scholarly journals Training Programme

2021 ◽  
pp. 157-164
Author(s):  
Ilknur Kozanoglu ◽  
Songul Tepebasi
Keyword(s):  
Quality Management ◽  
Cell Therapy ◽  
Staff Training ◽  
Medical Personnel ◽  
Training Programme ◽  
Therapy Process ◽  
Complex Field ◽  
Risk Minimisation ◽  
Therapeutic Procedures ◽  
Training Of Personnel

AbstractCell therapy is a complex field, with a plethora of therapeutic procedures that widely differ among and within countries. An effective and efficient quality management (QM) system is essential to ensure the safety of patients, donors, and medical personnel, and to ensure that all aspects of the cell therapy process from product select to infusion are safe. Risk minimisation requires all personnel involved in cell therapy to be familiar with the procedures as well as cooperate with personnel from other disciplines. Staff training plays a key role in the implementation of cell therapy and in QM. New cell therapy applications are constantly being developed. Appropriate training of personnel will improve both the effectiveness of cell therapy and patient survival.

scholarly journals Developing ESD Competences in Higher Education Institutions—Staff Training at the University of Vechta

2020 ◽  
Vol 12 (24) ◽  
pp. 10336
Author(s):  
Lukas Scherak ◽  
Marco Rieckmann
Keyword(s):  
Higher Education ◽  
Staff Training ◽  
Research Question ◽  
Trigger Points ◽  
Training Programme ◽  
Self Assessment ◽  
University Teachers ◽  
Limited Opportunity ◽  
Assessment Survey ◽  
The University

Education for Sustainable Development (ESD) competences have been widely discussed over the past decade. A number of frameworks have been developed, and the Erasmus+ Project “A Rounder Sense of Purpose” (RSP) set out to establish a profound and practical framework of competences to be used in any European context to enable in-service and pre-service educators to demonstrate their competence in ESD. Over the course of two years at the University of Vechta, staff training was provided using the RSP competences model as a guiding framework. Data were collected through a focus group and a self-assessment survey in order to answer the research question, “Which competences do university teachers need in order to work with the concept of ESD in higher education and how can these be developed in a series of staff training workshops?” The results show that all 12 RSP competences are indeed relevant for higher education teaching, but the potential for developing them into a staff training programme is limited. There are multiple trigger points and settings that are beneficial to and necessary for the development of ESD competences. If those conditions are not met there is limited opportunity for applying ESD methods within higher education.

How to … develop an in-house COVID-19 training programme for care home staff

2020 ◽  
Vol 22 (7) ◽  
pp. 1-3
Author(s):  
Adrian Ashurst
Keyword(s):  
Older People ◽  
Staff Training ◽  
Care Home ◽  
Training Programme ◽  
House Staff ◽  
Care Home Staff

Adrian Ashurst provides some ideas for developing in-house staff training for staff during lockdown, when external trainers are not permitted, in order to effectively care for and support older people through the pandemic

scholarly journals The management of risk and investment in cell therapy process development: a case study for neurodegenerative disease

2019 ◽  
Vol 14 (5) ◽  
pp. 465-488 ◽  
Author(s):  
Sujith Sebastian ◽  
Paul Hourd ◽  
Amit Chandra ◽  
David J Williams ◽  
Nicholas Medcalf
Keyword(s):  
Cell Therapy ◽  
Neurodegenerative Disease ◽  
Process Development ◽  
Therapy Process ◽  
Management Of Risk

scholarly journals Bim technology in the educational process

2019 ◽  
Vol 97 ◽  
pp. 06025
Author(s):  
Alexandra Yakshina ◽  
Galina Vasilovskaya ◽  
Maria Berseneva ◽  
Elena Danilovich ◽  
Oksana Hoffman
Keyword(s):  
Quality Management ◽  
Construction Industry ◽  
Staff Training ◽  
Educational Process ◽  
Technology In Education ◽  
Education Programs ◽  
Strategic Development ◽  
The Russian Federation ◽  
The University ◽  
Further Development

In this article we discuss about the main trends by using BIM-technologies in construction in the Russian Federation, possibilities of applying them in construction quality management and in staff training. Weoutlinethenecessity to improve the system of preparation and implementation of BIM-technologies in the new civil engineers educational process within the strategic development of the construction industry because it’s very important for the further development of construction, architecture and other engineering areas. Here we analyze the possibilities of using BIM-technology in education programs for students of various specialties in the absence of real skills to create drawings on the example of the University of Architecture and Civil Engineering.

scholarly journals EAEA Younger Staff Training as a learning journey

2020 ◽  
pp. 221-229
Author(s):  
Silvia Tursi ◽  
Aleksandra Kozyra
Keyword(s):  
Professional Development ◽  
Adult Education ◽  
Adult Learning ◽  
Staff Training ◽  
Training Programme ◽  
Policy And Practice ◽  
Education Professionals ◽  
Learning Journey

The EAEA Younger Staff Training is a good example of a successful initiative that encour-ages the professional development of adult education staff, builds new collaborations, and explores the diversity of policy and practice in adult learning in Europe. Organized annually since 2011, the training programme has undergone several modifications over the years to adapt to the changing needs of adult education professionals. The paper looks at the content and structure of the programme, with specific attention to how these have evolved and the rationale behind the changes. It also briefly describes why the training programme continues to be successful and its benefits for both the participants and the organizers.

Online staff training: opportunities and limitations

2021 ◽  
pp. 99-104
Author(s):  
А.М. Павлова
Keyword(s):  
Online Learning ◽  
Career Development ◽  
Transaction Costs ◽  
Staff Training ◽  
Online Training ◽  
Advantages And Disadvantages ◽  
Educational Trajectories ◽  
Life Long Learning ◽  
Training Opportunities ◽  
Training Of Personnel

В статье рассматривается проблема обучения персонала организаций в условиях распространения коронавирусной инфекции. Цель — обобщить представления об онлайн-обучении персонала и, учитывая достоинства и недостатки этой формы обучения, наметить основные ориентиры его развития. Автор делает вывод, что переход к дистанционным и смешанным формам обучения продиктован не только сложившейся эпидемиологической ситуацией, но и необходимостью снижения транзакционных издержек работодателя в этой сфере. В работе рассматриваются не только достоинства онлайн-обучения, но и недостатки организационного и психологического характера. Выделены основные стратегические ориентиры обучения персонала организаций в режиме онлайн. По мнению автора, установка на непрерывное образование (life long learning), возможность выстраивать индивидуальные образовательные траектории и развитие онлайн-обучения может стать — при условии согласования образовательных потребностей работника и задач организации — инструментом карьерного развития и сопровождения персонала. The article discusses the problem of training the personnel of organizations in the context of pandemic. The goal is to summarize the ideas about online training of personnel and to highlight, based on the advantages and disadvantages of this form of training, the main guidelines in its organization. It is concluded that the transition to distance and mixed forms of education is natural not only as a result of the situation, but as a way to reduce the transaction costs of the employer in this area. Not only the advantages of online learning are considered, but also the disadvantages of both organizational and psychological nature. The main strategic guidelines for training personnel of organizations online are highlighted. It is assumed that the orientation towards life long learning, together with the ability to build individual educational trajectories and developing online training, can become a tool for career development and support of personnel through the coordination of the educational needs of the employee and the objectives of the organization.

Assessing the preparedness of Foundation Year 1 (FY1) doctors during the transition from medical school to the Foundation Training Programme

2019 ◽  
Author(s):  
Athena Michaelides ◽  
Melina Mahr ◽  
Gaurav Pydisetty ◽  
Jerocin Vishani Loyala
Keyword(s):  
Standard Deviation ◽  
Medical School ◽  
Patient Care ◽  
Online Survey ◽  
Diagnostic Procedures ◽  
Training Programme ◽  
Junior Doctors ◽  
Telephone System ◽  
Therapeutic Procedures ◽  
Hospital Systems

Abstract Background: To assess how ready current FY1 doctors felt when they started their first posting as newly qualified doctors. Methods: We created an online survey where 45 FY1 doctors in South Yorkshire rated how confident they were across different domains (induction and assistantship, hospital systems, and skills) using a scale ranging from 0 (no confidence in performing task) to 5 (highly confident in performing task). Results: Responses showed that the ICE system and observations had a mean rating of 3.645 (95% CI 3.45 to 3.86), 4.425 (95% CI 4.25 to 4.6) with a standard deviation (SD) of 1.1 and 0.83 respectively. The radiological viewing platform, referral system, telephone system, and hospital notes had a mean score of 3.149 (95% CI 2.88 to 3.42), 2.341 (95% CI 2.1 to 2.58), 3.573 (95% CI 3.41 to 3.74) and 4.061 (95% CI 3.93 to 4.19), with a SD of 1.281, 1.154, 0.961 and 0.752 respectively. FY1’s wanted more training on referrals [(84.09%(n=37)) and use of phones [43.2% (n=19)]. Vital observations and diagnostic procedures scored a mean score of 3.933 (95% CI 3.75 to 4.12) and 4.251 (95% CI 4.14 to 4.36) with a SD of 1.19 and 0.944 respectively. The patient care category, the prescribing category and therapeutic procedures gave a mean score of 3.634 (95% CI 3.44 to 3.83), 4.13 (95% CI 3.96 to 4.3), 3.386 (95% CI 3.23 to 3.54) and an SD of 1.128, 0.954 and 1.253 respectively.Conclusion: Overall, junior doctors are confident in most tasks and jobs expected of them. A greater sample size would enable us to compare how different medical schools and deaneries aid this transition.

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