Feasibility of a self-developed online training tool to deliver specialist training - a review

Physiotherapy ◽  
2020 ◽  
Vol 107 ◽  
pp. e16
Author(s):  
E. Garratt
Keyword(s):  
Online Training ◽  
Specialist Training ◽  
Training Tool

scholarly journals Evaluation of an online training tool for scoring programmed cell death ligand-1 (PD-L1) diagnostic tests for lung cancer

2020 ◽  
Vol 15 (1) ◽  
Author(s):  
Bharat Jasani ◽  
Gudrun Bänfer ◽  
Rebecca Fish ◽  
Wim Waelput ◽  
Yves Sucaet ◽  
...  
Keyword(s):  
Lung Cancer ◽  
Cell Death ◽  
Programmed Cell Death ◽  
Diagnostic Tests ◽  
Online Training ◽  
Training Tool

Chemist Bot as a Helpful Personal Online Training Tool for the Final Chemistry Examination

2021 ◽  
Author(s):  
Ekaterina Korsakova ◽  
Olga Sokolovskaya ◽  
Daria Minakova ◽  
Yulia Gavronskaya ◽  
Nadezhda Maksimenko ◽  
...  
Keyword(s):  
Online Training ◽  
Training Tool

scholarly journals ELDER FINANCIAL ABUSE: AN RCT FOR THE DEVELOPMENT OF AN ONLINE TRAINING TOOL FOR PROFESSIONALS

2017 ◽  
Vol 1 (suppl_1) ◽  
pp. 990-990
Author(s):  
P. Harries ◽  
K.J. Gilhooly ◽  
M.L. Gilhooly ◽  
M. Davies ◽  
D.C. Kinnear
Keyword(s):  
Online Training ◽  
Training Tool ◽  
Financial Abuse ◽  
Elder Financial Abuse

CD-ROM – An online training tool?

1988 ◽  
Vol 6 (4) ◽  
pp. 403-410 ◽  
Author(s):  
Joan M. Day
Keyword(s):  
Online Training ◽  
Cd Rom ◽  
Training Tool

scholarly journals An Experiential Online Training Approach for Underrepresented Engineering and Technology Students

2020 ◽  
Vol 10 (3) ◽  
pp. 46
Author(s):  
Arefeh Mohammadi ◽  
Kevin Grosskopf ◽  
John Killingsworth
Keyword(s):  
Great Plains ◽  
Test Scores ◽  
Women Veterans ◽  
Online Training ◽  
Traditional Students ◽  
Disabled Persons ◽  
High Tech ◽  
Skilled Workers ◽  
Training Tool ◽  
Post Test

Workforce pipelines are essential to sustain a productive workforce in an increasingly competitive, high-tech environment. Advanced automation, sensors, materials and data analytics will increase the need for highly skilled workers in the manufacturing (and manufactured construction) sector. Attracting and developing the next-generation workforce is not without its challenges; however, students are often deficient in technical skills and generally have negative perceptions about manufacturing and construction. As a result, new education and training models have been developed to provide instruction at all levels of the educational system, with a focus on both traditional students and non-traditional students, including ethnic minorities, women, veterans, disabled persons and older adult learners. This study focused specifically on certain underrepresented students in STEM programs offered at community colleges in the Great Plains region of the U.S. An available online training program by the Society of Manufacturing Engineers was used as a contextualized online training tool. The Learning Management System embedded in this online training tool was used to gather student data. Conducting multiple regression analyses on the test outcomes, completion rates, and improvement between post-test and pre-test scores showed that female participants achieved greater improvement between pre- and post-test scores than males, and achieved higher rates of credentialing compared to all other demographic groups. African American participants achieved greatest improvement between pre- and post-test scores than all other ethnic groups while Hispanics achieved higher rates of module completion. Additionally, this study also examines the background related to contextualized teaching and learning, as well as the effectiveness of this delivery method for these underrepresented populations.

The Clinician Directed Hierarchy: A Clinical Training Tool

2008 ◽  
Vol 11 (2) ◽  
pp. 56-60 ◽  
Author(s):  
Jill K. Duthie
Keyword(s):  
Clinical Supervision ◽  
Clinical Training ◽  
Clinical Teaching ◽  
Clinical Skills ◽  
Clinical Settings ◽  
Specific Level ◽  
Problem Solving Skills ◽  
Training Tool ◽  
Target Behaviors ◽  
Intervention Process

Abstract Clinical supervisors in university based clinical settings are challenged by numerous tasks to promote the development of self-analysis and problem-solving skills of the clinical student (American Speech-Language-Hearing Association, ASHA, 1985). The Clinician Directed Hierarchy is a clinical training tool that assists the clinical teaching process by directing the student clinician’s focus to a specific level of intervention. At each of five levels of intervention, the clinician develops an understanding of the client’s speech/language target behaviors and matches clinical support accordingly. Additionally, principles and activities of generalization are highlighted for each intervention level. Preliminary findings suggest this is a useful training tool for university clinical settings. An essential goal of effective clinical supervision is the provision of support and guidance in the student clinician’s development of independent clinical skills (Larson, 2007). The student clinician is challenged with identifying client behaviors in the therapeutic process and learning to match his or her instructions, models, prompts, reinforcement, and use of stimuli appropriately according to the client’s needs. In addition, the student clinician must be aware of techniques in the intervention process that will promote generalization of new communication behaviors. Throughout the intervention process, clinicians are charged with identifying appropriate target behaviors, quantifying the progress of the client’s acquisition of the targets, and making adjustments within and between sessions as necessary. Central to the development of clinical skills is the feedback provided by the clinical supervisor (Brasseur, 1989; Moss, 2007). Particularly in the early stages of clinical skills development, the supervisor is challenged with addressing numerous aspects of clinical performance and awareness, while ensuring the client’s welfare (Moss). To address the management of clinician and client behaviors while developing an understanding of the clinical intervention process, the University of the Pacific has developed and begun to implement the Clinician Directed Hierarchy.

Training-the-Trainer on Assistive Technology for Cognition (ATC): Current Practices

2013 ◽  
Vol 23 (2) ◽  
pp. 90-94 ◽  
Author(s):  
Laurie Ehlhardt Powell ◽  
Tracey Wallace ◽  
Michelle ranae Wild
Keyword(s):  
Brain Injury ◽  
Assistive Technology ◽  
Acquired Brain Injury ◽  
Online Training ◽  
Evidence Based ◽  
Train The Trainer ◽  
Rehabilitation Professionals ◽  
Remote Locations ◽  
Training Package ◽  
And Training

Research shows that if clinicians are to deliver effective, evidence-based assistive technology for cognition (ATC) services to clients with acquired brain injury (ABI), they first need opportunities to gain knowledge and experience with ATC assessment and training practices (O'Neil-Pirozzi, Kendrick, Goldstein, & Glenn, 2004). This article describes three examples of train the trainer materials and programs to address this need: (a) a toolkit for trainers to learn more about assessing and training ATC; (b) a comprehensive, trans-disciplinary program for training staff to provide ATC services in a metropolitan area; and (c) an overview of an on-site/online training package for rehabilitation professionals working with individuals with ABI in remote locations.

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