Search

Background: Exposure of the hepatic artery is a fundamental step in many surgeries, during which iatrogenic hepatic artery injury may occur. Although the incidence of hepatic artery haemorrhage is low, its occurrence can lead to life-threatening haemorrhage. It is difficult and dangerous to accumulate clinical experience in laparoscopic hepatic artery repair in actual patients, and simulation training models for laparoscopic hepatic artery repair are currently lacking. In this study, a 3D printed model was designed to simulate the training curriculum for sudden hepatic artery haemorrhage, but whether training with the 3D printed model could yield superior skill improvement for surgeons remained to be determined. Methods: A new 3D printed model was designed for this study. Surgeons from the General Surgery Department of Sir Run Run Shaw Hospital participated in this simulation training. The surgical performance of each model was compared, and the authenticity of the model was evaluated and mechanically tested. Results: Experienced surgeons performed better on the 3D printed model. After repeated training, inexperienced surgeons showed significant improvement of their laparoscopic hepatic artery repair skills. The authenticity of the model was generally satisfactory, but shortcomings persisted in the mechanical testing of artery wall tearing, necessitating further improvement. Conclusions: Few studies have investigated laparoscopic simulation training for sudden hepatic artery haemorrhage. This simulation model distinguishes surgeons with different levels of experience and allows those with less experience to improve their laparoscopic hepatic artery repair skills through training on the model. [ABSTRACT FROM AUTHOR]

Abstract Background Exposure of the hepatic artery is a fundamental step in many surgeries, during which iatrogenic hepatic artery injury may occur. Although the incidence of hepatic artery haemorrhage is low, its occurrence can lead to life-threatening haemorrhage. It is difficult and dangerous to accumulate clinical experience in laparoscopic hepatic artery repair in actual patients, and simulation training models for laparoscopic hepatic artery repair are currently lacking. In this study, a 3D printed model was designed to simulate the training curriculum for sudden hepatic artery haemorrhage, but whether training with the 3D printed model could yield superior skill improvement for surgeons remained to be determined. Methods A new 3D printed model was designed for this study. Surgeons from the General Surgery Department of Sir Run Run Shaw Hospital participated in this simulation training. The surgical performance of each model was compared, and the authenticity of the model was evaluated and mechanically tested. Results Experienced surgeons performed better on the 3D printed model. After repeated training, inexperienced surgeons showed significant improvement of their laparoscopic hepatic artery repair skills. The authenticity of the model was generally satisfactory, but shortcomings persisted in the mechanical testing of artery wall tearing, necessitating further improvement. Conclusions Few studies have investigated laparoscopic simulation training for sudden hepatic artery haemorrhage. This simulation model distinguishes surgeons with different levels of experience and allows those with less experience to improve their laparoscopic hepatic artery repair skills through training on the model.

The future of agricultural work in the United States (U.S.) must account for at least two important trends: 1) the persistence of the industry being riddled with high rates of injury and illness and 2) the growing proportion of hired farmworkers compared to family farmworkers working in these dangerous environments. These workers confront structural disadvantages that impede social justice and prosperity. Social structures like policies, economic systems, institutions, and social hierarchies create health disparities, often along the lines of social categories. The result is an already dangerous industry with vulnerable workers facing unjust risks, especially those that are undocumented. Agricultural health and safety professionals and other stakeholders should engage structural competency curricula in order to increase awareness of impact of structures and be better positioned to improve farmworker health and wellbeing. Similar work has been successful in the training healthcare professionals, e.g. the Structural Competency Working Group (SCWG). New strategies are needed to improve farmworker wellbeing and retain an adequate agricultural workforce. A greater understanding of the social and structural concerns that farmworkers face is an important step towards occupational and social justice. It is also clear that it will require collaboration and community-based efforts creating a larger team of people using similar concepts related to the structural influences on whether health and wellbeing are distributed equitably. This work is being moved forward in healthcare, social work, worker organizations, and community-based initiatives. Agricultural health and safety professionals have a vital contribution to make if they join the ranks.

AbstractThe increased prevalence of human-AI collaboration is reshaping the manufacturing sector, fundamentally changing the nature of human work and training needs. While high automation improves performance when functioning correctly, it can lead to problematic human performance (e.g., defect detection accuracy, response time) when operators are required to intervene and assume manual control of decision-making responsibilities. As AI capability reaches higher levels of automation and human–AI collaboration becomes ubiquitous, addressing these performance issues is crucial. Proper worker training, focusing on skill-based, cognitive, and affective outcomes, and nurturing motivation and engagement, can be a mitigation strategy. However, most training research in manufacturing has prioritized the effectiveness of a technology for training, rather than how training design influences motivation and engagement, key to training success and longevity. The current study explored how training workers using an AI system affected their motivation, engagement, and skill acquisition. Specifically, we manipulated the level of automation of decision selection of an AI used for the training of 102 participants for a quality control task. Findings indicated that fully automated decision selection negatively impacted perceived autonomy, self-determined motivation, behavioral task engagement, and skill acquisition during training. Conversely, partially automated AI-enhanced motivation and engagement, enabling participants to better adapt to AI failure by developing necessary skills. The results suggest that involving workers in decision-making during training, using AI as a decision aid rather than a decision selector, yields more positive outcomes. This approach ensures that the human aspect of manufacturing work is not overlooked, maintaining a balance between technological advancement and human skill development, motivation, and engagement. These findings can be applied to enhance real-world manufacturing practices by designing training programs that better develop operators’ technical, methodological, and personal skills, though companies may face challenges in allocating substantial resources for training redevelopment and continuously adapting these programs to keep pace with evolving technology. [ABSTRACT FROM AUTHOR]

Copyright of Teacher Education Research is the property of Teacher Education Research Editorial Office 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 study’s main aim was to investigate challenges faced by the Technical and Vocational Education and Training (TVET) in addressing the skills shortage gap in the rural communities of South Africa. The human capital theory was employed as the theoretical framework in this study. The study followed the qualitative approach for data generation and analysis. In their respective portfolios, six campus senior personnel participated in the in-depth interviews. The findings identified a lack of trained lecturers, the poor design of the TVET curriculum, curriculum fragmentation, weak institutional structures, and poor infrastructure. The findings also noted the poor funding norms, poor policy frameworks, lack of active support by the stakeholders, and a poor relationship with the TVET partners. [ABSTRACT FROM AUTHOR]

Background: Antimicrobial resistance (AMR) is an increasingly severe threat to global public health that requires action across different sectors. Selection of appropriate antimicrobials is an urgent challenge due to the emergence of drug resistance. In 2017, Kenya developed an AMR policy and National Action Plan to drive prevention and containment of AMR. A priority activity under AMR surveillance strategic objective was to develop a national AMR training curriculum for in-service healthcare workers. In this paper we discuss the development process, gains achieved through implementation across the country and lessons learned. Methods: An initial stakeholders' forum was convened to brainstorm on the process for developing the curriculum and some issues deliberated upon include the design approach, development roadmap, curriculum outline and scope, delivery, and evaluation methodologies. A dedicated team of subject matter experts (SMEs), drawn from the project and government ministries, compiled the initial draft of the curriculum and later the training materials. A series of other stakeholders' meetings were convened to review these materials. The National Antimicrobial Stewardship Interagency Committee (NASIC) of the MOH in Kenya identified a team of experts from academia, research, and government to work with the SMEs in reviewing and providing valuable inputs to the curriculum. Additionally, principles of adult learning and a One Health approach for development were considered as AMR has drivers and impacts across sectors. A validation workshop was held to finalize the documents with a formal launch conducted during the World Antibiotics Awareness Week of 2020. Results: A multisectoral AMR surveillance training curriculum and facilitator and trainee manuals were developed and endorsed by MOH and Ministry of Agriculture, Livestock, Fisheries and Cooperatives within one year. Over 500 healthcare workers in 19 counties were trained, with overwhelming adoption by other stakeholders in Kenya and beyond. Conclusion: This curriculum was developed to standardize training for AMR detection and surveillance. The central role played by the MOH ensured expeditious development and roll-out of this curriculum. The in-service curriculum, now available on an e-learning platform, provides a ready opportunity to build capacity of healthcare professionals. Additional resources are needed to standardize and scale these efforts to reach all healthcare workers. [ABSTRACT FROM AUTHOR]

Copyright of Die Urologie is the property of Springer Nature 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.)

Peer health workers (peers) are commonly engaged interventionists in the HIV care spectrum. The objective of this scoping review was to examine the range of evidence on training strategies and approaches for peer-led HIV behavioral interventions in the United States. Four electronic databases (Medline, CINAHL, EMBASE, and PsycINFO) were searched for peer-reviewed published literature (2010–2021) of peer-led HIV behavioral interventions directed to improving antiretroviral therapy adherence and/or retention in care. Eighteen studies met the inclusion criteria. Eleven studies referenced manualized training materials, and nine used role-play as part of their curricula. Peer training content and duration varied across studies, as well as evaluation of intervention fidelity, and peer competency. Findings highlight heterogeneity in peer training strategies and approaches. The expansion and sustainability of peer engagement in the HIV care continuum will require greater consensus among members of the research community on best practices for training. [ABSTRACT FROM AUTHOR]

In the context of high-quality education, the practical predicament of teacher training curriculum due to the adaptation of the transformation, mainly including limited curriculum orientation to the trainers curriculum understanding, unclear theoretical clarification of curriculum objectives, scattered experience extraction of curriculum content, obstructed connection between trainer and training manager in curriculum implementation, imbalanced dynamic and static coordination of curriculum evaluation, and so on, make it impossible to reflect its contemporary value in teacher training. By clarifying the connotation of teacher training curriculum and analyzing its realistic predicament, this paper reconstructs the realistic outlet of teacher training curriculum: taking service-oriented and demand-first as the basic orientation of the curriculum, the meaning transformation and practical application as the curriculum aims, the root of experience and the clarification of predicament as the orientation of curriculum content, stimulating thinking and promoting dialogues as the focus of curriculum implementation, the viewpoint creation and the monitoring action as the foothold of curriculum evaluation. [ABSTRACT FROM AUTHOR]

Objectives: Clinicians report training deficits in advance care planning (ACP), including limits to their understanding of cultural/spiritual influences on patient decision-making and skills in interdisciplinary teamwork. This study describes Advance Directives-Live Action Simulation Training (AD-LAST), an interdisciplinary experiential and didactic training program for discussing ACP and end-of-life (EOL) care. AD-LAST highlights cultural/spiritual variations in medical decision-making. Methods: Prospective educational cohort study with pre-post intervention survey. AD-LAST incorporated standard curricular tools for didactic and experiential training in ACP/EOL communication. Study conducted in an urban community teaching hospital in Queens, NY, one of the most diverse counties in the USA. Participants included physicians, house staff, nurses, therapists, and other disciplines. AD-LAST format was a one-day workshop. The morning focused on didactic teaching using widely available curricular tools. The afternoon involved experiential practice with standardized patient-actors. Pre-post intervention questionnaires assessed ACP operational knowledge and self-efficacy (i.e., self-confidence in skills) in ACP and EOL communication. Repeated measure ANOVAs evaluated changes from pretest to posttest in knowledge and self-efficacy. Results: A total of 163 clinical staff participated in 21 AD-LAST training sessions between August 2015 and January 2019. Participants displayed a significant increase from pretest to posttest in total knowledge (p < 0.001), ACP procedural knowledge (p < 0.001), ACP communication/relationships knowledge (p < 0.001), and self-efficacy (p < 0.001). Knowledge and self-efficacy were not correlated and represented independent outcomes. Postprogram evaluations showed greater than 96% of participants were highly satisfied with AD-LAST, especially the opportunity to practice skills in real-time and receive feedback from members of other professional groups. Significance of results: AD-LAST, a multifaceted training program deployed in an interdisciplinary setting, is effective for increasing ACP knowledge and self-efficacy, including the capacity to address cultural/spiritual concerns. The use of standard tools facilitates dissemination. The use of case simulations reinforces learning. [ABSTRACT FROM AUTHOR]

Abstract Background Despite strong evidence about the benefits of exclusive breastfeeding, that is the baby receiving only breast milk, no other foods or liquids, rates have remained relatively unchanged over the past two decades in low- and middle-income countries. One strategy for increasing exclusive breastfeeding is through community-based programs that use peer counselors for education and support. The use of mobile health applications is also gaining increasing applicability in these countries. Minimal information is available about training peer counselors in the use of mobile technologies to support exclusive breastfeeding. The present article describes our curriculum in the state of Karnataka, India for supporting new mothers to exclusively breastfeed using a mobile health application in rural India. Methods Twenty-five women from the community surrounding the city of Belgavi, Karnataka, India were trained to be peer counselors and to use a mobile health application to conduct a structured curriculum to support new mothers in exclusive breastfeeding. The three-day interactive training, conducted in March 2018, was based on the WHO breastfeeding course, translated, and adapted to the local culture The curriculum, which included information collected during a formative research process, consisted of eight visits, two during the antenatal period and continuing for six months postpartum. Twelve nursing and obstetric experts validated curriculum content. Pre-post-evaluation of the training focused on breastfeeding knowledge, self-efficacy, skills, and app usability. Results We observed a significant increase in the mean scores for knowledge (P < 0.0001) and skills (P = 0.0006) from pre- to post-training. Age of the peer counselors and their own breastfeeding experience correlated significantly with the acquisition of knowledge and skills. The mobile health app showed high usability scores. Conclusions The culturally adapted curriculum presented here, combined with an mHealth app, can be an important educational strategy for training rural women in the acquisition of exclusive breastfeeding knowledge and skills.

Objective The training competency of individual and cultural diversity is an advanced, fundamental competency to health service psychology since 2015. However, there is minimal instruction on how to integrate it into training curricula in neuropsychology, especially at the postdoctoral fellowship level. Our objective was to operationalize the individual and cultural diversity standard to provide a tangible application for educational programs on how to develop a competency-based training model for Latinx/a/o-Hispanic (L/H) cultural neuropsychology across the lifespan. Method The knowledge-based and applied-based competencies necessary to train to be a cultural neuropsychologist delivering services to L/H patients and families are defined. For learners to complete these competencies, training programs need to implement clinical, didactic, research, and professional development core guidelines grounded in cultural neuropsychology. We provide a framework on how to transform each core guideline, including a Didactics Core with foundational readings across a range of L/H topics, and a Report Template to guide the documentation of sociocultural information, language usage, normative data, and other relevant factors in a neuropsychological report. Conclusions These cultural neuropsychology competencies and core guidelines need to become a basic core requirement for all neuropsychologists in training. With focused education in culturally based competencies, training programs can cultivate a sense of responsibility, inclusion, justice, and equity to train a generation of neuropsychologists, who intentionally and consistently practice socially responsible neuropsychology. [ABSTRACT FROM AUTHOR]

In this proposal, we review the main characteristics of the degree at the Faculty of Translation and Interpreting (FTI) of the University of Granada (UGR), in addition to identifying the weak and strong points of the degree in terms of the connection between Academia and the professional world according to the TI students' perceptions. Graduates' employability in the different degrees that coexist has become one of the objectives, as well as one of the attractions, that differentiate some universities and educational institutions from others. In our proposal, we analyze the educational offer of the Degree in Translation and Interpretation (TI) of the University of Granada, where a key compulsory subject for the future of the graduates is offered, entitled "La profesión del traductor e intérprete". Beyond describing the subject itself, this proposal analyzes, based on a pilot empirical research, the impact of translation and interpreting studies on the training of future graduates, particularly in the case of the University of Granada. [ABSTRACT FROM AUTHOR]

Background: The da Vinci skills simulation curriculum has been validated in the literature. The updated simulator, SimNow, features restructured exercises that have not been formally validated. The purpose of this study is to validate the SimNow resident robotic basic simulation curriculum. This study also consists of a qualitative assessment that gives greater insight into the learner's experience completing the robotic curriculum. Methods: There were 18 participants in this study: 6 novices, 6 competent surgeons, and 6 expert surgeons. The curriculum comprised 5 exercises; participants completed three consecutive scored trials. Computer-derived performance metrics were recorded. The NASA Task Load Index survey was used to assess subjective mental workload. Subjects were asked a series of open-ended questions regarding their experience that were recorded and transcribed. Codes were identified using an inductive method, and themes were generated. Results: Performance metrics were significantly different between novice versus competent and expert surgeons. There was no significant difference in any score metric between competent and expert surgeons. On average, overall score percentages for competent and expert surgeons were between 90.4 and 92.8% versus 70.5% for novices (p = 0.02 and p = 0.01). Expert surgeons perceived a higher level of performance completing the exercises than novice surgeons (15.8 vs. 45.8, p = 0.02). Participants noted a similar robotic experience, utilizing efficiency of motion and visual field skills. Participants agreed on exercise strengths, exercise weaknesses, and software limitations. Competent and expert surgeons were better able to assess the exercises' clinical application. Conclusions: The SimNow curriculum is a valid simulation training as part of a general surgery resident robotic curriculum. The curriculum distinguishes between novices compared to competent and expert surgeons, but not between competent and expert surgeons. Clinical training level does not affect the experience and mental workload using the robotic simulator, except for competent and expert surgeons' ability to better assess clinical application. [ABSTRACT FROM AUTHOR]

BackgroundAntimicrobial resistance (AMR) is an increasingly severe threat to global public health that requires action across different sectors. Selection of appropriate antimicrobials is an urgent challenge due to the emergence of drug resistance. In 2017, Kenya developed an AMR policy and National Action Plan to drive prevention and containment of AMR. A priority activity under AMR surveillance strategic objective was to develop a national AMR training curriculum for in-service healthcare workers. In this paper we discuss the development process, gains achieved through implementation across the country and lessons learned.MethodsAn initial stakeholders’ forum was convened to brainstorm on the process for developing the curriculum and some issues deliberated upon include the design approach, development roadmap, curriculum outline and scope, delivery, and evaluation methodologies. A dedicated team of subject matter experts (SMEs), drawn from the project and government ministries, compiled the initial draft of the curriculum and later the training materials. A series of other stakeholders’ meetings were convened to review these materials. The National Antimicrobial Stewardship Interagency Committee (NASIC) of the MOH in Kenya identified a team of experts from academia, research, and government to work with the SMEs in reviewing and providing valuable inputs to the curriculum. Additionally, principles of adult learning and a One Health approach for development were considered as AMR has drivers and impacts across sectors. A validation workshop was held to finalize the documents with a formal launch conducted during the World Antibiotics Awareness Week of 2020.ResultsA multisectoral AMR surveillance training curriculum and facilitator and trainee manuals were developed and endorsed by MOH and Ministry of Agriculture, Livestock, Fisheries and Cooperatives within one year. Over 500 healthcare workers in 19 counties were trained, with overwhelming adoption by other stakeholders in Kenya and beyond.ConclusionThis curriculum was developed to standardize training for AMR detection and surveillance. The central role played by the MOH ensured expeditious development and roll-out of this curriculum. The in-service curriculum, now available on an e-learning platform, provides a ready opportunity to build capacity of healthcare professionals. Additional resources are needed to standardize and scale these efforts to reach all healthcare workers.

Background: Despite strong evidence about the benefits of exclusive breastfeeding, that is the baby receiving only breast milk, no other foods or liquids, rates have remained relatively unchanged over the past two decades in low- and middle-income countries. One strategy for increasing exclusive breastfeeding is through community-based programs that use peer counselors for education and support. The use of mobile health applications is also gaining increasing applicability in these countries. Minimal information is available about training peer counselors in the use of mobile technologies to support exclusive breastfeeding. The present article describes our curriculum in the state of Karnataka, India for supporting new mothers to exclusively breastfeed using a mobile health application in rural India. Methods: Twenty-five women from the community surrounding the city of Belgavi, Karnataka, India were trained to be peer counselors and to use a mobile health application to conduct a structured curriculum to support new mothers in exclusive breastfeeding. The three-day interactive training, conducted in March 2018, was based on the WHO breastfeeding course, translated, and adapted to the local culture The curriculum, which included information collected during a formative research process, consisted of eight visits, two during the antenatal period and continuing for six months postpartum. Twelve nursing and obstetric experts validated curriculum content. Pre-post-evaluation of the training focused on breastfeeding knowledge, self-efficacy, skills, and app usability. Results: We observed a significant increase in the mean scores for knowledge (P < 0.0001) and skills (P = 0.0006) from pre- to post-training. Age of the peer counselors and their own breastfeeding experience correlated significantly with the acquisition of knowledge and skills. The mobile health app showed high usability scores. Conclusions: The culturally adapted curriculum presented here, combined with an mHealth app, can be an important educational strategy for training rural women in the acquisition of exclusive breastfeeding knowledge and skills. [ABSTRACT FROM AUTHOR]

Gynaecological surgery is rapidly changing with innovations in technology and minimally invasive surgery is now the main route of operating in pelvis. This is associated with improved perioperative outcomes especially length of stay and readmissions leading to early recovery as compared to open procedure. Open hysterectomy is still undertaken in many parts of the world due to complex pathology with higher conversion rates with laparoscopy as complexity increases. Innovations in minimally invasive surgery with development of wristed computerized surgical tools has led to implementation of robotic surgery in healthcare. Robotic surgery is very intuitive and precise with improved ergonomics and ability for surgeon to control the camera and utilized extra arms for manipulation. The limitation of wider use of this latest technology is due to higher capital cost of the equipment. However, with full healthcare economic analysis and competition between numerous platforms will make robotic surgery the method of choice especially for patients with complex pelvic pathology. There is need for surgeons and surgical team to obtain training in both technical and non-technical aspects of a procedure. Training is best done within a standardized curriculum and implementation of robotic surgery should be within clinical governance framework. [ABSTRACT FROM AUTHOR]

Currently, village midwives are experiencing an increased workload because there are more and more health service programs, so they cannot provide optimal sustainable midwifery care. This study analyzes the relationship between iPosyandu application-based training media and training materials for continuing midwifery care and learning evaluation. This type of research is analytical research with a cross-sectional research design. The research subjects were 110 people. Data was collected by providing the village midwife with an online questionnaire (google form). Univariate data were processed and analyzed to determine all research variables' mean and standard deviation values. Bivariate data analysis with Pearson test due to the type of numeric data. The study found no correlation between the components of the training curriculum (including training materials, learning media, and learning evaluation) and continuing midwifery care competencies. However, there is a significant correlation between training materials and learning media. In addition, a significant correlation was found between learning evaluation and learning media. It was concluded that the components of the training curriculum were interrelated so that the iPosyandu application could be used as a training medium for all competencies in training. This research implies that midwives can use the iPosyandu application as a learning medium that makes it easy to access training materials, thereby saving training costs for midwives as training participants and organizers.

The game of basketball is one of the collective games that has attracted the attention of many amateurs and has won the lead in terms of spread in many countries of the world, as this game depends on basic skills as an important base on which to base it, the aim of the research is to prepare a training curriculum to develop the characteristics of endurance speed and strength distinguished by speed for the muscles of the legs for female students in basketball. And to identify the impact of the training curriculum to develop the characteristics of endurance speed and strength characteristic of the speed of the muscles of the two legs for female students in basketball, so the importance of research lies in developing the characteristics of endurance of speed and strength characteristic of speed in the muscles of the legs for female students in basketball. These two characteristics are of great importance, so the two researchers decided to prepare a standardized training curriculum to develop the characteristics of speed endurance and the strength characteristic of the speed of the muscles of the two legs for female basketball students, and the two researchers used the experimental approach by making a comparison between the pre and posttest between the experimental and control research groups, and the research community was identified and sampled by the intentional method They are the students of the third stage in the College of Physical Education and Sports Sciences for Girls, Division (A), and they number 25 students, and they represent the same research community. The two researchers used the design of the experimental and control groups, where the students were divided into two groups, the two groups perform the pre-tests, then the training unit is applied to the experimental group only. After that, the experimental and control groups are tested with a post-test. The researchers concluded that the training curriculum had a clear effect on the development of the characteristics of endurance speed and strength characteristic of the speed of the muscles of the two legs for female students in basketball on the experimental group. [ABSTRACT FROM AUTHOR]

Copyright of Ankara University SBF Journal / Ankara Üniversitesi SBF Dergisi is the property of Ankara University SBF 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.)

Background: Robotic-assisted general surgery procedures are becoming commonplace, requiring more residency programs to establish training curricula for residents. Concerns exist regarding the impact this will have on surgical residents' operative case distribution in laparoscopic and open surgery. This study aimed to analyze the impact of a growing robotic operative case volume and established robotic surgery training curriculum on the general surgery resident operative experience.Methods: The robotic surgery training curriculum at the Medical College of Wisconsin was established in 2017. ACGME operative case logs of residents from 2014 to 2020 were analyzed to determine resident participation in open, laparoscopic, and robotic cases. Case categories included alimentary tract, abdomen, endocrine, thoracic, pediatric, and trauma. A one-way analysis of variance (ANOVA) was used to analyze overall cases, as well as participation by case type, post-graduate year (PGY) level, resident role, and institution type. Statistical significance was defined as a p value < 0.05.Results: Operative case logs from 77 residents were analyzed with a total of 34,757 cases: 59.3% open, 39.6% laparoscopic, and 1.1% robotic. There was no significant change in open or laparoscopic case volumes. However, there was a 3.4% increase in robotic cases, from 2014 to 2020 (p = 0.01), specifically in foregut (4.0%, p = 0.01), intestinal (1.6%, p = 0.03), and hernia (8.3%, p = 0.003) procedures. Academic (2.8%, p = 0.01) and veterans' hospital (2.0%, p = 0.01) institutions saw a significant increase in their residents' robotic cases. The only resident role with a significant increase in robotic cases was first assistant (8.0%, p = 0.004). There was no significant difference across PGY levels by surgical approach.Conclusions: This study highlights that the growth of robotic cases has not had a detrimental effect on the resident experience with open and laparoscopic cases. As robotic cases continually increase, the impact on laparoscopic and open case volumes must be monitored to ensure a well-balanced training experience. [ABSTRACT FROM AUTHOR]

Oncologic Radiology (OR) is a new higher subspecialty training programme developed by the Hong Kong College of Radiologists. Instead of the traditional organ-centric approach, the curriculum ensures exposure in a wide spectrum of cancers to trainees who wish to pursue a career in cancer imaging and interventions. The OR training is hands-on and trainees will learn to interpret and report many imaging modalities including ultrasound, mammography, computed tomography and magnetic resonance. Aside from diagnostic training, trainees will also acquire basic knowledge and skills in Interventional Oncology. Specific emphasis is put on inter-disciplinary collaboration with input from Medical Physicists and Clinical Oncologists during their training. The curriculum aims to provide comprehensive knowledge and necessary skills in radiological findings, clinical aspects, pathology, treatment options of oncologic diseases in different organ systems to meet the demand of modern Oncology., Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 Elsevier B.V. All rights reserved.)

Robot-assisted radical cystectomy (RARC) is a complex and difficult surgical technique. However the number of cases is small, it is a problem for young urologists (including myself) how to learn RARC procedure. I would like to discuss it is possible to learn RARC procedure efficiently and safely by using ERUS training curriculum and having enough experience with robotic surgery before performing RARC. [ABSTRACT FROM AUTHOR]

Teachers in elementary schools play a crucial role in educating children about sustainable development. Therefore, the concept of sustainable development is essential for elementary pre-service teachers to be ready for their future careers. This study used the sequential mixed methods design to investigate the relationship between the sustainable development perspectives of elementary pre-service teachers in Southern Vietnam and the current teacher training curriculum. The EDINSOST sustainability questionnaire was distributed to 392 participants in order to measure four dimensions of sustainable development: critical contextualization of knowledge, sustainable use of resources, participation in community processes, and ethics. A set of six interview questions was conducted with eight participants, focused on their understandings of sustainable development and the evaluation of the curriculum on sustainable development. Quantitative findings revealed that elementary pre-service teachers rate moderately on all dimensions; however, the knowledge is slightly higher than the behavior. Moreover, there were variations in perspectives based on pre-service teachers' grade level and gender. Qualitative findings suggested the lack of sustainable development perspectives amongst pre-service teachers and the gaps in the teacher training curriculums regarding sustainable development. Finally, detailed discussions regarding the implementation of sustainable development in the training curriculum were provided. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Sport Sciences / Magallat ulum Al-Riyadat is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) 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.)

Thai primary school teachers must be developed learning management skills for promoting students’ creativity and innovation ability. This study developed a training curriculum to enhance teachers’ learning management skills to promote students’ creativity and innovation ability from using the professional learning community method and a training cycle “plan”, “do”, “check”, and “reflect”. There consisted three units of training curriculum, and the analytic scoring rubrics were used for collecting data. The results were (1) teachers’ learning management skills were higher after implementing the curriculum at a statistical significance level of .01, and (2) students’ creativity and innovation ability was higher after implementing the curriculum at the statistical significance level of .01.

Thai primary school teachers must be developed learning management skills for promoting students' creativity and innovation ability. This study developed a training curriculum to enhance teachers' learning management skills to promote students' creativity and innovation ability from using the professional learning community method and a training cycle "plan", "do", "check", and "reflect". There consisted three units of training curriculum, and the analytic scoring rubrics were used for collecting data. The results were (1) teachers' learning management skills were higher after implementing the curriculum at a statistical significance level of .01, and (2) students' creativity and innovation ability was higher after implementing the curriculum at the statistical significance level of .01. [ABSTRACT FROM AUTHOR]

We wanted to measure the impact of the curriculum learning technique on the training times for an agent that is being trained to play a video game using reinforcement learning, so we designed experiments with different training curriculums adapted for the video game chosen as a case study, experiments run on a game simulation platform, using the mean cumulative reward as the performance measure. Results suggest that curriculum learning has a significant impact on the training process, decreasing training times up to 40% percent in some cases. [ABSTRACT FROM AUTHOR]

AbstractIntroduction:NIH Clinical and Translational Science Awards (CTSAs) include KL2 mentored career development awards for faculty commencing clinical and translational research. A survey of KL2 leaders revealed program practices, curricular elements and compelling data about scholar characteristics and outcomes.Methods:We conducted a literature review, framed the survey construct, and obtained input from across the CTSA consortium. A REDCap survey was emailed in fall 2016 to 61 active programs.Results:Fifty-five programs (90.2%) responded. Respondents had been funded from 3 to 11 years, including 22 “mature” hubs funded for ≥8 years. Program cohort sizes were 56% “small”, 22% “medium”, and 22% “large.” Hubs offer extensive competency-aligned training opportunities relevant to clinical and translational research, including graduate degrees, mentorship, and grant-writing. Seventy-two percent of hubs report parallel “KL2-equivalent” career development programs. All hubs share their training and facilitate intermingling with other early stage investigators. A total of 1,517 KL2 scholars were funded. KL2 awardees are diverse in their disciplines, research projects, and representation; 54% are female and 12% self-identified as underrepresented in biomedical research. Eighty-seven percent of scholars have 2–3 mentors and are currently supported for 2–3 years. Seventy-eight percent of alumni remain at CTSA institutions in translational science. The most common form of NIH support following scholars’ KL2 award is an individual career development award.Conclusions:The KL2 is a unique career development award, shaped by competency-aligned training opportunities and interdisciplinary mentorship that inform translational research pathways. Tracking both traditional and novel outcomes of KL2 scholars is essential to capture their career trajectories and impact on health.

We want to measure the impact of the curriculum learning technique on a reinforcement training setup, several experiments were designed with different training curriculums adapted for the video game chosen as a case study. Then all were executed on a selected game simulation platform, using two reinforcement learning algorithms, and using the mean cumulative reward as a performance measure. Results suggest that curriculum learning has a significant impact on the training process, increasing training times in some cases, and decreasing them up to 40% percent in some other cases.

Background Risk stratification, economic pressure, and a flat learning curve make the realization and development of proper microsurgical skills and competences a challenging task in the daily clinical practice. In previous studies, we were able to show that microsurgical procedures, e.g., free flaps and replantations, are safe training procedures and teachable in daily clinical practice in view of certain issues of risk stratification. The present study aims to evaluate further improvements in terms of safety and complication rates for free flaps as a training procedure after introduction and continuous implementation of a structured in-house training curriculum for microsurgical skills and competences and a 24-hour free accessible microsurgical training facility for the plastic surgery resident. Methods  This retrospective comparative cohort study was conducted to review whether microsurgical skills for free flaps to the lower extremity can further be improved after implementation of the curriculum and a 24-hour accessible training facility. Therefore, we compared cohort A before (2009–2012) and B after (2014–2017) implementation. Patient demographics, procedural characteristics, and outcome parameters for free tissue transfer of the lower extremity were evaluated. Results  The comparison of both cohorts showed a significantly reduced postoperative complication rate for cohort B (p <0.05). Furthermore, operation time was shorter, and the hospital stay could be significantly decreased (p <0.01). Workhorse flaps for plastic surgical training were the anterior lateral thigh (ALT) flap or the musculus latissimus dorsi (LD) flap. However, even more complex procedures with arteriovenous loops could be safely performed by plastic surgery residents under the supervision of the senior surgeon in exceptional cases. Conclusion  The implementation of a regularly held, microsurgical in-house training curriculum with 24-hour accessible training facility improves procedural and outcome parameters for free flaps to the lower extremity for surgical residents and is an elementary part of skills and competency training. However, risk stratification, repeated surgical exposure, expertise, and institutional infrastructures are essential and must be taken into consideration. [ABSTRACT FROM AUTHOR]

In recent years, community health workers (CHWs) have emerged as key stakeholders in implementing community-based public health interventions in racially diverse contexts. Yet little is known about the extent to which CHW training curriculums influence intervention effectiveness in marginalized racial and ethnic minority communities. This review summarizes evidence on the relationship between CHW training curricula and intervention outcomes conducted among African American and Latinx populations. We conducted a literature search of intervention studies that focused on CHW public health interventions in African American and Latinx populations using PubMed, PsycINFO, ERIC, CINAHL, EMBASE, and Web of Science databases. Included studies were quantitative, qualitative, and mixed methods studies employed to conduct outcome (e.g., blood pressure and HbA1c) and process evaluations (e.g., knowledge and self-efficacy) of CHW-led interventions. Out of 3,295 articles from the database search, 36 articles met our inclusion criteria. Overall, the strength of evidence linking specific CHW training curricula components to primary intervention health outcomes was weak, and no studies directly linked outcomes to specific characteristics of CHW training. Studies that described training related to didactic sessions or classified as high intensity reported higher percentages of positive outcomes compared to other CHW training features. These findings suggest that CHW training may positively influence intervention effectiveness but additional research using more robust methodological approaches is needed to clarify these relationships. [ABSTRACT FROM AUTHOR]

Abstract Background Information and communications technology (ICT) has been suggested as an important tool for improving global health education and building research capacity in developing countries. However, the existing curricula do not have adequate emphasis on global health research and training. This study was carried out to examine health sciences postgraduates’ attitudes and practices regarding curriculum for ICT use in global health research and training in China. Methods A cross-sectional study was conducted among health sciences postgraduates from six universities in southern China, during December 2016 to March 2017. A self-administered online questionnaire was used to collect data through an online survey platform. Data were analyzed using SPSS for Windows 13.0. Results A total of 1065 participants successfully completed the questionnaires. More than 90% of the students have not had any training about ICT, three quarters have not taken an online course, and 31% of the students do not use ICT in their current research. More than 65% thought that, in an ICT research training curriculum, it was important to learn: ICT utilization related knowledge, ICT research methods/resources, knowledge of databases, ways of data use and acquisition, and informatics search methods (ICT users compared to non-users were more likely to agree to these learning components (all p 40%), and QQ (a popular chat tool in China) (30%) as ICT tools in research activities. ICT users compared to non-users were more likely to consider using ICT and/or biomedical informatics methods in decision-support or support for information seeking, healthcare delivering, academic research, data gathering, and facilitating collaboration (all p

Abstract Background There is lack of adequate training and policy support for employed care workers (CWs) employed in the South African (SA) older persons’ sector. Existing literature neglects the influence of training and policy support on CWs’ experiences in long-term care (LTC) for older adults in residential care facilities (RCFs). We investigated the ways in which CWs’ experiences are rooted in the lack of adequate training and policy support. Methods Qualitative data was collected through focus group (FG) interviews with 32 CWs employed in RCFs in the City of Cape Town. Data was also collected using semi-structured interviews with representatives of five RCFs for older adults and four training organisations providing CW training in the City of Cape Town, South Africa. Results Despite some positive caregiving experiences, CWs face role ambiguity and experience care work as a ‘career-less job’. They also face poor employment conditions, negative interpersonal relations at work, and role overload. They are not coping with the demands of LTC due to role overload, and lack of basic caregiving skills, coping skills and socio-emotional support. Their motivation to cope and provide quality care is hamstrung by their experiences of role ambiguity, poor employment conditions, negative interpersonal relations at work, and lack of career growth opportunities. Conclusions Findings suggest that CWs’ experiences derive from the policy and structural context of caregiving. Policy inadequacies and lack of structural support create conditions for adverse conditions which negatively impact on CWs motivation and ability to cope with the demands of LTC. Lack of policy implementation presents structural barriers to quality LTC in the older persons’ sector. Implementation of policies and systems for professionalising care work is long overdue.

Copyright of Journal of Sport Sciences / Magallat ulum Al-Riyadat is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) 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.)

Abstract Background The German quality assurance programme for evaluating work capacity is based on peer review that evaluates the quality of medical experts’ reports. Low reliability is thought to be due to systematic differences among peers. For this purpose, we developed a curriculum for a standardized peer-training (SPT). This study investigates, whether the SPT increases the inter-rater reliability of social medical physicians participating in a cross-institutional peer review. Methods Forty physicians from 16 regional German Pension Insurances were subjected to SPT. The three-day training course consist of nine educational objectives recorded in a training manual. The SPT is split into a basic module providing basic information about the peer review and an advanced module for small groups of up to 12 peers training peer review using medical reports. Feasibility was tested by assessing selection, comprehensibility and subjective use of contents delivered, the trainers’ delivery and design of training materials. The effectiveness of SPT was determined by evaluating peer concordance using three anonymised medical reports assessed by each peer. Percentage agreement and Fleiss’ kappa (κm) were calculated. Concordance was compared with review results from a previous unstructured, non-standardized peer-training programme (control condition) performed by 19 peers from 12 German Pension Insurances departments. The control condition focused exclusively on the application of peer review in small groups. No specifically training materials, methods and trainer instructions were used. Results Peer-training was shown to be feasible. The level of subjective confidence in handling the peer review instrument varied between 70 and 90%. Average percentage agreement for the main outcome criterion was 60.2%, resulting in a κm of 0.39. By comparison, the average percentage concordance was 40.2% and the κm was 0.12 for the control condition. Conclusion Concordance with the main criterion was relevant but not significant (p = 0.2) higher for SPT than for the control condition. Fleiss’ kappa coefficient showed that peer concordance was higher for SPT than randomly expected. Nevertheless, a score of 0.39 for the main criterion indicated only fair inter-rater reliability, considerably lower than the conventional standard of 0.7 for adequate reliability.

Introduction: NIH Clinical and Translational Science Awards (CTSAs) include KL2 mentored career development awards for faculty commencing clinical and translational research. A survey of KL2 leaders revealed program practices, curricular elements and compelling data about scholar characteristics and outcomes. Methods: We conducted a literature review, framed the survey construct, and obtained input from across the CTSA consortium. A REDCap survey was emailed in fall 2016 to 61 active programs. Results: Fifty-five programs (90.2%) responded. Respondents had been funded from 3 to 11 years, including 22 "mature" hubs funded for ≥8 years. Program cohort sizes were 56% "small", 22% "medium", and 22% "large." Hubs offer extensive competency-aligned training opportunities relevant to clinical and translational research, including graduate degrees, mentorship, and grant-writing. Seventy-two percent of hubs report parallel "KL2-equivalent" career development programs. All hubs share their training and facilitate intermingling with other early stage investigators. A total of 1,517 KL2 scholars were funded. KL2 awardees are diverse in their disciplines, research projects, and representation; 54% are female and 12% self-identified as underrepresented in biomedical research. Eighty-seven percent of scholars have 2–3 mentors and are currently supported for 2–3 years. Seventy-eight percent of alumni remain at CTSA institutions in translational science. The most common form of NIH support following scholars' KL2 award is an individual career development award. Conclusions: The KL2 is a unique career development award, shaped by competency-aligned training opportunities and interdisciplinary mentorship that inform translational research pathways. Tracking both traditional and novel outcomes of KL2 scholars is essential to capture their career trajectories and impact on health. [ABSTRACT FROM AUTHOR]

Wildlife agencies face the complex, often difficult, challenge of managing nuisance wildlife complaints. State agencies are under increasing pressure to provide better training for individuals in the private sector who provide such services. In July 2002, New York State (NYS) passed a law that mandated both training and documented proficiency for all nuisance wildlife control operators (NWCOs) who charge a fee for service. A team of NYS Department of Environmental Conservation (DEC) and Cornell Cooperative Extension (CCE) staff was organized to produce a curriculum and certification exams. The goals were to enhance the skills and professionalism of both current NWCOs and new license applicants, while maintaining a diverse array of operators that could provide the many levels of service required by various publics. Additionally, the training manual was designed to be a reference for DEC and CCE staff and others who are interested in nuisance wildlife control. The central philosophy of the manual was integrated wildlife damage management (IWDM), referred to as “best practices” in the manual. A best practice was defined as an effective method for solving a nuisance wildlife problem that minimizes risks to the environment and promotes human safety and well-being. Development of the curriculum (both hard copy and electronic versions) and the associated electronic test bank involved extensive and comprehensive research, reviews, and pilot testing. The curriculum and licensing examinations have been implemented in NYS, and the curriculum has won three different awards from state wildlife, extension, and stakeholder associations. Currently, a NWCO curriculum for the eastern United States is being developed, and it will provide a comprehensive, science-based, peer-reviewed training that satisfies stakeholder-identified needs. This regional curriculum fills an important gap that would otherwise likely be addressed by each state individually. The credibility of the training manual and certification exam will likely prove beneficial to NWCOs as the public becomes aware of this new process. The emphasis on best practices and the responsible treatment of wildlife will also resonate with the public.

This study was conducted in the context of adult learners working as taxi drivers with limited English proficiency. The purpose of the study was to explore what the effects of a language training curriculum on the enhancement of taxi drivers’ English speaking would be. In other words, the extent of the drivers gain in speaking skill improvement after the use of an English Speaking Guide Book for Cultural Travel, as part the a language training curriculum was scrutinized. The study used an experimental post-test only design with one group of the participants receiving an intervention, which was the guide book deliberated to focus on types of English texts and to provide learners with a framework for learning features of grammar and discourse necessary for taxi service practice. Data were analyzed using percentages, means, and standard deviations. Study tools included a lesson plan, and an indirect language test paper in the form of multiple-choice questions in the situations likely to arise while the drivers are on duty. The test determined to what extent the effects of an English Speaking Guide Book for Cultural Travel impacted on the academic achievement of the taxi drivers’ English speaking proficiency against the 70% target attainment. The study illustrated how learning experiences take place in the context of language use in an occupational field, as well as giving an account of results in a language class test where a guide book was employed as a main teaching aid. The outcome was more scientifically grounded knowledge as the results of the links between research-based insights for material development for specific occupational purposes, and classroom practices all help make solid educational decisions