Actual conditions of the training institutions approved by the Japanese Orthodontic Society for postgraduate education of accredited orthodontists: Part II. From results of the clinical training institution annual reports in 2009, 2010, and 2011

2015 ◽  
Vol 74 (1) ◽  
pp. 25-25
Author(s):  
Teruo Asano ◽  
Kazuhito Arai ◽  
Junichiro Iida ◽  
Hiroyuki Ishikawa ◽  
Noriyuki Kitai ◽  
...  
Keyword(s):  
Clinical Training ◽  
Postgraduate Education ◽  
Annual Reports ◽  
Training Institution ◽  
Training Institutions

The NACPDE: new opportunities for dentists trained overseas

2009 ◽  
Vol 91 (8) ◽  
pp. 283-283 ◽  
Author(s):  
Margaret Wilson
Keyword(s):  
Royal College ◽  
Clinical Training ◽  
Dental Education ◽  
Postgraduate Education ◽  
Dental Surgery ◽  
Department Of Health ◽  
The World ◽  
The Uk

The National Advice Centre for Postgraduate Dental Education (NACPDE) was founded in 1978 and is based in the Faculty of Dental Surgery of The Royal College of Surgeons of England and funded by the Department of Health. The UK has traditionally played an important part in providing clinical training and postgraduate education for dentists from all parts of the world. But it is equally important to recognise the contribution oversea-strained dentists have made to the NHS.

scholarly journals The New Zealand 'normal school'

2021 ◽  
Author(s):  
◽  
Klaus Neuberg
Keyword(s):  
New Zealand ◽  
Teacher Training ◽  
Public Education ◽  
The United States ◽  
Training Institution ◽  
Normal School ◽  
Training Institutions ◽  
Teacher Training Institution ◽  
Teachers Training ◽  
The 19Th Century

<div>The term 'Normal School' as currently used in New Zealand and as used in this thesis refers to the school attached to a Teachers' Training College. In many countries the term refers to the Training College itself: as it did also in New Zealand until early this century.</div><div><br></div><div>The term Normal School comes from the German 'Normalschule', which was the name given to the school attached to a teachers' seminary. In some parts of Germany the terms 'Musterschule' and 'Uebungs-schule' later came into use, but in Austria, even today, the primary school attached to a 'Lehrerbildungsanstalt' or Training College is known as 'Normalschule'. The German teacher training institutions, particularly those in Pruasia, served as a model to other countries. But in the 19th century the Prussian influence came via France. A Frenchman, Victor Cousin, had made a detailed survey of 'The State of Public Education in Prussia', and the translation of his report in 1834 greatly influenced teacher training in England and the United States. Cousin, however, used the word 'Ecole Normale' to refer to the German seminary. He had in mind the name given to the short-lived teacher training institution established by the Convention in 1794. That too owed its existence to German influence. But for some reason or other the French applied the German term 'Normalschule' to the Training College itself. One possible explanation is that while there were few students in training , the 'Seminar' and the 'Normalschule' were sometimes combined in one and the same institution which went under the name of ' Normalschule '.</div><div>The current use of the term ' Normal School ' in New Zealand is therefore not as much out of place as is often supposed </div>

scholarly journals The New Zealand 'normal school'

2021 ◽  
Author(s):  
◽  
Klaus Neuberg
Keyword(s):  
New Zealand ◽  
Teacher Training ◽  
Public Education ◽  
The United States ◽  
Training Institution ◽  
Normal School ◽  
Training Institutions ◽  
Teacher Training Institution ◽  
Teachers Training ◽  
The 19Th Century

<div>The term 'Normal School' as currently used in New Zealand and as used in this thesis refers to the school attached to a Teachers' Training College. In many countries the term refers to the Training College itself: as it did also in New Zealand until early this century.</div><div><br></div><div>The term Normal School comes from the German 'Normalschule', which was the name given to the school attached to a teachers' seminary. In some parts of Germany the terms 'Musterschule' and 'Uebungs-schule' later came into use, but in Austria, even today, the primary school attached to a 'Lehrerbildungsanstalt' or Training College is known as 'Normalschule'. The German teacher training institutions, particularly those in Pruasia, served as a model to other countries. But in the 19th century the Prussian influence came via France. A Frenchman, Victor Cousin, had made a detailed survey of 'The State of Public Education in Prussia', and the translation of his report in 1834 greatly influenced teacher training in England and the United States. Cousin, however, used the word 'Ecole Normale' to refer to the German seminary. He had in mind the name given to the short-lived teacher training institution established by the Convention in 1794. That too owed its existence to German influence. But for some reason or other the French applied the German term 'Normalschule' to the Training College itself. One possible explanation is that while there were few students in training , the 'Seminar' and the 'Normalschule' were sometimes combined in one and the same institution which went under the name of ' Normalschule '.</div><div>The current use of the term ' Normal School ' in New Zealand is therefore not as much out of place as is often supposed </div>

scholarly journals IDENTIFICATION OF TEACHING COMPETENCIES AMONG TVET INSTRUCTORS TOWARDS THE REALIZATION OF 4TH INDUSTRIAL REVOLUTION

THE BULLETIN ◽  
2020 ◽  
Vol 5 (387) ◽  
pp. 233-240
Author(s):  
Asnul Dahar Minghat ◽  
◽  
A. Ana ◽  
Suhaida Jamaludin ◽  
Siti Salina Mustakim ◽  
...  
Keyword(s):  
Qualitative Data ◽  
Industrial Revolution ◽  
Skills Training ◽  
Project Based Learning ◽  
Vocational Education And Training ◽  
Training Institution ◽  
Teaching Methodology ◽  
Teaching Competencies ◽  
Delphi Approach ◽  
Training Institutions

Developing in the field of technical and vocational education and training (TVET) continuously is a challenge for the career of TVET instructors to maintain their success. It is very necessary to encourage teachers for making progress in teaching and efficient learning. It is also of great importance to have the ability to understand the skills that are required by their job needs. From a broader perspective, those trained through the processes of vocational learning will meet the labor market's skill needs. In the aftermath of this study, teaching should be focused on the profile of the teaching competencies of the TVET-instructor. The Delphi approach was the compilation, interpretation, and evaluation of qualitative data in this study. Qualitative data was collected from the 11 expert panels of TVET, based on their skills and experience. The quantitative data were collected using the questionnaire set by the researcher based on the competence of the teaching elements proposed by the Delphi system. The random sampling technique was used as respondents from five selected public skills training institutions in the selection of 106 mechanical engineering and manufacturing technology instructors. Research findings have shown that the dimension of teaching technique is important for teaching profiles of competencies at the instructors of the Public Skills Training Institution TVET. In the context of mastering the competence for the implementation of the 4th Industrial Revolution, the study also found that the use of project-based learning methods is ranked as the lesser in teaching methodology as it should be reinforced at five selected training institutions for public skills.

Specialty Board Certification Rate as an Outcome Metric for GME Training Institutions: A Relationship With Quality of Care

2018 ◽  
Vol 43 (3) ◽  
pp. 143-148 ◽  
Author(s):  
John J. Norcini ◽  
John R. Boulet ◽  
Amy Opalek ◽  
W. Dale Dauphinee
Keyword(s):  
Quality Of Care ◽  
Length Of Stay ◽  
Board Certification ◽  
Educational Outcome ◽  
Training Institution ◽  
Inhospital Mortality ◽  
Specialty Board ◽  
Specialty Certification ◽  
Training Institutions

Educational outcome measures, known to be associated with the quality of care, are needed to support improvements in graduate medical education (GME). This retrospective observational study sought to determine whether there was a relationship between the specialty board certification rates of GME training institutions and the quality of care delivered by their graduates. It is based on 7 years of hospitalizations in Pennsylvania ( N = 354,767) with diagnoses of acute myocardial infarction, congestive heart failure, gastrointestinal hemorrhage, or pneumonia. The 2,265 attending physicians were self-identified internists, and they completed their training in 59 institutions. The percentage of board-certified physicians from each training institution, excluding the physician herself or himself, was calculated and an indicator of whether it exceeded 80% was created. This was analyzed against inhospital mortality and length of stay, adjusted for patient/physician/hospital characteristics. There were significantly lower odds of mortality (adjusted Odd’s ratio [ OR] = .92, 95% CI [0.86, 0.98]) and log length of stay (adjusted OR = .98, 95% CI [.94, .99]) when the attending physician trained in a residency program with an 80% or greater certification rate. The results suggest that specialty certification rates may be a useful educational outcome for residency training programs.

Analysis of Training Services Market in Poland

2013 ◽  
Vol 27 (1) ◽  
pp. 67-82 ◽  
Author(s):  
Dariusz Danilewicz
Keyword(s):  
Training Institution ◽  
Geographical Difference ◽  
Local Character ◽  
Education Market ◽  
Training Institutions ◽  
Definition Of ◽  
Training Services ◽  
Government Level ◽  
Training Market

Many documents and initiatives at a government level emphasize the necessity of a society and a country to develop further basing on education, digitization and innovations. The article concerns the first of mentioned factors, i.e. the education market, and even more the training services market in Poland. Its aim is to show the size of such a market and to present basic analysis of competitiveness. A definitional chaos connected with determining the range of training services market as well as with a definition of a training institution does not contribute to the construction of unified strategy directed towards such a market (this constitutes the first part of the article). In a further part a size of geographical difference of the training market, its disintegration, a local character in the activities of most of training institutions as well as product differences are presented.

scholarly journals Pedahohichni umovy formuvannia universalnoi kliuchovoi kompetentnosti v intensyvnii terapii na pershomu etapi pisliadyplomnoho navchannia zakladu vyshchoi medychnoi osvity [Pedagogical conditions of forming a universal key competence in intensive care during the first stage of postgraduate education in a medical school]

2021 ◽  
Vol 4 (2) ◽  
pp. 67-71
Author(s):  
O. Yu. Muryzina
Keyword(s):  
Intensive Care ◽  
Professional Education ◽  
Clinical Training ◽  
Life Support ◽  
Postgraduate Education ◽  
Self Organization ◽  
Critical Conditions ◽  
Educational Systems ◽  
Efficient Treatment ◽  
Professional Activities

Background: Intensive care is a universal professional key competence for doctors of all specializations. Preventive care, early detection and timely correction of precursors, life-threatening symptoms and complications, are its structural components that must ensure capabilities and readiness to diagnose acute pathologies and to provide efficient treatment for patients in critical conditions. It requires complex professional skills, know-hows, attitude and working experience which must be created by professional educational systems, focused on both near- and long-term outcomes for patients. Purpose: To increase effectiveness of medical education by improving related technologies and methodologies. Materials and Methods: Contemporary interactive education in cardio-respiratory resuscitation and intensive care for medical interns of all specializations which was improved in line with recent development of intensive care technologies and devices for patients’ monitoring and life support. Results: Our adaptive educational environment allowed to implement pedagogical process as a complex professional adult education system. Competency-oriented approach was used for structured accumulation of know-hows, increased complexity of systematic assignments for theoretical, simulated, and practical clinical training, thereby providing for comprehensive adoption of the invariant content. Systematic approach to assignments of variable complexity helped to overcome educational difficulties and adequately evaluate the results and perspectives of individual activities. It strengthened motivation for professional self-organization and developed related competencies and value-based attitude to professional activities. Conclusions: Adult professional education during early post-graduate stage is implemented as pedagogical process targeting comprehensive improvements of personal actionable self-organization while acquiring new know-hows, technological and perceptive actions and providing new levels of self-development and professional competencies.

scholarly journals An Inquest into the Quests and Conquests of the Radiography Profession in Nigeria

2019 ◽  
Vol 33 (1) ◽  
Author(s):  
Thomas Adejo
Keyword(s):  
World War Ii ◽  
20Th Century ◽  
Postgraduate Education ◽  
Professional Association ◽  
Historical Research ◽  
Weight Of Evidence ◽  
World War ◽  
X Ray ◽  
Training Institutions ◽  
Prospective Longitudinal

Background: As of 1942, there were neither indigenous radiographers nor radiography training institutions in Nigeria. Presently, progress made is breathtaking. Despite the strides, there were no readily accessible records to give researchers insight on the trajectory of the profession since the beginning of the 20th century. Objective: To trace the origin, investigate the quests, ascertain the conquests of the radiography profession in Nigeria and then document them for easy accessibility. Methods: A prospective, longitudinal historical research spanning 6 years (2013 – 2019). Data emanated from records of the professional association (ARN), publications in the radiography profession, and interview of older radiographers, especially those who were witnesses to professional milestones. Internet search complemented retrieved information. The draft of the work was uploaded continually on radiographers’ Facebook and WhatsApp platforms for inputs. The author resolved discrepancies in the account through the weight of evidence for or against. Results: Approximately 5,000 persons have passed through basic radiography training in Nigeria, with ≤ 5% having postgraduate qualifications. Training institutions have evolved from two monotechnics to ≥ 10 universities, with three of those are involved in postgraduate education. Radiography has witnessed considerable role extensions from traditional x-ray to more advanced practices and complex modalities. Conquests were, however, sometimes reversed, or jeopardized by internal upheavals and meddlesome interlopers. Conclusion: Radiography in Nigeria has witnessed breathtaking evolution in training and practice from the time of World War II (WWII) until date. Radiographers themselves, with significant assistance from non-radiographers, engineered those milestones. A consolidation of intra-professional cohesion and inter-professional synergy is needful, for more focused and dedicated services to humanity.

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