The purposes of this research were: 1) to study the state of the problems of teaching and learning for lecturers; 2) to undertake a needs assessment for training to promote the lesson study process ...for lecturers; and 3) to compare the state of the problems and the needs assessment for training to promote the lesson study process. The study sample comprised 54 administrators; 167 lecturers and 327 students from six faculties of Souphanouvong University who were selected by stratified random sampling. Mixed methods were used as the research methodology; an Embedded Design was conducted by studying quantitative methods and supplementing with qualitative methods. Research Instruments used to collect the data were a questionnaire and structured interviews. Statistics used included percentage, mean, standard deviation (S.D.) and Priority Needs Index Modified (PNIModified). T-test and One Way MANOVA was applied. The research results were as follows: 1) The state of the problems of teaching and learning for lecturers, including the overall average, was medium; 2) A needs assessment of training to promote the lesson study process by all groups of the sample was an essential requirement for all items, with the overall average of 0.35; and 3) The state of the problems and needs assessment of training to promote the lesson study process, as classified by samples group, showed no difference in significance except for administrators and lecturers, which was different for the state of the problems at the .05 level of statistical significance.
The implementation of Building Information modelling (BIM) methodology in the construction industry has been covering a wide applicability with recognized benefits in designing, constructing and ...operating buildings. A recent short course organized in the University of Lisbon, actualized with the most relevant achievement based in master researches, was offered to professional of the industry, namely, architects and civil engineers coming from diverse engineering areas, environment, construction, maintenance, consult and patrimonial enterprises and also from public organizations like city councils. The proposed action covers the areas of construction (conflict analysis, planning and materials take-off), structures (interoperability, analyses and transfer of information between software) and the most recent Heritage Building Information Modelling (HBIM) perspective. The course aims to contribute to the dissemination of the potential of BIM in the areas of designing, construction and refurbishing of historical buildings. The participants followed the course with great interest and satisfaction, formulating several questions directed to the particular activity of each of the attendees.
Every year, the National Institute of Public Health (NIPH) conducts "Pharmaceutical Hygiene Management Training" as training course for pharmaceutical inspectors belonging to 47 prefectures and PMDA ...to carry out GMP inspections. In this training, which is held every year for 5 weeks, in addition to the classroom training, mock inspections are conducted with the cooperation of the pharmaceutical plants. In the fiscal year 2021, we gathered online in May 2021 for classroom lectures (3 weeks), preparations for mock inspections and on-site inspections (1 week), and then compiled the report. At that time, we examined whether online inspection could be done. With the cooperation of the pharmaceutical plants, an online inspection was also conducted in hybrid style among three training teams.As a result of conducting a hybrid style mock inspection exercise with 5 participants in the field and 7 participants online, we convinced the possibility of online inspection as an efficient inspection method by making improvements, although there are various restrictions.We hope that this experience will lead to the possibility of online inspections in the future, and we report this time.
As a major component of strategic talent management, learning and development (L&D) aims at improving the individual and organization performances through planning tailored training for employees to ...increase and improve their skills and knowledge. While many companies have developed the learning management systems (LMSs) for facilitating the online training of employees, a long-standing important issue is how to achieve personalized training recommendations with the consideration of their needs for future career development. To this end, in this article, we present a focused study on the explainable personalized online course recommender system for enhancing employee training and development. Specifically, we first propose a novel end-to-end hierarchical framework, namely Demand-aware Collaborative Bayesian Variational Network (DCBVN), to jointly model both the employees’ current competencies and their career development preferences in an explainable way. In DCBVN, we first extract the latent interpretable representations of the employees’ competencies from their skill profiles with autoencoding variational inference based topic modeling. Then, we develop an effective demand recognition mechanism for learning the personal demands of career development for employees. In particular, all the above processes are integrated into a unified Bayesian inference view for obtaining both accurate and explainable recommendations. Furthermore, for handling the employees with sparse or missing skill profiles, we develop an improved version of DCBVN, called the Demand-aware Collaborative Competency Attentive Network (DCCAN) framework , by considering the connectivity among employees. In DCCAN, we first build two employee competency graphs from learning and working aspects. Then, we design a graph-attentive network and a multi-head integration mechanism to infer one’s competency information from her neighborhood employees. Finally, we can generate explainable recommendation results based on the competency representations. Extensive experimental results on real-world data clearly demonstrate the effectiveness and the interpretability of both of our frameworks, as well as their robustness on sparse and cold-start scenarios.
Low- and middle-income countries like Uganda face a severe shortage of pediatric surgeons. Most children with a surgical emergency are treated by nonspecialist rural providers. We describe the design ...and implementation of a locally driven, pilot pediatric emergency surgical care course to strengthen skills of these providers. This is the first description of such a course in the current literature.
The course was delivered three times from 2018 to 2019. Modules include perioperative management, neonatal emergencies, intestinal emergencies, and trauma. A baseline needs assessment survey was administered. Participants in the second and third courses also took pre and postcourse knowledge-based tests.
Forty-five providers representing multiple cadres participated. Participants most commonly perform hernia/hydrocele repair (17% adjusted rating) in their current practice and are least comfortable managing cleft lip and palate (mean Likert score 1.4 ± 0.9). Equipment shortage was identified as the most significant challenge to delivering pediatric surgical care (24%). Scores on the knowledge tests improved significantly from pre- (55.4% ± 22.4%) to postcourse (71.9% ± 14.0%, p < 0.0001).
Nonspecialist clinicians are essential to the pediatric surgical workforce in LMICs. Short, targeted training courses can increase provider knowledge about the management of surgical emergencies. The course has spurred local surgical outreach initiatives. Further implementation studies are needed to evaluate the impact of the training.
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Studies have shown poorer health outcomes for people who identify as sexual and/or gender minority (LGBTQ+) compared to heterosexual peers. Our goal was to establish baseline levels of LGBTQ Ally ...Identity Measure (AIM) scores: (1) Knowledge and Skills, (2) Openness and Support, and (3) Awareness of Oppression of the LGBTQ+ in surgical trainees, and implement a pilot training in LGBTQ + cultural competency.
General surgery residents from a single academic medical center participated in a 2-h educational training developed from the existing Health Care Safe Zone training at our institution. Utilizing the previously validated LGBTQ Ally Identity Measure (AIM), residents responded to 19 items on Likert-type scales from 1 to 5 pretraining and 6 wk posttraining. The residents’ perceptions of the utility of the training were also assessed. Data were analyzed by MANOVA, repeated measures MANOVA, and subsequent univariate analysis.
27 residents responded to the pretraining survey (52%), 22 residents participated in the training, and 10 responded at 6 wk posttraining (19%). The average baseline scores were Knowledge and Skills 19.38 ± 4.64, Openness and Support 25.96 ± 4.31, and Awareness of Oppression 17.15 ± 2.20. Participants who identified as women scored 4.46 (95% CI 0.77-8.15) points higher in Openness and Support compared to males. Of those respondents who completed pretraining and posttraining surveys (n = 10), training had a significant effect on AIM scores with an improvement in Knowledge and Skills (P = 0.024) and Openness and Support (P = 0.042). Residents found the training relevant to surgery patient care (71%), increased their competency in LGBTQ + patient care (86%), and all participants indicated they were better LGBTQ allies following the training.
Assessing LGBTQ + allyship in surgical residents, we found that training improved AIM scores over time with significant improvement in the Knowledge and Skills, and Openness and Support scales, suggesting a viable and valuable curriculum focused on sexual and gender identity-related competencies within the graduate medical education for surgical trainees.
•Surgical residents lack training opportunities to improve cultural competency in treating LGBTQ patients.•We present a viable and valuable curriculum focused on LGBTQ/sexual and gender identity-related competencies specifically developed to provide training for surgical residents.•LGBTQ cultural competency training improves surgical residents’ ally identity measure scores.•Surgical residents found value in the training as they reported it to be relevant to surgery patient care.
Abstract Purpose The aim of this study was to investigate the outcomes of an instructional hands-on training course that introduces radiology residents to the essential tools and skills needed to ...perform basic interventional radiology (IR) procedures. Materials and Methods This study was performed over a single academic year at a single academic institution. A precourse survey was sent to all radiology residents to identify areas of weakness and potential opportunities for improvement. In view of the responses, a hands-on training course was designed to cover the basics of vascular and soft-tissue access, catheters, wires, embolics, and closure devices. The training was provided in a one-to-one setting by a single IR attending over a period of 45 minutes and was concluded with hands-on training on an ultrasound (US) vascular access phantom whenever possible. An anonymous postcourse survey was then distributed and the results were analyzed. Results The average reported comfort level with basic IR concepts prior to course attendance was 1.7 on a 5-point scale (1 = not comfortable, 5 = very comfortable). This increased to an average of 4 following the course. Ninety-three percent of residents reported they have more confidence getting into the IR suite and assisting in IR procedures following the course. Residents who had an opportunity to train on the US vascular access phantom gave an average response of 4.6 out of 5 to a question of how helpful the experience was in improving their US hand skills (1 = not helpful, 5 = extremely helpful). One hundred percent of responders reported that the course successfully met its goal. Finally, the overall responses were unanimously in favor of continuing the hands-on training course. Conclusion A personalized, cost-effective, hands-on training course can improve the IR training experience of radiology residents, especially in the early training phase. This model is of particular value for smaller to medium-sized academic institutions with limited financial and educational resources.
Background and aim: This study aimed to assess dentistry students' understanding of the educational environment of Guilan University of Medical Sciences in two Basic and clinical fields. Materials ...and methods: This cross-sectional descriptive study was conducted in the academic year of 2016-17 at the Faculty of Dentistry, Guilan University of Medical Sciences. For this purpose, a sample of 190 students was selected in both the primary and clinical fields. Assess the learning environment, DREEM's Assessment Questionnaire (DREEM) questionnaire consisted of 50 questions in 5 areas of learning, professors, student perception of their ability, educational background, and student perception of their social status. Data were analyzed using descriptive statistics and the Mann-Whitney test in SPSS Ver 16 software. Results: The findings showed that the average total score of educational and learning environments in the Basic Section was 108.22 in the maximum of 200, and the Clinical Section was 111.03, which means a favorable threshold. In Basic Section, the lowest average score was 15.28 for self-social understanding, and the highest score was 26.09 for the educational atmosphere, while in the Clinical Section, the lowest and the highest mean scores were 15.81and 26.56 related to the same field of Basic Section. Conclusion: The results showed that the perception of students at two different levels of Basic Science and Clinical Section from the educational environment is favorable, but more attention of the faculty members to reducing the stress of the environment and creating an appropriate environment is essential.
