for training and entrepreneurship, so as to increase their capacity for output.

Copyright of Revista de Administração FACES Journal is the property of Revista de Administracao FACES Journal 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.)

Apprenticeships are becoming an increasingly popular means of training healthcare professionals, providing an opportunity to earn and study simultaneously in order to gain nationally recognised qualifications. However, there is currently a lack of evaluative data on the student experience of Occupational Therapy (OT) or Allied Health Professional (AHP) apprenticeship schemes. The aim of this study was to evaluate the perspectives of five apprentices who commenced the Kent Community Health NHS Foundation Trust (KCHFT) OT Apprenticeship in January 2020. A qualitative interpretive approach was utilised to analyse semi-structured interview data. Subsequent thematic analysis identified three key themes from the data: support (peer-support, support from employer, and applying theory to practice), organisation (University, time-management and learning needs), and communication (University, and stakeholder expectations). The findings from this study emphasise the importance of clear communication and the management of expectations between stakeholders, effective induction processes, and a commitment to supporting mentors and workplace teams within the clinical arena. Future evaluations should consider the perspectives of other stakeholders within apprenticeship programmes. [ABSTRACT FROM AUTHOR]

Along with surgeons, anesthesia professionals, and RN circulators, surgical technologists are essential members of the perioperative team. Despite a partnership with a local community college that offered a surgical technologist degree program, Norton Healthcare in Louisville, Kentucky, continued to experience a shortage of surgical technologists. To meet demands, the clinical educators at the facility developed an in‐house Surgical Technologist Apprentice Program (STAP). The STAP consists of six weeks of didactic learning and hands‐on training in an OR simulation laboratory, followed by a six‐month preceptorship in the OR. This program has proven invaluable, particularly as the COVID‐19 pandemic increased the need for personnel who are not only skilled in the OR but also can provide essential frontline patient care when needed. Together, the STAP and the college partnership offer a career‐building opportunity for those in entry‐level positions who may not otherwise be able to afford to train for this specialized role. [ABSTRACT FROM AUTHOR]

Purpose: In the face of constant and rapid development achieving a work-life balance requires highly qualified and motivated professionals who can deal with stress and the demands of the future. In response, by facilitating school- and work-based learning, upper secondary vocational education and training (VET) prepares and qualifies adolescents for professional practice. In relation to VET, two fundamental salutogenic concepts can explain how humans cope with stressful and demanding situations: Sense of coherence (SOC), which entails comprehensibility, manageability and meaningfulness, and general resistance resources (GRRs), theorised as resources within individuals themselves (i.e., internal) and/or in their surroundings (i.e., external). Against that background, in our study we aimed to identify and explore which GRRs contribute to SOC among apprentices in VET and how they influence work-based learning. Methods: Data were collected from 11 VET student in Norway at three time points--at interviews during their final semester of school-based learning (i.e., spring 2020), at interviews during their work-based learning (i.e., spring 2022) and, for register data, following their completion of trade certificates (i.e., autumn 2022). The students' experiences of work-based learning as apprentices formed the basis of this study's analysis. The stepwise deductive-inductive method was used to generate and analyse the data. Findings: The apprentices' GRRs emerged in emotional, cognitive, physical, professional, social, relational, material and cultural dimensions. Identification and utilisation of GRRs were both individually and socially conditioned. The apprentices were able to identify, both consciously and unconsciously, internal GRRs to further identify external GRRs, and vice versa. Each identified GRR appeared to affect at least one, if not all, of the three components of SOC. Conclusion: Salutogenic VET can provide personal, social, environmental and physical resources (i.e., GRRs) that ensure coherent learning experiences. For that reason, by supporting VET students in identifying GRRs, teachers and supervisors can promote their SOC and work-based learning and thereby prepare them to be highly qualified and motivated professionals. [ABSTRACT FROM AUTHOR]

Impact Digital Entrepreneurship Apprentice Program (IDEA@KPT) at Ministry of Higher Education Malaysia 2021 is a comprehensive nationwide six-month program. Forty-three teams consist of 43 Academic Supervisors, 129 institutes of Higher Learning students, and 43 Micro & Small Enterprises (MSE) owners conducted by Universiti Teknologi Malaysia. The program is aimed to develop capable students in maneuvering the digital business world. Students underwent an online Business and Digital Training, with apprenticeship and formal reportings. This article aims to present the impact of IDEA@KPT activities by analyzing 43 case studies produced in the program. A pre-codification scheme that concentrates on the study goals was the method for data collection. Before the program, all the teams were informed of the required components to ensure uniformity of the report. The evidence of significant gain and impact on the MSEs businesses was drawn from the components. Other than the components, analytics hindsight, visual appeal, persuasion ability, perception on paid ads, posting timing, and synergies beyond the digital world activities were gathered, providing richer information and insights that increase business value. Such lessons are beneficial to all parties as all businesses are demanded to utilize digital platforms nowadays.

Purpose: A work life in the face of constant and rapid development requires highly qualified and motivated professionals who can deal with the stress and demands of the future. Through school- and work-based learning, upper secondary vocational education and training (VET) qualifies adolescents for professional practice. Aron Antonovsky introduced two fundamental concepts explaining how humans cope with stressful situations: The sense of coherence (SOC), which includes the concepts of comprehensibility, manageability and meaningfulness, and general resistance resources (GRRs), which are resources in the persons themselves (internal) and/or in their surroundings (external). This study aimed to identify and explore which GRRs contribute to SOC among apprentices in VET and how they influence work-based learning. Methods: Data were obtained from 10 VET students in Norway and generated at three timepoints: interviews during the final semester of school-based learning (spring 2020), interviews during work-based learning (spring 2022) and register data following trade certificate completion (summer 2022). The students’ experiences of work-based learning as apprentices formed the basis of this study’s analysis. The stepwise deductive-inductive method introduced by Tjora was used to generate and analyse the data. Findings: The apprentices‘ GRRs included emotional, professional, social, relational, material and cultural dimensions. GRR identification and utilisation were both individually and socially conditioned. Apprentices were able to identify, both consciously and unconsciously, internal GRRs to further identify external GRRs and vice versa. Each identified GRR in this study appeared to affect one, two or all three SOC components. Conclusion: A salutogenic VET can provide personal, social, environmental and physical resources (GRRs) that ensure coherent learning experiences. The roles and functions of teachers and supervisors in schools and companies are essential. By supporting VET students’ SOC and helping them identify GRRs, they promote learning and healthy development as well as prepare highly qualified and motivated professionals.

Managing effective apprentice programs is central to addressing the challenges posed by an aging workforce and skill shortages in the construction industry. However, the appeal of construction apprentice programs has declined among the youth. Research showed that young workers could face higher occupational health and safety (OHS) risks in the construction industry, which could be perceived as barriers to attracting and retaining them in construction apprentice programs. Curtailing OHS risks is therefore imperative to sustaining apprentice programs. However, there is limited evidence on vulnerable trades, predominant incident mechanisms, and injury types concerning OHS risk for apprentices. Workers' compensation data related to construction apprentices between 2008 and 2019 (12 years), were empirically analyzed. Despite the overconcern, the incident proportion of 7% for construction apprentices was lower than their representation of 11% in the workforce. Thirteen fatalities have occurred for the period, and predominant mechanisms were vehicle incidents, electrocution, and fall from a height. Additionally, a range of musculoskeletal diseases due to muscular stress was responsible for permanent incapacities among apprentices. Apprentices who trained as carpenters, electricians, plumbers, bricklayers, and structural steel workers were more vulnerable to fatalities and permanent incapacities. The findings offer practical insights for a focused and optimized OHS management scheme for regaining and improving the appeal of construction apprentice programs. Although the findings and the insights drawn thereof are specific to Australia, these may also apply to other countries where construction apprentice programs are similar. [ABSTRACT FROM AUTHOR]

This study's aim is to examine vocational students' perceptions of self-regulated learning in work-based settings regarding Finnish vocational education and training (VET). We examined the participants' self-reported thoughts and experiences of VET learning and vocational development that were reflected against SRL theory. The interview data (N = 33) included apprentices (n = 15) in work-based and students in school-based VET (n = 18) in the fields of social and healthcare, business and administration, and construction. Overall, the results indicated that learning at work promoted vocational students' cognitive engagement and motivation. The interviews also introduced certain SRL strategies that guided the participants' efforts to learn. In particular, many of the vocational students had taken the initiative to set goals, done strategic planning, and monitored their own performance jointly with their teachers or co-workers. However, the self-reports also revealed some shortcomings in the students' SRL behaviour. The importance and availability of social support and positive feedback from VET teachers and workplace trainers/co-workers to vocational students' learning and self-efficacy were underlined in the self-reports. [ABSTRACT FROM AUTHOR]

Background: Apprenticeships are a common pathway for young people transitioning into the workforce. Apprentices often face many employment-related challenges and have high levels of psychological distress, drug and alcohol use, and suicidal ideation. Little is known about the attitudes of apprentices toward using smartphone apps to support their mental health and the content that would engage them. Objective: This study explored (1) apprentices’interest in using an app to support their mental health and (2) the healthy coping strategies used to manage their mental well-being in the face of workplace challenges, in order to inform future app content. Methods: A mixed methods study was conducted with 54 apprentices (50/54 male, 93%) with a mean age of 22.7 (SD 5.7) years. Participants completed a survey on preferred ways of using an app to support mental health. Across 8 focus groups, participants were asked to describe healthy strategies they used to cope with occupational stressors. Results: Only 11% (6/54) of participants currently used a well-being app, but there was high interest in using an app to support their friends (47/54 participants, 87%) and develop self-help strategies to manage or prevent mental health issues (42/54 participants, 78%). Four major types of coping behaviors were identified: (1) social connection for disclosure, advice, and socializing; (2) pleasurable activities, such as engaging in hobbies, time-outs, and developing work-life separation; (3) cognitive approaches, including defusing from thoughts and cognitive reframing; and (4) self-care approaches, including exercise, a healthy diet, and getting adequate sleep. Conclusions: There is interest among apprentices to use an app with a positive well-being focus that helps them to develop self-management skills and support their friends. Apprentices utilized a range of healthy behaviors to cope with workplace stressors that can be incorporated into mental health apps to improve uptake and engagement. However, many of the preferred coping strategies identified are not those focused on by currently available apps, indicating the need for more targeted digital interventions for this group. [ABSTRACT FROM AUTHOR]

Oregon's Highway Construction Workforce Development Program aims to improve the recruitment and retention of a diverse construction workforce, through pre-apprenticeships that provide alternative pathways into apprenticeship as well as financial and non-financial retention services that aim to help apprentices complete their apprenticeships. This evaluation research examines the impact of the Program on recruitment and retention trends, drawing on administrative data from the Program as well as interviews with program participants. We find pre-apprenticeship programs have improved the recruitment of women into the trades. We further find that non-financial services, ready supplies, and childcare services have a positive impact on completion, with receipt of non-financial support having the largest impact on completion. Gas/travel services are positively associated with completion among apprentices of color. Interview data suggest that additional support services for apprentices as well as structural changes to the industry are needed to achieve construction workforce diversity goals. [ABSTRACT FROM AUTHOR]

Orientation: The artisan job family is the number one area of concern with regard to filling vacancies both nationally and globally. Hence, artisanship has been identified as a scarce and critical skill. The domestic economy and the effectiveness and success of many organisations could be strengthened if the artisanal crisis is adequately addressed. Research purpose: This article proposes a screening process for organisations to use during the selection of apprentices. The selection process has four phases: application review, rating of application documentation, aptitude testing and skills-based teamwork assessment, and interviews. The effect of the selection phases on the survival of the applicants was investigated. Motivation for the study: This study adds to the limited body of literature on artisans, apprentices and the selection of individuals for these technical positions. In addition, it provides recommendations to optimise the selection process for this job family. Research design, approach and method: Large amounts of archived data from an annual apprentice selection process at a large multinational automotive firm were accessed. A quantitative measure, survival analysis, was used to assess whether the survival curves were statistically different across the groups. Main findings: The four selection phases had a significant effect on the survival time of the applicants in the selection process. The significance of the Gehan–Wilcoxon statistic suggests that the survival distribution across the applicants was not because of chance but rather indicates a true difference in the data. The constructs assessed at each phase had a significant effect on the selection success of the apprentice applicants. The termination rate of applicants was steady across all four selection phases. Practical/managerial implications: The multiple-hurdle selection process employed in this study should be replicated and employed as the national selection tool for apprentices. The use of standardised application documentation is recommended, and job preparation workshops should be provided to assist apprentice applicants. Contribution/value-add: The findings of this study are relevant to the South African automotive industry, as well as the manufacturing sector. The findings are also of value to human resource practitioners, educators, social scientists, and industrial and organisational psychologists.

Context: In the present study, we explore what motivates young adults to re-engage with education or employment after a period of non-engagement. Insights into this process facilitate the implementation of tailored support measures for at-risk groups. It is well-known that young people who are not involved in any kind of education, employment, or training face further risks to their professional and psychological development. Methods: Using a grounded theory approach, interviews with young adults from various educational tracks were analyzed, compared, and contrasted. The sample was focused mainly on apprentices in extra-vocational training and professionals working with young people to describe the process of re-engaging in detail (n = 30). Findings: Our analyses suggested that frustrating prior experiences and offers to participate in government-funded vocational training prompted motivation to learn an occupational skillset. Undergoing an apprenticeship enabled young adults to develop the motivation to finish vocational training and to plan on further education. Conclusion: The implications of these results as they pertain to Germany's labor market policies, which foster a sense of individual responsibility to facilitate the achievement of professional success, are discussed. Furthermore, the implications for supporting further educational aspirations when working with young adults are discussed. [ABSTRACT FROM AUTHOR]

The Omaha System is one of the most applicable classification systems and can be used effectively to recognize occupational health nurse(s) in practice. Describing occupational health nurse interventions and outcomes can be an example for planning care in a specific case such as hair stylist apprentices with hand eczema symptoms by using the Omaha System. The study consists of 15 cases. The "Turkish-Nordic Occupational Skin Questionnaire" was used for data collection related to eczema symptoms. The assessment was made by using electronic health record system based on the Omaha System. For the 15 cases, 113 problems and 624 nursing interventions were reported. According to the Omaha System's Problem Classification Scheme, the frequently diagnosed problems were skin (100%), neighborhood/workplace safety (100%), health care supervision (67%), respiration (53%), and pain (40%). The identified intervention categories were 98.5% about teaching, guidance, and counseling; 89.2% about surveillance; and 6.4% about case management. The occupational health nursing outcomes scores were more likely to show higher level after the intervention (p <.05). The Omaha System can be effectively used in occupational healthcare settings for specific cases in workplaces. [ABSTRACT FROM AUTHOR]

Context: In the present study, we explore what motivates young adults to re-engage with education or employment after a period of non-engagement. Insights into this process facilitate the implementation of tailored support measures for at-risk groups. It is well-known that young people who are not involved in any kind of education, employment, or training face further risks to their professional and psychological development. Methods: Using a grounded theory approach, interviews with young adults from various educational tracks were analyzed, compared, and contrasted. The sample was focused mainly on apprentices in extra-vocational training and professionals working with young people to describe the process of re-engaging in detail (n = 30). Findings: Our analyses suggested that frustrating prior experiences and offers to participate in government-funded vocational training prompted motivation to learn an occupational skillset. Undergoing an apprenticeship enabled young adults to develop the motivation to finish vocational training and to plan on further education. Conclusion: The implications of these results as they pertain to Germany's labor market policies, which foster a sense of individual responsibility to facilitate the achievement of professional success, are discussed. Furthermore, the implications for supporting further educational aspirations when working with young adults are discussed.

The development of engineering training through work-study programs raises questions about both the professionalization of this training and the links that this pathway has with the training of student engineers. The professionalization of these two training paths appears distinct. À survey in an engineering school ends to specify these forms of differentiation based on details expressed by students, teachers and company mentors. [ABSTRACT FROM AUTHOR]

Classroom management incorporates academic achievement, as well as social, emotional, collaborative, and characteristic development, which requires teachers to make good intellectual work possible. This study was aimed at investigating differences between novice and experienced teachers' perceptions of classroom management in terms of person, instruction, and discipline dimensions. The descriptive, quantitative research was conducted at a higher education institution as a case study, which involved 175 teachers basing on Slovin's formula when selecting the population. The results indicate that there is no difference when compared the respondents' age with the classroom management styles. However, novice and experienced teachers do not have their perceptions in common in the ways they manage their classes. The findings would supplement some implications for adjusting the teacher training programs in that novice teachers should spend more time on teaching practicum, internship, apprentice, and classroom observation to gather more hand-on experience from experienced teachers. [ABSTRACT FROM AUTHOR]

Orientation: Technological innovations and developments in methods of productivity have resulted in an increased demand for technically-oriented artisans. However, the supply of qualified artisans is insufficient to meet the demand. Research purpose: This article is the product of a systematic investigation into the extent and nature of empirical literature related to human resource selection practices used for apprentices. Motivation for the study: The authors noted inadequate research into the selection practices used for apprentices. This investigation was motivated by the need to systematically verify the extent and nature of the empirical literature on apprentice selection, both internationally and nationally. Research design, approach and method: A systematic literature review of published empirical research articles (for the period 1990–2020) in scholarly databases was conducted. The literature was accessed through relevant databases within the business management, human resource management and industrial psychology fields. The literature was restricted to scholarly (i.e., peer reviewed journals), English full textual data. Twelve combinations of two clusters of key words were used in the search function. The first cluster was apprentice, apprenticeship and artisan, with the second cluster being selection, selection process, staffing and recruitment. Four exclusion categories were used to reject literature that were unrelated, dissimilar and unconnected with the purpose of the literature review. Main findings: From the comprehensive review of the literature, 12 articles were found to have content related to the selection of apprentices. Five core themes, with 11 sub-themes, were identified from this literature. A research agenda is proposed with research questions identified for each theme. Practical/managerial implications: This literature review has provided a synthesised summary of the available literature on apprentice selection. Through the provision of a research agenda, this article contributes by providing a foundation for further research in the field. Contribution/value-add: This article adds to the current literature available on apprentice selection practices. This should alert researchers of the need to further explore this area to enhance knowledge and understanding of the best practices employed in the selection of apprentices.

This study aimed to investigate students' learning journeys across the duration of a new registered nurse degree apprenticeship programme and to develop an understanding of the contextual factors, mechanisms and outcomes involved. Registered nurses are the largest group of healthcare workers globally, but shortages exist. To encourage existing UK healthcare employees into nursing, national investment was made into Registered Nurse Degree Apprenticeships. In 2018 a UK health service organisation and a university collaboration led to development of a nursing degree apprenticeship programme. Research into these novel undergraduate programmes in nursing is lacking, with scarce evidence or understanding of processes and experiences involved in such programmes. An exploratory qualitative design informed by realistic evaluation was employed. Three sequential semi-structured interviews were conducted with an entire cohort (n=8) across the 18-month programme (24 interviews). Focused interviews were also undertaken with practice assessors (n=8) involved in the apprentices' journey. Initial thematic analysis was followed by application of Realist Evaluation principles and a temporal lens to move beyond qualitative description. Analysis identified four interrelated temporal themes, each comprising contextual factors, mechanisms and outcomes acting to inhibit or facilitate transition across the apprenticeship journey: (1) Starting out (Latent Ambition, enhanced motivation and expectations) : programme availability and conditions enabled enactment of ambitions to become qualified nurses, preconceived assumptions regarding roles influenced expectations. (2) Initial stages (Identity dissonance, transition to academia, becoming a student nurse) related to changing identity and re-conceptualisation of their role to student nurse, alongside transitioning into higher education. (3) Travelling through (Being an apprentice, social capital, self-efficacy and confidence) facilitated confident integration into placements, although over confidence could be risky. Academic struggles prompted some episodes of emotional dissonance. (4) Moving beyond to become registered nurses (Confidence, empowerment and loyalty in the transition to becoming a nurse) saw apprentices transform, with revised understandings of nursing, increased empowerment and self-efficacy. All expressed gratitude and loyalty for the apprenticeship opportunity, with all securing jobs in their employing organisation. This study is one of the first of its kind, providing detailed insight into processes experienced by students over the duration of a novel apprenticeship programme. Analysis identified several factors that facilitated and inhibited progress in participants' 'learning journeys', mapping context, mechanism, outcome configurations which came into play at various stages. These were influential in successful completion of the programme by all apprentices, resulting in the development of competent Registered Nurses. [ABSTRACT FROM AUTHOR]

Cardiovascular medicine and practice in recent times have evolved as complex procedures are performed to manage difficult cases. The majority of these interventions are done percutaneously in order to minimize patient risk. Additionally, training specialist in handling these interventions require a lot of exposure to them; as such, patients are at higher risk of errors and complications from trainees before attaining expertise. In order to avoid these possible risks to patients and ensure their safety, using simulation commonly in cardiovascular specialist education is a possible trend in the future. This article aims to review randomized controlled trials that were performed in cardiology and vascular medicine regarding the use of simulating models to transfer skills to trainees. This study is a systematic review that includes publications dated from 2010 from any country and only in English. The search involved several combinations of search terms from medical subject headings (MeSH). Keywords in the title, abstract, and text for the population, intervention, control, and outcomes were first done in a pilot search to establish the sensitivity of the search strategy. Studies were searched in PubMed, Medline, Cochrane Library, Embase, CINAHL, and Hirani. Data were presented in the PRISMA flowchart and tabular form. A total of 389 studies were obtained from five databases using the search strategies. Eighty-nine studies were excluded for duplication. The total number of studies that did not meet the inclusion criteria was 269, and they were excluded based on abstract and title screening. Another 18 studies were excluded based on full-text screening. In this study, 13 articles were selected ranging from 2011 to 2022. The majority of the outcomes of the study demonstrated that simulation tutoring complements traditional methods of training. Countries of publication were the United States of America, Canada, Italy, Korea, California, Ireland, Germany, Belgium, Switzerland, United Kingdom, Netherlands, and France. Procedures simulated include coronary angiography, transseptal catheterization, cardiopulmonary resuscitation, ultrasound-guided radial artery cannulation, diagnostic angiograms, coiled carotid terminus aneurysms in the setting of subarachnoid hemorrhage, middle cerebral artery embolectomies, renal artery angioplasty/stenting, endovascular aneurysm repair, transvenous pacing wire, intra-aortic balloon pump, and pericardiocentesis. Despite the accredited drawback of availability and cost noted with simulation-based education, there is evidence that it offers many advantages compared to traditional teaching methods. From this study, simulation-based teaching has been shown to effectively transfer skills to trainees especially when used as an adjunct to the apprenticeship method. As a result, we recommend that virtual reality education should be integrated with real-life teaching in modern cardiovascular modules as this will help ensure early skill transfer while maintaining patient safety., Competing Interests: The authors have declared that no competing interests exist., (Copyright © 2023, Kweki et al.)