HIV/AIDS-Core competencies for practice: A framework for the education and training of social workers

1992 ◽  
Vol 11 (3) ◽  
pp. 22-35 ◽  
Author(s):  
Janette Logan
Keyword(s):  
Social Workers ◽  
Core Competencies ◽  
Education And Training ◽  
And Training ◽  
Hiv Aids

Outcomes of AIDS Education and Training Center HIV/AIDS Skill-Building Workshops on Provider Practices

2010 ◽  
Vol 22 (1) ◽  
pp. 49-60 ◽  
Author(s):  
Philip G. Bashook ◽  
Nathan L. Linsk ◽  
Beth-Anne Jacob ◽  
Patricia Aguado ◽  
Marcia Edison ◽  
...  
Keyword(s):  
Education And Training ◽  
Aids Education ◽  
Training Center ◽  
Provider Practices ◽  
Skill Building ◽  
And Training ◽  
Hiv Aids

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.

Systems Change Resulting from HIV/AIDS Education and Training

1999 ◽  
Vol 22 (4) ◽  
pp. 405-426 ◽  
Author(s):  
Harold Henderson ◽  
Victor F. German ◽  
A. T. Panter ◽  
G. J. Huba ◽  
Catherine Rohweder ◽  
...  
Keyword(s):  
Systems Change ◽  
Education And Training ◽  
Aids Education ◽  
And Training ◽  
Hiv Aids

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.

Trainee Characteristics and Perceptions of HIV/AIDS Training Quality

2000 ◽  
Vol 23 (2) ◽  
pp. 149-171 ◽  
Author(s):  
A. T. Panter ◽  
G. J. Huba ◽  
Lisa A. Melchior ◽  
Donna Anderson ◽  
Mary Driscoll ◽  
...  
Keyword(s):  
Education And Training ◽  
Vital Role ◽  
Aids Education ◽  
Health Providers ◽  
Professional Background ◽  
Quality Ratings ◽  
Training Quality ◽  
Aids Training ◽  
And Training ◽  
Hiv Aids

HIV/AIDS education and training have played a vital role in keeping health providers up to date on emerging developments and approaches. This study reports findings from seven HIV/AIDS education and training projects. Participants in more than 600 training sessions described themselves, their professional background, and their general reasons for taking the training. Immediately following the training, they also rated the quality of their educational experience along several dimensions. Trainee characteristics were related to assessments of training quality, using a regression decision-tree analytic approach. Although effect sizes were generally small, quality ratings of the HIV/AIDS training experiences were associated with certain projects, basic trainee demographic characteristics, professional background, and experience in the HIV field. Greater understanding about participant characteristics can provide clues about how these training experiences are perceived and processed and may inform decision making about instructional HIV/AIDS curricula.

Understanding Socialization of Teachers and Social Workers: Groundwork for Collaboration in the Schools

2003 ◽  
Vol 84 (3) ◽  
pp. 323-330 ◽  
Author(s):  
Laura R. Bronstein ◽  
Julie S. Abramson
Keyword(s):  
Social Workers ◽  
Interdisciplinary Collaboration ◽  
Education And Training ◽  
Service Orientation ◽  
Professional Groups ◽  
Self Selection ◽  
And Training

Collaboration between social workers and teachers is critical in order to maximize students' achievement in school. These professional groups share attributes including their status in professions where women predominate, whose practice occurs in a bureaucratic setting and whose professionals hold a service orientation. Despite these similarities, differences occur in the socialization of the two professions in relation to: the processes of self-selection to the profession; education and training; and in their orientation to and experiences within the organization of the school. This article articulates these differences and similarities and examines their impact on the processes of collaboration between social workers and teachers. In addition, strategies for bridging the differences are presented and illustrated with examples of successful interdisciplinary collaboration in schools.

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