•Laparoscopic appendectomy is an operation frequently performed by junior residents.•A structured training program for this op is investigated in this randomized trial.•No significant difference in ...outcomes were noted between the 2 groups.•A structured training program for simple operations may be of limited use.•A training program can still provide a safe learning environment for young surgeons.
Laparoscopic appendectomy is a common operation that is frequently performed by junior surgical residents. We investigated the effect of a structured training program on the proficiency of junior residents in acquiring skills necessary in this operation.
This is a randomized pilot trial. Between December 2014 and July 2018, twenty junior residents were recruited for this study. 11 were randomized to receive a structured training program of supervised, task-specific training. Each resident subsequently performed ten cases of laparoscopic appendectomy with their performance assessed for the last 5. The GOALS scale was used as the primary endpoint. Secondary endpoints were perioperative outcomes. The effect of intervention on these outcomes were evaluated assuming a linear mixed effect multi-level model. The study was single-blinded as the assessors did not know which group each resident belonged to.
There were no statistically significant differences in the total GOALS score or any of its individual domains. After adjusting for the number of operations done within the trial, the mean difference between the total GOALS score was 0.07 (95% CI -0.76 to 0.90, P=0.866). Blood loss, hospital stay and postoperative complication rates were similar. There was suggestion of a shorter operative time (effect estimate -9.03, 95% CI -19.56 to 1.50) in the intervention arm although statistical significance was not achieved. No avoidable adverse events due to this study were recorded.
Structured training program did not significantly improve surgical performance and outcomes in laparoscopic appendectomy in this pilot trial. Despite these findings, residents can still potentially mount their learning curves in laparoscopy earlier in a safe environment with such a program which is especially important in the era of minimally invasive surgery.
The research aimed to analyze the effectiveness of a training program for K-12 teachers in improving their perceptions of flourishing, job satisfaction, work as meaning, and efficacy, as well as ...their students' academic performance. The study involved 147 K-12 teachers and 3544 students. A 'quasi-experimental' pretest-posttest with a control group design was adopted. The results showed significant improvements in students' academic performance and in all teacher variables in the experimental group. Targeting interventions towards K-12 educators has immense potential to profoundly influence students' academic growth by increasing their interest and competence in STEM disciplines.
•The program empowers teachers to manage change and enhance their competencies according to their unique needs.•The program emphasizes project-based learning, real-life problem-solving, and interdisciplinary concepts.•Nurturing emotional and teaching efficacy competencies is crucial for effective teaching in STEM fields.•Teachers improved job satisfaction, teaching efficacy, and enjoyment in their profession.•Trained teachers contributed to enhanced students' academic achievement and STEM competencies.
TA training is an important component of any rhetoric/composition program in American universities. As a faculty member in the Department of English, Comparative Literature, and Linguistics with a ...specialty in classical oratory and comparative rhetoric, I have been training TAs for over a decade as a significant portion of my teaching assignment. In my presentation, I would like to discuss the major factors that affect the quality of the TA training program and ways to balance these factors to maximize the learning experience for the TAs. TAs, short for “teaching assistants” or “teaching associates,” are graduate students in English who are assigned to teach a writing class or two, usually of beginning college level. It is essential that these graduate students be provided with detailed hands-on training both in theory and in practice every step of the way in order for them to feel confident and comfortable in the classroom. My role as their teacher and supervising instructor is to provide them with fundamental training, laying a solid foundation for them to grow professionally. As I see it, four major factors interact in the TA training process: the available theory, the institutional and academic expectations, the class of student writers they each teach, and the TAs themselves as a team. Some of these factors are relatively constant; others are fluid and always changing. They often present fresh challenges when they interact in the writing classroom. I would like to explore how these factors act upon each other and complement each other as I try to create an environment in which the TAs feel encouraged to learn and experiment on their own with a minimal amount of guidance. I will argue that, based on my years of experience and on the reflections by the TAs themselves, it is of critical importance that the focus be placed on the balancing of the four factors in an individualized approach for TA training.
EI training and pre-service teacher wellbeing Vesely, Ashley K.; Saklofske, Donald H.; Nordstokke, David W.
Personality and individual differences,
07/2014, Letnik:
65
Journal Article
Recenzirano
Teaching is a profession of high occupational stress and ‘emotional labour’ that can potentially result in job dissatisfaction, mental health problems, and leaving the profession. Emotional ...intelligence (EI) encompasses an array of emotional competencies that facilitate the identification, processing, and regulation of emotion and may enhance successful stress management, as well as augmentation of teacher well-being and classroom performance. Drawing upon research that EI can be developed through specific training, a modified version of the program, “Managing Occupational Stress through the Development of Emotional Intelligence” (Hansen, Gardner, & Stough, 2007), was administered to pre-service teachers over a five-week period. A control group completed only the questionnaire protocol of EI and other measures at the start, end, and one month following the program. Results were generally in line with those obtained by Poole and Saklofske (2009) suggesting that EI and related psychological well-being variables can be positively impacted by focused EI training.
While entrepreneurship in developing economies at the base of the pyramid is receiving growing attention, scholars have devoted less effort to exploring entrepreneurship as a solution to poverty in ...advanced economies. Yet, poverty rates have not meaningfully changed in most developed economies in 50 years, and the income gap between rich and poor continues to widen. In this article, we examine entrepreneurship as a source of empowerment for the economically disadvantaged. We explore the nature of poverty and its implications for various aspects of entrepreneurship, identify problematic aspects of the typical low-income startup, and present the SPODER conceptual framework for fostering entrepreneurial development among the poor: (S) supportive infrastructure, (P) preparation of the entrepreneur; (O) expanded opportunity horizons; (D) finding sources of differentiation; (E) a well-designed economic model; and (R) leveraging community resources. We conclude by drawing from the framework implications for those involved in breaking the cycle of poverty.
The purpose of the current study was to explore the lived experiences among parent leaders and a program coordinator who participated in a parent-directed training program to support other Latine ...parents of children with autism spectrum disorder. We used qualitative methods to explore 4 Latine parent leaders' and 1 program coordinator's experiences with a parent-directed training program to support other Latine parents who have children with autism spectrum disorder. We interviewed parent leaders and a program coordinator to learn about their lived experiences as leaders in a parent-directed training program. The following themes emerged from Interpretative Phenomenological Analysis data analysis: (a) personal growth, (b) leadership development, (c) sense of connection and community, (d) contributing to a larger and meaningful purpose, and (e) applying knowledge and skills to help other parents. A culturally adapted parent-directed training program has the potential to positively influence Latine parent leaders who are prepared to support parents of children with ASD. There were positive program impacts on parent leaders regarding personal growth, leadership development, connection and community, contribution to a larger purpose, and use of knowledge and skills to help other parents. We also discovered the importance of building a safe community for Latine parent leaders and other parents who have children with ASD in a parent-directed training program.
The research aims to
❖ Building a training programme for middle-level teachers according to flow theory.
❖ Identification of the impact of the training of middle school teachers in accordance with ...the training programme on their students' educational achievement
In order to achieve the objective, the researcher developed the zero hypothesis, which states: There is no statistically significant difference at the indicative level (5.,.) Between the average grades of students of the pilot group teachers who will undergo training in the training programme prepared according to flow theory and the average grades of students of the control group teachers, who will not undergo training in the training programme in the achievement test prepared for this purpose. The sample of the research included 32 teachers and teachers from the social subjects of the second grade, who were distributed indiscriminately between two experimental groups of 16 teachers and one female officer.
The research sample also included 320 students from the pilot and control group, with 10 students per teacher and school, and then equivalent in variables (age, achievement and intelligence). The researcher built the training programme, consisting of 10 training modules, which was applied to the teachers' sample of the pilot group of the same researcher for 12 days, as well as the achievement test, consisting of 40 test paragraphs, 36 substantive paragraph multiple selection and 4 paragraph article. After obtaining the results, the data was analysed and statistically processed.
The study analyzed the evaluation of training programs provided to prospective assessors at the Ministry of Energy and Mineral Resources. The object of study is a trainee who is projected as an ...assessor. The total number of participants was 23 people. Kirkpatrick's model served as the basis for evaluating the training program. The four evaluation levels analyzed include reactions, learning, behavior, and outcomes. The four stages of Kirkpatrick's model can provide a description of the training process and recommendation items to the organization. This recommendation is given for continuous improvement of training quality. Data analysis using a mix-method approach is due to the combination of primary and secondary data. The results of the study explained that the four levels in the Kirkpatrick model were adequacy in the implementation of the training program. The four models explain that all training components and processes are running well. Prospective assessors who are trained are given high expectations to remain in training at an advanced level. The evaluation level provides several recommendations including reformulation of training planning, learning related to accreditation standards, professional ethics-based behavior, and work results adjusted to excellent service accompanied by high quality. Recommendations on the results of training evaluations can be carried out to improve the quality of the program in accordance with the needs of the organization. Training should be conducted adaptively, with high flexibility, and new competencies for prospective assessors. The results of the training can make a significant contribution to the expectations of the organization.
Basketball is sport which implies the combination of high-intensity actions with periods of lower intensity and/or recovery. success in elite basketball is mostly determined by fast and power-based ...sport-specific actions which rely on anaerobic pathways. The aim of the current study is to develop the running ability (maximum speed and speed endurance) of basketball players. The researchers applied experiment method of independent sample with pre and post-tests. (12) participants as the research sample randomly selected from population. They went through a six-week training program consists of speed and speed endurance exercises (individual and group drills). Pre and post tests were applied to determine the effect of the training program on players. The statistical package of social sciences (SPSS) used to analyze the data. The results show that the training program was sufficient to obtain positive effect on speed endurance for basketball players but it was not statistically significant, therefore, the researchers recommended conducting further studies to develop maximum speed of basketball players by utilizing different training methods.
During the widespread COVID-19 pandemic, face-to-face teaching was not viable because many schools were forced to close as a preventive measure. Educators abruptly shifted to online classes without ...sufficient time and resources to prepare for such an enormous transition. Although shifting from traditional face-to-face format to modern e-learning approach ensured that students could be educated outside of the classroom, its impact on the quality of learning and teaching (L&T) can be mixed. This study aims to address the knowledge gap in conventional teacher training by developing a web-based program called T.E.A.C.H. to enhance preservice teachers' psychological and pedagogical competencies for conducting online L&T. The program consisted of five modules, each focused on one dimension of psychological competence (creativity, curiosity, love of learning, judgment, and perspective) and applied to the ‘three foci’ for online L&T (attendance and participation, engagement, and assessment). Adopting a quasi-experimental design with matched sampling, a total of 314 preservice teachers were allocated into the intervention or control group. The intervention group was given access to the web-based program to receive training materials, learn about the content, and take part in the online L&T exercises. Program effectiveness was evaluated using pretest and posttest questionnaires, a teaching design task, short quizzes, and a program quality assessment. The results showed that the T.E.A.C.H. program was effective in promoting preservice teachers' psychological competencies, positive attitudes toward online L&T, self-efficacy to teach in an online format, intentions to use technology for L&T, and online pedagogical skills. The successful implementation of T.E.A.C.H. encourages school leaders, teachers, and teacher professional development providers to utilize this web-based program to enhance online teaching practices.
•A web-based training program, T.E.A.C.H., was developed to promote online learning and teaching among preservice teachers.•The program enhanced psychological competencies: creativity, curiosity, love of learning, judgment, and perspective.•The program promoted positive attitudes, self-efficacy, and intentions to use technology for L&T.•The program increased theme-specific behaviors for online L&T.•Teaching design task suggests enhanced online pedagogical competence following participation in the program.
