scholarly journals 2069

2017 ◽  
Vol 1 (S1) ◽  
pp. 43-44
Author(s):  
Carlton Hornung ◽  
Carolyn Thomas Jones ◽  
Terri Hinkley ◽  
Vicki Ellingrod ◽  
Nancy Calvin-Naylor
Keyword(s):  
Clinical Research ◽  
Data Management ◽  
Core Competencies ◽  
Safety Data ◽  
The United States ◽  
Education And Training ◽  
Development Ethics ◽  
The Impact ◽  
And Training ◽  
Research Professionals

OBJECTIVES/SPECIFIC AIMS: Clinical research in the 21st century will require a well-trained workforce to insure that research protocols yield valid and reliable results. Several organizations have developed lists of core competencies for clinical trial coordinators, administrators, monitors, data management/informaticians, regulatory affairs personnel, and others. While the Clinical Research Appraisal Inventory assesses the self-confidence of physician scientists to be clinical investigators, no such index exists to assess the competence of clinical research professionals who coordinate, monitor, and administer clinical trials. We developed the Competency Index for Clinical Research Professionals (CICRP) as a general index of competency (ie, GCPs) as well as sub-scales to assess competency in the specific domains of Medicines Development; Ethics and Participant Safety; Data Management; and Research Methods. METHODS/STUDY POPULATION: We analyzed data collected by the Joint Task Force on the Harmonization of Core Competencies from a survey of research professionals working in the United States and Canada. Respondents reported how competent they believed themselves to be on 51 clinical research core competencies. Factor analyzes identified 20 core competencies that defined a Competency Index for Clinical Research Professionals—General (CICRP-General, ie, GCPs) and 4 subindices that define specialized research functions: Medicines Development; Ethics and Participant Safety; Data Management; and Research Concepts. RESULTS/ANTICIPATED RESULTS: Factor analysis identified 20 core competencies that defined a Competency Index for Clinical Research Professionals—General (CICRP-General, ie, GCPs) and 4 subindices that define specialized research functions: Medicines Development; Ethics and Participant Safety; Data Management; and Research Concepts. DISCUSSION/SIGNIFICANCE OF IMPACT: These indices can be used to gage an individual’s readiness to perform general as well as more advanced research functions; to assess the education and training needs of research workers; and to evaluate the impact of education and training programs on the competency of research coordinators, monitors, and other clinical research team members.

scholarly journals Competency indices to assess the knowledge, skills and abilities of clinical research professionals

2018 ◽  
Vol 5 (1) ◽  
pp. 46 ◽  
Author(s):  
Carlton A. Hornung ◽  
Carolynn Thomas Jones ◽  
Nancy A. Calvin-Naylor ◽  
Jared Kerr ◽  
Stephen A. Sonstein ◽  
...  
Keyword(s):  
Clinical Research ◽  
Data Management ◽  
Task Force ◽  
Core Competencies ◽  
Safety Data ◽  
Education And Training ◽  
Regulatory Affairs ◽  
The Impact ◽  
And Training ◽  
Research Professionals

<p class="abstract"><strong>Background:</strong> Clinical research in the 21<sup>st</sup> century will require a well-trained workforce to ensure that research protocols yield valid and reliable results. Several organizations have developed lists of core competencies for clinical trial coordinators, administrators, monitors, data management/informaticians, regulatory affairs personnel and others.</p><p class="abstract"><strong>Methods:</strong> We used data collected by the joint task force on the harmonization of core competencies from a survey of research professionals working in the US and Canada to create competency Indices for clinical research professionals. Respondents reported how competent they believed themselves to be on 51 clinical research core competencies.</p><p class="abstract"><strong>Results:</strong> Factor analyzes identified 20 core competencies that defined a competency index for clinical research professionals—general (CICRP-General, i.e., GCPs) and four sub-indices that define specialized research functions: Medicines Development; Ethics and Participant Safety; Data Management; and Research Concepts.  </p><p><strong>Conclusions:</strong> These indices can be used to gage an individual’s readiness to perform general as well as more advanced research functions; to assess the education and training needs of research workers; and to evaluate the impact of education and training programs on the competency of research coordinators, monitors and other clinical research team members.</p>

Core Competencies in Forensic Anthropology: A Framework for Education, Training, and Practice

2020 ◽  
Vol 3 (2) ◽  
pp. 75-80
Author(s):  
Natalie Langley ◽  
MariaTeresa Tersigni-Tarrant
Keyword(s):  
Forensic Science ◽  
Forensic Anthropology ◽  
Core Competencies ◽  
The United States ◽  
Education And Training ◽  
Forensic Sciences ◽  
Practice Research ◽  
National Academy Of Sciences ◽  
Forensic Practice ◽  
And Training

Forensic practice, research, and expert testimony has been scrutinized increasingly by the medicolegal system over the last several decades, requiring attention to rigor and triggering reform in the forensic sciences. One hindrance to the forensic science enterprise noted in the National Academy of Sciences report Strengthening Forensic Science in the United States: A Path Forward is fragmentation in education and training among the forensic sciences. It is crucial that practitioners receive appropriate training in their field of expertise and that education programs demonstrate the effectiveness of curricula in producing competent practitioners. This article examines a model for delineating core competencies in forensic anthropology and translating these competencies into measurable activities that characterize the knowledge, skills, and behaviors required of forensic anthropologists. We propose the model used in medical education: core competencies and Entrustable Professional Activities (EPAs). We suggest EPAs that encapsulate the core competencies and allow practitioners to demonstrate that they can be trusted to perform units of professional practice unsupervised. This model emphasizes the abilities to be acquired by trainees, providing education and training programs with a set of guidelines for designing curricula and assessing learners. It also informs certification testing and credentialing in forensic anthropology. In the era of greater accountability, a competency-based model ensures that all board-certified practitioners are competent in all essential domains. The dynamic model also communicates to the medicolegal community and stakeholders the units of work produced by forensic anthropologists and our role in forensic investigations and casework.

Exploring Faculty Perceptions about Simulation Training: Influence on Career, Confidence, Knowledge and Skill Acquisition and Competence

2019 ◽  
Vol 16 (1) ◽  
Author(s):  
KT Waxman ◽  
Amy A. Nichols ◽  
Cynthia Shum ◽  
Lynn Forsey
Keyword(s):  
Nursing Education ◽  
Faculty Development ◽  
Skill Acquisition ◽  
Skill Development ◽  
The United States ◽  
Education And Training ◽  
Simulation Education ◽  
Study Results ◽  
The Impact ◽  
And Training

AbstractEven with insufficient evidence in the literature regarding the impact of faculty development with simulation education, faculty development is critical to building a successful simulation program. Despite simulation being ubiquitous in nursing education across the United States (US), there is little investigation of the impact of the education and training on job satisfaction, skill development and overall confidence when using simulation to teach nursing students. The purpose of this qualitative study was to investigate how has simulation education and training has influenced faculty career fulfillment, acquisition of knowledge, overall self-confidence and competence? Themes that emerged included the following: competency, professional role change, role acquisition, course learner needs, course impact, skill development, and overall ability and confidence. The study results confirmed that a gap exists where faculty without formal education may not be aware of their lack of competence and what training they need to be effective in facilitating clinical simulation.

scholarly journals Speech-Language Pathologists’ Opinions on Communication Disorders and Violence

2004 ◽  
Vol 35 (1) ◽  
pp. 16-29 ◽  
Author(s):  
Dixie Sanger ◽  
Barbara J. Moore-Brown ◽  
Judy Montgomery ◽  
Susan Hellerich
Keyword(s):  
Behavior Management ◽  
Communication Disorders ◽  
Prevention Programs ◽  
The United States ◽  
Education And Training ◽  
Multidisciplinary Teams ◽  
Speech Language Pathologists ◽  
The Impact ◽  
And Training

Purpose: This study investigated the opinions of speech-language pathologists (SLPs) regarding their role, education, and training in serving students with communication disorders who have been involved in violence. Method: A survey consisting of 26 items was given to 598 SLPs from eight states representing geographic regions of the United States. Results: Participants acknowledged that violence is an increasing concern. They also recognized the valuable role they have in planning prevention programs and serving on multidisciplinary teams. In contrast, SLPs’ opinions suggested that they did not feel well trained to deal with violence, nor did they feel that the role of communication in violence was understood by SLPs or educators. Comparisons between SLPs from different school and nonschool settings on their education and training and their role in serving this population were not significant. Participants with violence education and training responded significantly more favorably than those without such education and training on planning prevention programs; contributing important information to multidisciplinary teams in planning programs; and the impact of intervention on academics, behavior, and social interactions. Statistically significant findings indicated that both groups disagreed on understanding the role of communication in violence and being trained to provide services. However, findings need to be interpreted cautiously because both groups’ means fell within the same categories of agreement/disagreement, and actual differences between groups were small. Quantitative and qualitative findings revealed that education and training are prevalent concerns of SLPs. Their written feedback suggested that SLPs provide critical information as we plan for this population. Clinical Implications: Additional education and training are needed in areas such as the role of the SLP in communication and violence, intervention that addresses behavior management, and multicultural issues.

scholarly journals Impact of dementia education and training on health and social care staff knowledge, attitudes and confidence: a cross-sectional study

BMJ Open ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. e039939
Author(s):  
Sahdia Parveen ◽  
Sarah Jane Smith ◽  
Cara Sass ◽  
Jan R Oyebode ◽  
Andrea Capstick ◽  
...  
Keyword(s):  
Online Survey ◽  
Social Care ◽  
Education And Training ◽  
Care Staff ◽  
Cross Sectional ◽  
Health And Social Care ◽  
Training Content ◽  
The Impact ◽  
And Training ◽  
Dementia Education

ObjectivesThe aim of this study was to establish the impact of dementia education and training on the knowledge, attitudes and confidence of health and social care staff. The study also aimed to identify the most effective features (content and pedagogical) of dementia education and training.DesignCross-sectional survey study. Data collection occurred in 2017.SettingsHealth and social care staff in the UK including acute care, mental health community care trusts, primary care and care homes.ParticipantsAll health and social care staff who had completed dementia education and training meeting the minimal standards as set by Health Education England, within the past 5 years were invited to participate in an online survey. A total of 668 health and social care staff provided informed consent and completed an online survey, and responses from 553 participants were included in this study. The majority of the respondents were of white British ethnicity (94.4%) and identified as women (88.4%).OutcomesKnowledge, attitude and confidence of health and social care staff.ResultsHierarchical multiple regression analysis was conducted. Staff characteristics, education and training content variables and pedagogical factors were found to account for 29% of variance in staff confidence (F=4.13, p<0.001), 22% of variance in attitude (knowledge) (F=3.80, p<001), 18% of the variance in staff knowledge (F=2.77, p<0.01) and 14% of variance in staff comfort (attitude) (F=2.11, p<0.01).ConclusionThe results suggest that dementia education and training has limited impact on health and social care staff learning outcomes. While training content variables were important when attempting to improve staff knowledge, more consideration should be given to pedagogical factors when training is aiming to improve staff attitude and confidence.

Friendship, temperance and the probable: Erasmus, sermo rhetoric, and the early modern English civic state

2017 ◽  
Vol 35 (2) ◽  
pp. 189-227 ◽  
Author(s):  
Lynette Hunter
Keyword(s):  
Early Modern ◽  
Case Studies ◽  
Political Action ◽  
Education And Training ◽  
Early Modern English ◽  
Civic Agency ◽  
Rhetorical Structures ◽  
The Impact ◽  
And Training

The essay explores Erasmus' development of a fourth category of rhetoric, the familiar, in its work as a rhetoric of the absent audience in both personal and sociopolitical contexts, and as a rhetoric resonant with early modern theories of friendship and temperance. The discussion is set against a background of Caxton's printing of the translation of Cicero's De Amicitia, because Erasmus casts friendship as the context for appropriate communication between people from quite different education and training, along with the probable rhetoric that enables appropriate persuasion. The probable rhetorical stance of temperate friendship proposes a foundation for a common weal1 based on a co-extensive sense of selfhood. This focus suggests that the familiar rhetoric set out in Erasmus' De Conscribendis epistolis draws on Cicero's rhetoric of sermo2 at the heart of friendship.3 It explores the effects of the rhetorical stance of probable rhetoric, both for personal and social writing, and for political action, and looks at the impact of sermo rhetoric on ideas of identity and civic politics in an age of burgeoning circulation of books (both script and print). The essay concludes with three post-Erasmian case studies in English rhetoric [Elyot, Wilson, Lever] that use probable rhetoric to document approaches to individual and civic agency and which offer insights into the Western neoliberal state rhetorical structures of today.

scholarly journals Education and training of clinical and translational study investigators and research coordinators: A competency-based approach

2017 ◽  
Vol 1 (1) ◽  
pp. 16-25 ◽  
Author(s):  
Nancy A. Calvin-Naylor ◽  
Carolynn Thomas Jones ◽  
Michelle M. Wartak ◽  
Karen Blackwell ◽  
Jonathan M. Davis ◽  
...  
Keyword(s):  
Clinical Research ◽  
New Technologies ◽  
Standardized Assessments ◽  
Translational Study ◽  
Clinical Research Coordinators ◽  
Working Groups ◽  
Competency Based ◽  
Research Workforce ◽  
And Training ◽  
Research Professionals

IntroductionTraining for the clinical research workforce does not sufficiently prepare workers for today’s scientific complexity; deficiencies may be ameliorated with training. The Enhancing Clinical Research Professionals’ Training and Qualifications developed competency standards for principal investigators and clinical research coordinators.MethodsClinical and Translational Science Awards representatives refined competency statements. Working groups developed assessments, identified training, and highlighted gaps.ResultsForty-eight competency statements in 8 domains were developed.ConclusionsTraining is primarily investigator focused with few programs for clinical research coordinators. Lack of training is felt in new technologies and data management. There are no standardized assessments of competence.

scholarly journals Domestic and International Perspectives on Financing Adult Education and Training

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 389-390
Author(s):  
Abigail Helsinger ◽  
Oksana Dikhtyar ◽  
Phyllis Cummins ◽  
Nytasia Hicks
Keyword(s):  
Older Adults ◽  
Adult Education ◽  
Adult Learners ◽  
Low Income ◽  
The United States ◽  
Education And Training ◽  
Technological Advancement ◽  
Middle Aged ◽  
Structured Interviews ◽  
And Training

Abstract Adult education and training (AET) over the life-course is necessary to participate in economic, social, and political activities in the time of globalization and technological advancement. However, little research has been done to identify mechanisms to fund AET opportunities among middle-aged and older adults from a comparative international perspective. Our study aimed to identify strategies to finance AET opportunities for middle-aged and older adults through an international lens, to help identify barriers and facilitators in effort to best support adult learners regardless of education background or socioeconomic characteristics. We carried out a descriptive qualitative study to facilitate an in-depth understanding of funding mechanisms available to adult learners in the selected countries, from the perspective of adult education and policy experts. Data were collected using semi-structured interviews with 61 international adult education experts from government agencies, non-governmental organizations, and education institutions. Our informants represented 10 countries including Australia, Canada, Germany, Italy, the Netherlands, Norway, Singapore, Sweden, the United Kingdom, and the United States. Data included at least one in-depth phone or web-based qualitative interview per informant in addition to information gathered from written materials (e.g., peer-reviewed publications and organizational reports). We identified three financing options that arose as themes: government-sponsored funding; employer-sponsored funding; and self-funding. We found that government-sponsored funding is especially important for low-skilled, low-income older adults for whom employer-sponsored or self-funding is not available. Our results have implications for lifelong AET policy changes, such as adaptations of successful AET funding programs across global communities.

scholarly journals Efektifitas Metode Coaching Dalam Pendidikan Dan Pelatihan Kepemimpinan Tingkat IV Angkatan II Dan III Di Pusat Pengembangan Sumber Daya Manusia Aparatur

2021 ◽  
Vol 3 (1) ◽  
pp. 1-12
Author(s):  
Ahmad Helmi
Keyword(s):  
Training Program ◽  
Public Administration ◽  
Human Resource Development ◽  
Classical Method ◽  
Education And Training ◽  
Institute Of Public Administration ◽  
Leadership Management ◽  
Coaching Methods ◽  
The Impact ◽  
And Training

Regulation of the Head of National Institute of Public Administration (Lembaga Administrasi Negara: LAN) Number 13 year 2013 as amended by Regulation of the Head of National Institute of Public Administration Number 20 year 2015 on the Guidelines for the Implementation of Education and Training Program on Grade-IV Leadership Management mandates to apply other learning methods in addition to classical method, as: adviser (Coaching and mentoring) and counseling. One of the problems in implementing this education and training program is applying coaching method. Ineffective Coaching method can cause participants to be less motivated and the training output is not optimal. There are many methods of coaching, but what methods are most effective and efficient to apply in this Grade-IV leadership management education and training program? Study on the impact of Coaching methods for effective learning on participants in Education and Training Program on Grade-IV Leadership Management batch II and III year 2018 at the Human Resource Development Center for Apparatus, Ministry of Energy and Mineral Resources (MEMR), was conducted by using a qualitative approach. The discussion in this study is focused on what the effect of several Coaching methods for participants of Education and Training Program on grade-IV Leadership Management. Results show that Coaching is done through stimulation, powerful questions, and creative dialogue so that participants get the best achievement as expected. ABSTRAKPeraturan Kepala Lembaga Administrasi Negara (LAN) Nomor 13 Tahun 2013 yang telah diubah dengan Peraturan Kepala LAN Nomor 20 Tahun 2015 tentang Pedoman Penyelenggaraan Pendidikan dan Pelatihan (diklat) Kepemimpinan Tingkat IV mengamanatkan pelaksanaan metode pembelajaran selain dari pengajaran mata diklat dalam kelas, berupa: pembimbingan (coaching dan mentoring) dan konseling. Salah satu permasalahan dalam penyelenggaraan Diklat Kepemimpinan Tingkat IV adalah sejauh mana penerapan metode Coaching itu sendiri. Metode Coaching yang kurang efektif dapat menyebabkan peserta didik menjadi kurang termotivasi sehingga output diklat tidak optimal. Ada banyak sekali metode coaching, namun metode seperti apakah yang paling efektif dan efisien untuk digunakan dalam Diklatpim Tingkat IV ini? Penelitian tentang pengaruh metode coaching terhadap Peserta Diklat Kepemimpinan Tingkat IV Angkatan II dan III di Pusat Pengembangan Sumber Daya Manusia Aparatur, Kementerian Energi dan Sumber Daya Mineral (KESDM), dilaksanakan dengan menggunakan pendekatan kuantitatif deskriptif (campuran). Penelitian ini difokuskan pada pengaruh penerapan beberapa metode coaching terhadap peserta Diklat Kepemimpinan Tingkat IV. Hasil pene- litian menunjukkan bahwa metode coaching yang dilakukan melalui stimulasi, pertanyaan powerful, dan dialog kreatif mengarahkan peserta didik memperoleh prestasi terbaik seperti yang diharapkan.

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