scholarly journals 4207 Development and Evaluation of a Pilot Mentor Training Program for Clinical Translational Research Professional Workforce

2020 ◽  
Vol 4 (s1) ◽  
pp. 60-60
Author(s):  
Yulia A. Strekalova ◽  
H. Robert Kolb ◽  
Holly Morris ◽  
Rebecca Austin-Datta
Keyword(s):  
Professional Development ◽  
Translational Research ◽  
Training Program ◽  
Outcome Evaluation ◽  
Qualitative Assessment ◽  
Competency Assessment ◽  
Mentoring Program ◽  
Mentor Training ◽  
Significant Difference ◽  
Talent Retention

OBJECTIVES/GOALS: The goal of this project was to develop and evaluate a pilot mentor training program for clinical research professionals. This project presents an evidence- and theory-based mentoring program that has been developed, implemented, and evaluated for this group of translational research professions. METHODS/STUDY POPULATION: The curriculum for the program was designed for aspiring mentors and aligned with the topics of existing Entering Mentoring curriculum for translational workforce (Pfund, Branchaw & Handelsman, 2015). Eleven experienced CRPs participated in the pilot training program. The training was delivered in two-hour meetings over eight weeks. Qualitative e-mail interviews and a validated mentoring competency assessment (Fleming et al., 2013) and mentor role assessment (Dilmore, 2010) tool were used for process and outcome evaluation. Cases studies specific to the CRPs work environment were developed and used to facilitate discussions throughout the training. RESULTS/ANTICIPATED RESULTS: Pre- and post-training scores for mentoring competency assessment were compared across six sub-indexes. Paired t-tests showed a significant difference for the maintaining effective communication competency, p = 0.0202. Comparisons of individual items also showed positive changes in the promoting professional development competency, p = 0.0161). Qualitative assessment revealed that most mentor trainees recognized a distinction between a mentor and a supervisor or on-the-job-trainer. Furthermore, most have been informal mentors without a formal role assignment, the need for ongoing mentoring, and potential of mentoring networks. DISCUSSION/SIGNIFICANCE OF IMPACT: CRPs is a diverse group of research support professionals who may hold the roles of research study coordinators, research nurses, regulatory and compliance specialists. Tailored mentoring can provide essential infrastructure for ongoing professional development and support talent retention.

scholarly journals The Effective of Training Program for the Development of Knowledge about the National Professional Standards among the Teachers of Secondary Vocational Education in Jordan

2018 ◽  
Vol 11 (8) ◽  
pp. 110
Author(s):  
Mufadi Al-Momani
Keyword(s):  
Professional Development ◽  
Vocational Education ◽  
Training Program ◽  
Professional Standards ◽  
Single Group ◽  
Arithmetic Means ◽  
Secondary Vocational Education ◽  
School Year ◽  
Study Results ◽  
Significant Difference

This study aimed to investigate the effective of training program for the development of knowledge about the national professional standards among the teachers of secondary vocational education in Jordan. The researcher prepared an accumulated test about the knowledge of national professional standards, include (42) questions spread over seven areas (education philosophy, teaching planning, teaching implementation, students’ learning assessment, teacher self-growth, profession values and ethics, and academic and technological knowledge) and for each area six paragraphs. Study members consist of (67) vocational schools’ teachers at the directorate of education of Irbid first area, at the first term of the 2015/2016 school year, who were selected at the available way, where the single group design was used by implementing the accumulated test backwards (pilot study) on the study members to identify their weaknesses, build the proposed training program according to the results, and then implement this program on the study members for two weeks, and finally implement the accumulated test forward by using the T-test for single group. The study results showed a statistically significant difference at the level (α = 0.05) between the backward and forward arithmetic means of study members performance on the national professional development standards knowledge improvement test as a whole, and for each area due to the proposed training program, which means the existence of effectiveness for the proposed training program in knowledge development about the national professional development standards at the vocational educational teachers, where this effectiveness ranged between (medium) and (very strong).

Evaluation of a New Field Epidemiology Training Program Intermediate Course to Strengthen Public Health Workforce Capacity in Tanzania

2021 ◽  
pp. 003335492097466
Author(s):  
Kate Wilson ◽  
Amir Juya ◽  
Ahmed Abade ◽  
Senga Sembuche ◽  
Devotha Leonard ◽  
...  
Keyword(s):  
Public Health ◽  
Training Program ◽  
Health Workforce ◽  
Outcome Evaluation ◽  
Exit Interviews ◽  
Field Epidemiology ◽  
Health Threats ◽  
Before And After ◽  
Workforce Capacity ◽  
Field Epidemiology Training Program

Objectives Sub-Saharan Africa faces a shortage of skilled epidemiologists to prevent, detect, and respond to health threats. Tanzania has implemented one of the first Centers for Disease Control and Prevention Field Epidemiology Training Program (FETP) Intermediate courses in Africa. This course aims to strengthen health workforce capacity in surveillance system assessment, outbreak investigation, and evaluation, prioritizing HIV control. We conducted an outcome evaluation of this new course. Methods We used a pre/post evaluation design using data from 4 cohorts of trainees who took the FETP Intermediate course from 2017 to 2020. We conducted knowledge assessments before and after each cohort and combined those results. Outcomes included knowledge and self-rated competency and trends in integrated disease surveillance and response (IDSR) data. We collected data through tests, field assignments, exit interviews, and data audits. We compared the mean change in pre-/posttest scores using linear regression and 95% CIs. We used content analysis to summarize exit interviews. Results Fifty-three FETP trainees from 10 regions enrolled in the FETP Intermediate course, and 52 (99.0%) completed the course. We found substantial increases in mean knowledge (44.0 to 68.0 points) and self-rated competency (4.14 to 4.43) scores before and after the course. Trainees evaluated 52 surveillance systems and 52 district HIV care programs, and 39 (75.0%) trainees participated in outbreak investigations. From before to after cohort 1, timeliness and completeness of IDSR reports increased from 4.2% to 52.1% and from 27.4% to 76.5%, respectively. Course strengths were quality of instruction, individualized mentoring, and practical skills gained. Challenges were mentor availability, limited time for data analysis practice, and balancing work and field assignments. Conclusions The Tanzania FETP Intermediate course substantially improved trainee knowledge and helped to improve local data quality and reporting. This course is a promising model to strengthen subnational capacity to prevent, detect, and respond to public health threats in Africa.

Single Versus Dual Headless Compression Screw Fixation of Scaphoid Nonunions: A Biomechanical Comparison

Hand ◽  
2021 ◽  
pp. 155894472097411
Author(s):  
Luke T. Nicholson ◽  
Kristen M. Sochol ◽  
Ali Azad ◽  
Ram Kiran Alluri ◽  
J. Ryan Hill ◽  
...  
Keyword(s):  
Screw Fixation ◽  
Qualitative Assessment ◽  
Secondary Outcome ◽  
Scaphoid Nonunion ◽  
Compression Screw ◽  
Single Screw ◽  
Headless Compression Screw ◽  
Significant Difference ◽  
Load To Failure ◽  
Headless Compression Screws

Background: Management of scaphoid nonunions with bone loss varies substantially. Commonly, internal fixation consists of a single headless compression screw. Recently, some authors have reported on the theoretical benefits of dual-screw fixation. We hypothesized that using 2 headless compression screws would impart improved stiffness over a single-screw construct. Methods: Using a cadaveric model, we compared biomechanical characteristics of a single tapered 3.5- to 3.6-mm headless compression screw with 2 tapered 2.5- to 2.8-mm headless compression screws in a scaphoid waist nonunion model. The primary outcome measurement was construct stiffness. Secondary outcome measurements included load at 1 and 2 mm of displacement, load to failure for each specimen, and qualitative assessment of mode of failure. Results: Stiffness during load to failure was not significantly different between single- and double-screw configurations ( P = .8). Load to failure demonstrated no statistically significant difference between single- and double-screw configurations. Using a qualitative assessment, the double-screw construct maintained rotational stability more than the single-screw construct ( P = .029). Conclusions: Single- and double-screw fixation constructs in a cadaveric scaphoid nonunion model demonstrate similar construct stiffness, load to failure, and load to 1- and 2-mm displacement. Modes of failure may differ between constructs and represent an area for further study. The theoretical benefit of dual-screw fixation should be weighed against the morphologic limitations to placing 2 screws in a scaphoid nonunion.

Artificial intelligence-guided image acquisition on patients with implanted electrophysiological devices: results from a pivotal prospective multi-center clinical trial

2020 ◽  
Vol 41 (Supplement_2) ◽  
Author(s):  
S Surette ◽  
A Narang ◽  
R Bae ◽  
H Hong ◽  
Y Thomas ◽  
...  
Keyword(s):  
Qualitative Assessment ◽  
Funding Source ◽  
Software Performance ◽  
Private Company ◽  
Diagnostic Quality ◽  
Icd Leads ◽  
Significant Difference ◽  
Level 3 ◽  
And Function ◽  
The Impact

Abstract Background A novel, recently FDA-authorized software uses deep learning (DL) to provide prescriptive transthoracic echocardiography (TTE) guidance, allowing novices to acquire standard TTE views. The DL model was trained by >5,000,000 observations of the impact of probe motion on image orientation/quality. This study evaluated whether novice-acquired TTE images guided by this software were of diagnostic quality in patients with and without implanted electrophysiological (EP) devices, focusing on RV size and function, which were thought to be sensitive to EP devices. Some aspects of the study have previously been presented. Methods 240 patients (61±16 years old, 58% male, 33% BMI >30 kg/m2, 91% with cardiac pathology) were recruited. 8 nurses without echo experience each acquired 10 view TTEs in 30 patients guided by the software. 235 of the patients were also scanned by a trained sonographer without assistance from the software. 5 Level 3 echocardiographers independently assessed the diagnostic quality of the TTEs acquired by the nurses and sonographers to evaluate the effect of EP devices on DL software performance. Results Nurses using the AI-guided acquisition software acquired TTEs of sufficient quality to make qualitative assessments of right ventricular (RV) size and function in greater than 80% of cases for patients with and without implanted EP devices (Table). There was no significant difference between nurse- and sonographer-acquired scans. Conclusion These results indicate that new DL software can guide novices to obtain TTEs that enable qualitative assessment of RV size even in the presence of implanted EP devices. The results of the comparison to sonographer-acquired exams indicate the software performance is robust to presence of pacemaker/ICD leads visible in the images (Figure). Nurse-acquired TTE with visible ICD lead Funding Acknowledgement Type of funding source: Private company. Main funding source(s): Caption Health, Inc.

scholarly journals An associational study: preschool teachers’ acceptance and self-efficacy towards Educational Robotics in a pre-service teacher training program

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Despoina Schina ◽  
Cristina Valls-Bautista ◽  
Anna Borrull-Riera ◽  
Mireia Usart ◽  
Vanessa Esteve-González
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Self Efficacy ◽  
Group Intervention ◽  
Preschool Teachers ◽  
Ease Of Use ◽  
Educational Robotics ◽  
Perceived Ease Of Use ◽  
Significant Difference ◽  
The Impact

Abstract Purpose This study explores pre-service preschool teachers’ acceptance and self-efficacy towards Educational Robotics (ER) during a university course, and also examines their perceptions of the course. Methodology This is a one-group intervention study with an associational research design that includes both quantitative and qualitative research methods: two pre-questionnaires and two post-questionnaires on pre-service teachers’ acceptance and self-efficacy towards ER, and participants’ training journals. Findings The results show that pre-service teachers’ acceptance and self-efficacy towards ER improved after they completed the ER teacher training course. There was a significant difference between the start and the end of the ER training in the pre-service teachers’ acceptance of ER in the areas of perceived ease of use, enjoyment and attitudes, and in their self-efficacy. The findings based on the training journals show that participants positively evaluated the course. The participants also provided suggestions for improving it, such as additional training sessions, resources and time for experimentation. Value Our study reveals the impact of an ER training program and showcases the importance of integrating ER in pre-service teachers’ education.

scholarly journals Building Bridges: Qualitative Assessment of a Clinical Faculty Exchange Between a Naturopathic and an Allopathic Medical Training Program

EXPLORE ◽  
2011 ◽  
Vol 7 (4) ◽  
pp. 249-253 ◽  
Author(s):  
Rachelle L. McCarty ◽  
Robin Fenn ◽  
Barak Gaster ◽  
Wendy Weber ◽  
Jane Guiltinan
Keyword(s):  
Training Program ◽  
Medical Training ◽  
Qualitative Assessment ◽  
Clinical Faculty ◽  
Faculty Exchange

The effectiveness of a training program using communicative theory in developing some concepts of Web 3 for educational technology specialists.

2021 ◽  
pp. 68-96
Author(s):  
سيد طنطاوي
Keyword(s):  
Training Program ◽  
Effect Size ◽  
Education Technology ◽  
Large Effect Size ◽  
Significant Difference ◽  
Independent Variable ◽  
Communicative Theory ◽  
The Impact ◽  
Technology Specialists ◽  
Technology Specialist

The aim of this research is to develop some concepts of web3 for the education technology specialist, to present a proposed training program for web3 technology, to define the concepts and technology of web3. There is a statistically significant difference at the level (0.05) between the average scores of education technology specialists in the pre and post applications to test the web3.0 concepts in favor of the post application. In light of the significance of the differences using the "T" tests, the square of ETA (2η) was calculated using the equation Eta square (2 η) to find the magnitude of the effect of the independent variable (training program) in the dependent variable (development of web3.0 concepts), and by calculating the value of the square of ETA (2)) (Al-Amiri, 2006, 233), reached (0.98), which indicates that the training program has a significant impact on the acquisition of some concepts of web3.0, where this value shows that the training program contributed (98%) of the total variance In developing these concepts,It is a large percentage indicating the effectiveness of the training program in developing web3.0 concepts for the target research sample, which is the education technology specialist (if the effect size = 0.2 is the effect is weak, and if the impact size = 0.5, the effect is moderate, and if the impact size is = 0.8 The effect is significant), (Asr, 2003). From the above it is clear that the training program contributed to the development of the targeted web3.0 concepts for education technology specialists, as it found a difference between the median of the pre and post applications to test the concepts of the web3.0 in favor of the post application at the research group, which averaged (51,85) compared to (16) , 75) for pre-application, with a large effect size of (0.98) according to the ETA square measure (2η) of the effect size.

scholarly journals The Importance of Post-Activation Potentiation (PAP) Training on Physical Fitness Preparation for Malaysian Female Hockey Players

2018 ◽  
Vol 7 (3.7) ◽  
pp. 293
Author(s):  
Kassim Mohar ◽  
Rahman Fariq
Keyword(s):  
Training Program ◽  
Athletic Performance ◽  
Practical Interest ◽  
Power Production ◽  
Relative Strength ◽  
Sprint Performance ◽  
T Test ◽  
Control Group ◽  
Significant Difference ◽  
Hockey Players

A vast amount of research has been performed illustrating that the execution of certain conditioning activities at maximal or near-maximal intensities can acutely enhance subsequent athletic performance with given sufficient recovery. This phenomenon is known as post-activation potentiation (PAP) and its use within the field of strength and conditioning has grown rapidly as performance enhancing effects have been demonstrated within athletic movements such as jumping and sprinting. Objective: The purpose of this study is to analyse the effectiveness of PAP training on sprint performance and power production among Malaysian female hockey player. Methods: A total of 18 well-trained athletes (age 25 ± 3.7; mass 54 ± 4.9; height 160.8 ± 2.8; relative strength half-squat 1.9 ± 0.3; relative strength hex-bar deadlift 1.7 ± 0.5; relative strength hang clean 0.8 ± 0.1) were tested for 20 meter sprint time and counter-movement jump (CMJ) test during the preparation phase. This study used two different groups such as experimental group (EG) and control group (CG) and each player were randomly assigned. Both groups were completed training in twice per week for a period of eight week training program. The EG performed a total of 16 session by having 2 different training blocks. Each block has a period practice of training for 4 weeks and each block also has different types of exercise. Meanwhile, CG completed 16 session based on coach training program and did not practice at the same time with the EG. The study intervention program including pre-test and post-test activities were conducted before and after the study. Result: A data analysis of paired t-test and independent t-test was used and the level of significance in all statistical analyses was set at p ≤ 0.05. The result showed that 8-weeks of EG displayed significantly improved in sprint performance (p ≤ 0.005) and power production (p ≤ 0.005). Moreover, result also revealed a significant difference between EG and CG in sprint performance (p ≤ 0.000) and power production (p ≤ 0.008). Conclusion: In short, the result emphasized the contribution of kinetic and kinematic parameters for sprint and power performance. The EG result seem significant for athletic performance. Therefore, this findings is of great practical interest for coaches and fitness trainers and relevant to female hockey players and consequently maybe used in training program.  

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