Telehealth Training and Education

2021 ◽  
pp. 24-38
Author(s):  
Aditi U. Joshi ◽  
Neal Sikka
Keyword(s):  
Training Programs ◽  
Clinical Skills ◽  
Graduate Training ◽  
Health Care Team ◽  
Rapid Expansion ◽  
Collaborative Approach ◽  
Future Health ◽  
Future Health Care ◽  
Graduate Training Programs ◽  
And Training

Despite the rapid expansion of telehealth services, education and training regarding the telehealth modality have lagged and yet to be validated. While clinical skills are traditionally taught in undergraduate and graduate training programs, few programs currently teach telehealth-specific skills. This is particularly challenging given that both novice and experienced clinicians require training and components of that training are program-specific. Training should include clinicians, patients, their carepartners, and telepresenters as the future health care team is rapidly evolving and will require a collaborative approach. This chapter outlines the various types of telehealth education, the groups of learners for whom training should be targeted, and various models of training.

Educational psychology: Establishing a role

1998 ◽  
Vol 15 (2) ◽  
pp. 62-73
Author(s):  
Monica Cuskelly ◽  
Lisa Gordon
Keyword(s):  
Educational Psychology ◽  
Training Programs ◽  
Graduate Training ◽  
Applied Psychology ◽  
Clear View ◽  
Educational Psychologists ◽  
Graduate Training Programs ◽  
And Training

AbstractAccording to Farrell and Lunt (1995), educational psychology is in danger of becoming a second class profession in applied psychology. Controversies about the role and training of educational psychologists need urgent attention for the profession to prosper. A clear view of roles that educational psychologists are expected to fill and of roles that are best filled by educational psychologists will improve the content and nature of training programs. Graduate training programs are likely to be where change is either resisted or nurtured. Six issues facing educational psychologists in Australia and ways that training programs may contribute to their resolution are canvassed.

Building a Climate for Advocacy Training in Professional Psychology

2021 ◽  
Vol 49 (7) ◽  
pp. 1070-1089
Author(s):  
Apryl A. Alexander ◽  
Hailey Allo
Keyword(s):  
Public Policy ◽  
Social Justice ◽  
Training Programs ◽  
Graduate Training ◽  
Professional Psychology ◽  
Advocacy Training ◽  
University Of Denver ◽  
Graduate Training Programs ◽  
The University ◽  
And Training

Counseling psychologists have been at the forefront of social justice and advocacy efforts in the discipline of psychology. Despite these foci, few graduate training programs in psychology offer formal courses or training in advocacy, social justice, and public policy. To develop and fill a pipeline of professionals involved in social justice and advocacy efforts, graduate training programs in psychology must expose and prepare students to these areas. The purpose of the current paper is to describe how faculty within the professional psychology program at the University of Denver incorporate advocacy, public policy, and social justice education and training into their program. We describe how the program climate and curriculum were created to meet these training needs.

A Proposal to Establish Standardized Learning Outcomes for Resonance Across Graduate Programs in Speech-Language Pathology

2014 ◽  
Vol 24 (1) ◽  
pp. 21-26
Author(s):  
Helen M. Sharp ◽  
Mary O'Gara
Keyword(s):  
Learning Outcomes ◽  
Training Programs ◽  
Graduate Training ◽  
Graduate Programs ◽  
Core Knowledge ◽  
Speech Language Pathology ◽  
Entry Level ◽  
The Public ◽  
Language Pathology ◽  
Graduate Training Programs

The Council for Clinical Certification in Audiology and Speech-Language Pathology (CCFC) sets accreditation standards and these standards list broad domains of knowledge with specific coverage of “the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates” and assessment, intervention, and methods of prevention for each domain” (CCFC, 2013, “Standard IV-C”). One domain in the 2014 standards is “voice and resonance.” Studies of graduate training programs suggest that fewer programs require coursework in cleft palate, the course in which resonance was traditionally taught. The purpose of this paper is to propose a standardized learning outcomes specific to resonance that would achieve the minimum knowledge required for all entry-level professionals in speech-language pathology. Graduate programs and faculty should retain flexibility and creativity in how these learning outcomes are achieved. Shared learning objectives across programs would serve programs, faculty, students, accreditation site visitors, and the public in assuring that a consistent, minimum core knowledge is achieved across graduate training programs. Proficiency in the management of individuals with resonance disorders would require additional knowledge and skills.

Teaching Sociology Graduate Students to Teach with Techology

2005 ◽  
Vol os-22 (1) ◽  
pp. 42-55
Author(s):  
James L. Williams ◽  
Daniel G. Rodeheaver
Keyword(s):  
Instructional Technology ◽  
Graduate Students ◽  
Training Programs ◽  
Graduate Training ◽  
Technology Training ◽  
Teaching Sociology ◽  
Training Process ◽  
Instructor Training ◽  
Pedagogical Issue ◽  
Graduate Training Programs

In light of the increasing emphasis on the use of instructional technology in higher education, sociology graduate students need to become conversant with instructional technology and its pedagogical implications. Yet, the literature on graduate instructor training has almost completely neglected this issue. This paper directly addresses this important pedagogical issue. After a discussion of the benefits of instructional technology training, we describe how to integrate training in instructional technology into graduate training programs in sociology. Our discussion offers specific suggestions for incorporating instructional technology training throughout the instructor training process. Our recommendations focus on helping graduate students employ effectively instructional technology and to become conversant with its pedagogical implications.

Enhancing vital non-technical workplace competencies for early career seed scientists

2018 ◽  
Vol 28 (3) ◽  
pp. 182-185
Author(s):  
Héctor E. Pérez
Keyword(s):  
Professional Development ◽  
Graduate Education ◽  
Training Programs ◽  
Graduate Training ◽  
Technical Skill ◽  
Early Career ◽  
Skill Sets ◽  
Technical Competency ◽  
Workplace Success ◽  
Graduate Training Programs

AbstractGraduate training programs often produce technically ‘savvy’ scientists with inadequate non-technical skill sets essential for workplace success. The challenges associated with lack of non-technical competency may be exacerbated in highly specialized fields such as seed science. This brief communication describes recent efforts conducted at the 12th Triennial Conference of the International Society for Seed Science to address non-technical skill development for pre-career professionals. Furthermore, I propose a few adaptable ideas to begin confronting the divide between graduate education and professional development.

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