Empirical Research, Consultation, and Training in Medical Ethics

2017 ◽  
pp. 17-19
Author(s):  
Daniel P. Sulmasy
Keyword(s):  
Medical Ethics ◽  
Empirical Research ◽  
And Training

Voices of Distress: The Emotional Peril of Not Attaining a Dietetic Internship in Ontario

2013 ◽  
Vol 1 (3) ◽  
pp. 9
Author(s):  
Jennifer Lee Brady ◽  
Annie Hoang ◽  
Olivia Siswanto ◽  
Jordana Riesel ◽  
Jacqui Gingras
Keyword(s):  
Empirical Research ◽  
Current Model ◽  
Well Being ◽  
Structured Interview ◽  
Application Process ◽  
Dietetic Education ◽  
Dietetic Internship ◽  
The Impact ◽  
And Training ◽  
Future Growth

Obtaining dietetic licensure in Ontario requires completion of a Dietitians of Canada (DC) accredited four-year undergraduate degree in nutrition and an accredited post-graduate internship or combined Master’s degree program. Given the scarcity of internship positions in Ontario, each year approximately two-thirds of the eligible applicants who apply do not receive a position XX, XX, XX, XX, XX, XX, in press). Anecdotally, not securing an internship position is known to be a particularly disconcerting experience that has significant consequences for individuals’ personal, financial, and professional well-being. However, no known empirical research has yet explored students’ experiences of being unsuccessful in applying for internship positions. Fifteen individuals who applied between 2005 and 2009 to an Ontario-based dietetic internship program, but were unsuccessful at least once, participated in a one-on-one semi-structured interview. Findings reveal that participants’ experiences unfold successively in four phases that are characterized by increasingly heightened emotional peril: naïveté, competition, devastation, and frustration. The authors conclude that the current model of dietetic education and training in Ontario causes lasting distress to students and hinders the future growth and vitality of the dietetic profession. Further research is required to understand the impact of the current model on dietetic educators, internship coordinators, and preceptors as coincident participants in the internship application process.

scholarly journals Psychology and interviewing: what direction now in our quest for reliable information?

2011 ◽  
Vol 13 (2) ◽  
pp. 135-144 ◽  
Author(s):  
Gavin E. Oxburgh ◽  
Coral J. Dando
Keyword(s):  
Empirical Research ◽  
Academic Research ◽  
Psychological Theory ◽  
Investigative Interviewing ◽  
Future Directions ◽  
Content Type ◽  
The Impact ◽  
Emergent Theory ◽  
And Training ◽  
Do So

PurposeThe purpose of this paper is to discuss two distinct but interrelated areas, namely witness/victim and suspect interviewing, and to argue that both must continue to evolve, suggest how they might do so, and that this process must be driven by emergent theory and contemporary empirical research.Design/methodology/approachThe paper outlines the impact of psychological theory and empirical research to investigative interviewing in recent decades.FindingsIt is argued that in order to stay ahead of the game, the field of investigative interviewing (suspect and witness) must continue to evolve in such a manner that not only protects and fosters the important practitioner/academic relationship, but also ensures that future directions are driven by empirical research, with recourse to emergent theory.Originality/valueThe paper outlines the impact of psychological theory and empirical research on investigative interviewing and the consequent enhancement of the interviewing of both suspected offenders and witnesses. The paper demonstrates that working closely together academic research can make a difference, and influence law, policy decisions and training guidelines in order to improve practice.

scholarly journals Audio Description from a discourse perspective: a socially relevant framework for research and training

2021 ◽  
Vol 6 ◽  
Author(s):  
Sabine Braun
Keyword(s):  
Empirical Research ◽  
Research Training ◽  
Audio Description ◽  
Global Coherence ◽  
Different Types ◽  
Socially Relevant ◽  
Partially Sighted ◽  
And Training

The topic of this paper is Audio Description (AD) for blind and partially sighted people. I will outline a discourse-based approach to AD focussing on the role of mental modelling, local and global coherence, and different types of inferences (explicatures and implicatures). Applying these concepts to AD, I will discuss initial insights and outline questions for empirical research. My main aim is to show that a discourse-based approach to AD can provide an informed framework for research, training and practice.

ВОСПИТАНИЕ В ПРОФЕССИОНАЛЬНОМ ОБРАЗОВАНИИ Воспитание в профессиональном образовании Германии: роль педагога

2021 ◽  
pp. 66-78
Author(s):  
A. Goncharova
Keyword(s):  
Vocational Education ◽  
Empirical Research ◽  
Intercultural Competence ◽  
Professional Responsibility ◽  
Vocational School ◽  
Vocational Education And Training ◽  
School Teachers ◽  
Educational Task ◽  
And Migration ◽  
And Training

Educators involved in the implementation of vocational education and training (VET) are key actors ensuring its quality. This article focuses on professional responsibility of educators in the German VET system. More specifically, it concentrates on their task to educate. The explicit and implicit embedment of the educational task of vocational school teachers and company trainers in normative and regulatory framework of dual VET is explored. Further, the article addresses the development of the educational task of VET educators over the time. It is shown that in the course of the last decades, a transformation of VET educators’ roles and tasks as a result of the changing goals of VET took place. Along with these changes, the educational task of VET educators with respect to development of leaners’ personality and their personality-related qualities and virtues has gained importance. Furthermore, in light of the growing influence of globalization and migration processes, promotion of students’ intercultural competence becomes an integral part of their responsibility. Finally, the article shows that in spite of the growing importance of the topic, the empirical research on how role-related normative demands are perceived, adopted and fulfilled by VET educators in praxis remains scarce. Статья посвящена вопросам профессиональной ответственности педагогов профессиональ- ного образования Германии за целостное развитие учащихся в условиях законодательно поддерживаемой системы дуального обучения. Повышение значимости воспитательной компоненты в деятельности педагогов профессионального образования обусловлено ра- стущим влиянием процессов глобализации и миграции, а формирование межкультурной компетенции становится важной частью педагогической деятельности. В статье приведены и проанализированы примеры и приемы явного и неявного воспитательного воздействия, применяемые педагогами и наставниками в процессе обучения. В заключение отмечается, что существующий на сегодняшний день уровень теоретического осмысления проблемы вос питания в системе профессионального образования не соответствует актуальности тематики.

Impact of Industry-Academia Collaboration on Student Satisfaction in Vocational Education and Training

2021 ◽  
Vol 12 (2) ◽  
pp. 47-62
Author(s):  
Garimidi Siva Sree ◽  
P. Ramlal
Keyword(s):  
Vocational Education ◽  
Student Satisfaction ◽  
Empirical Research ◽  
Vocational Education And Training ◽  
Skill Transfer ◽  
Job Market ◽  
Industrial Training ◽  
Course Quality ◽  
And Training ◽  
Shed Light

The contemporary unstable job market is challenging the “traditional” skilling practices adopted by vocational education training (VET) institutions, in favor of demand-driven skill transfer which is characterized by preparing students industry-ready. In this light, student satisfaction plays a pivotal role in assessing the course quality that aids in efficient skill transfer. Despite the relevance of the student satisfaction concept, empirical research has provided little evidence on its predictors in VET. The purpose of the study is to shed light on the quality indicators that predict student satisfaction. Data were collected on students from industrial training institutes (ITIs) of India.

New Challenges for South African Development and Training — Linkages to Empirical Research

2005 ◽  
Vol 34 (1) ◽  
pp. 85-101 ◽  
Author(s):  
Dinesh C. Jinabhai
Keyword(s):  
South Africa ◽  
South African ◽  
Empirical Research ◽  
Development Strategy ◽  
Global Economy ◽  
Training And Development ◽  
Skills Development ◽  
Future Research ◽  
Fast Tracking ◽  
And Training

With the introduction in South Africa of the Skills Development Act (1998) and the Skills Development Levies Act (1999) respectively, employer organizations are obliged to set aside a portion of their annual payroll for the internal training and development of their workforce. The function of the statutory National Skills Authority (NSA) is to implement the skills development strategy, monitor its performance and report the progress made by the Sector Education and Training Authorities (SETAs). In the South African context, training and development has only recently received attention as a means of addressing critical personnel development initiatives. The focus is now shifting towards fast tracking skills development, which is being integrated into the overall business plan of organizations. Strategies need to be initiated to harness knowledge workers as competitive resources for the new global economy and for world-class competitiveness. This article accentuates the importance of the skills development strategy and offers a systems approach to skills development for organizations. It also highlights some empirical research and its linkages to the emerging challenges of the skills development strategy in South Africa. The article concludes with implications for skills development and training and maps the way for future research.

Sign in / Sign up

Export Citation Format

Share Document