Virtual Classroom Training Program Provides on-Demand Access and Flexibility for Tissue Authorization Professionals

2017 ◽  
Vol 101 ◽  
pp. S17
Author(s):  
Theresa Daly ◽  
Robert Norden ◽  
Pamela L. Albert ◽  
Patricia Mulvania ◽  
Howard M. Nathan
Keyword(s):  
Training Program ◽  
Virtual Classroom ◽  
On Demand ◽  
Classroom Training

81 VIRTUAL: Virtual Interactive Surgical Skills Classroom – An Ongoing Randomized Controlled Trial

2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
M Fricker ◽  
A Nathan ◽  
N Hanna ◽  
A Asif ◽  
S Patel ◽  
...  
Keyword(s):  
Interactive Video ◽  
Controlled Trial ◽  
Virtual Classroom ◽  
Surgical Skills ◽  
Randomised Control Trial ◽  
Instructional Video ◽  
Post Intervention ◽  
Face To Face ◽  
Classroom Training ◽  
Group B

Abstract Introduction High costs and inaccessibility are significant barriers to face-to-face basic surgical skills (BSS) training. Virtual classrooms enable the combination of computer-based learning with interactive expert instruction. They may optimise resources and increase accessibility, facilitating larger-scale training with a similar educational benefit. We aim to evaluate the efficacy of virtual BSS classroom training compared to both non-interactive video and face-to-face teaching. Method 72 medical students will be randomly assigned to three equal intervention groups based on year group and surgical skill confidence. Interventions will be implemented following an instructional video. Group A will practice independently, Group B will receive face-to-face training, and Group C will attend a virtual classroom. Participants will be recorded placing three interrupted sutures with hand tied knots pre- and post-intervention, and Objective Structured Assessment of Technical Skills (OSATS) will be blind marked by two experts. Change in confidence, time to completion and a granular performance score will also be measured. Each intervention’s feasibility and accessibility will be assessed. Results Data collection will be completed in January 2021. Significant improvement in OSATS within groups will be indicative of intervention quality. Difference in improvement between groups will determine the relative performance of the interventions. Conclusions To our knowledge, this will be the largest randomised control trial investigating virtual BSS classroom training. It will serve as a comprehensive appraisal of the virtual classroom’s suitability as an alternative to face-to-face training. The findings will assist the development and implementation of further resource-efficient training programs during the COVID-19 pandemic and in the future.

scholarly journals O43 Virtual: virtual interactive surgical skills classroom: a randomized controlled trial (protocol)

2021 ◽  
Vol 108 (Supplement_5) ◽  
Author(s):  
A Nathan ◽  
M Fricker ◽  
N Hanna ◽  
A Asif ◽  
S Patel ◽  
...  
Keyword(s):  
Training Programs ◽  
Controlled Trial ◽  
Virtual Classroom ◽  
Surgical Skills ◽  
Randomised Control Trial ◽  
Instructional Video ◽  
Post Intervention ◽  
Virtual Classrooms ◽  
Face To Face ◽  
Classroom Training

Abstract Introduction High costs and inaccessibility are significant barriers to face-to-face basic surgical skills (BSS) training. Virtual classrooms enable the combination of computer-based learning with interactive expert instruction. They may optimise resources and increase accessibility, facilitating larger-scale training with a similar educational benefit. We aim to evaluate the efficacy of virtual BSS classroom training compared to both non-interactive video and face-to-face teaching. Method 72 medical students will be randomly assigned to three equal intervention groups based on surgical skills experience and confidence. Interventions will be implemented following an instructional video. Group A will practice independently, Group B will receive face-to-face training, and Group C will attend a virtual classroom. Participants will be recorded placing three interrupted sutures with hand tied knots pre- and post-intervention. Objective Structured Assessment of Technical Skills (OSATS) will be blind marked by two experts. Result Change in confidence, time to completion and a novel granular performance score will also be measured. Each intervention’s feasibility and accessibility will be assessed. Significant improvement in OSATS within groups will be indicative of intervention quality. Difference in improvement between groups will determine the relative performance of the interventions. Conclusion This will be the largest randomised control trial investigating virtual BSS classroom training. It will serve as a comprehensive appraisal of the suitability of virtual classrooms as an alternative to face-to-face training. The findings will assist the development and implementation of further resource-efficient training programs during the COVID-19 pandemic and beyond. Take-home Message This is the first RCT assessing virtual basic surgical skill classroom training and serves as a comprehensive appraisal of the suitability of virtual classrooms as an alternative to face-to-face training. The findings will assist the development and implementation of further resource-efficient training programs during the COVID-19 pandemic and in the future.

Graduates construct their management careers from day one

2014 ◽  
Vol 22 (3) ◽  
pp. 35-37
Keyword(s):  
Training Program ◽  
Design Methodology ◽  
Construction Materials ◽  
Management Training ◽  
Successful Management ◽  
Content Type ◽  
Classroom Training ◽  
Management Position ◽  
Practical Implications

Purpose – The purpose of this paper is to describes the management-development training program in operation at a UK trade distributor of plumbing and heating products and supplier of construction materials. Design/methodology/approach – Provides the reasons for the program, the form it takes and the results it has achieved. Includes interviews with people who have taken part in the program. Findings – Explains that trainees are exposed to every aspect of the business and culture from the start, by combining working in a branch with classroom training at the company’s management academy. Reveals that trainees are supported throughout the program by their placement manager, who helps in day-to-day activities; a coach from the senior-management team, who offers advice and guidance; and a mentor, many of whom have themselves been through similar schemes. Practical implications – Demonstrates how participants who are willing to roll up their sleeves, make decisions and use their initiative can expect to take on a management position within 12 months. Social implications – Highlights, in case-study interviews, the varied backgrounds of employees who have carved out successful careers with the company. Originality/value – Gives the inside story of a successful management-training program.

scholarly journals The reality of the application of educational supervisors Modern technology programs in educational supervision in Sabya Education Department: واقع تطبيق المشرفين التربويين لبرامج التقنية الحديثة في الإشراف التربوي بإدارة تعليم صبيا

2021 ◽  
Vol 5 (45) ◽  
pp. 67-47
Author(s):  
Abdul Aziz Saeed Al-Hajri, Mohammed Abbas Gobry Abdul Aziz Saeed Al-Hajri, Mohammed Abbas Gobry
Keyword(s):  
Program Evaluation ◽  
Training Program ◽  
Management Training ◽  
Virtual Classroom ◽  
Modern Technology ◽  
Department Of Education ◽  
Training Methods ◽  
Education Department ◽  
Educational Supervision ◽  
Technology Programs

The aim of the research is to uncover the reality of the educational supervisors ’application of modern technology programs in educational supervision in the Sabya Education Administration. The research used the descriptive approach, and a questionnaire was applied on a sample of supervisors and supervisors in a boy’s education department amounting to (342) members. The research resulted in a number of results, including: The approval of the research sample, with a "large" degree, regarding the application of the educational supervisors at the Sabia Education Department of the Nur system; And the application of the virtual classroom program, and the absence of statistically significant differences at the function level (0.05≥α) between the averages of the responses of the individuals of the research sample on the application of the educational supervisors in the Department of Education in Sabya to the application of (Noor system, and virtual classes) in the educational supervision in the Department of Education in Sabya according to gender variables (Male, female)، Specialization (theoretical, scientific)، In light of these results, the research concluded the construction of a proposed training program to qualify the educational supervisors to apply modern technology programs in educational supervision in the Department of Sabya Education, and it consisted of a number of elements, namely: evidence of justification, philosophy, importance, general objective and objectives of the program in detail, foundations and criteria for designing the program The trainer's specifications, program management, training methods used, mechanisms of its success, implementation strategies, program evaluation, design of the training program and its content, and program evaluation; The researchers also recommended a number of recommendations, including: the involvement of educational supervisors and supervisors to participate in developing training plans for them in light of their actual needs to benefit from their experiences, cooperation between the Training Department of the Department of Education in Sabya and community training institutions to benefit from their experiences in this field.

scholarly journals V12 VIRTUAL: Virtual InteRacTive sUrgicAl skiLls classroom – A Randomized Controlled Trial Proposal

BJS Open ◽  
2021 ◽  
Vol 5 (Supplement_1) ◽  
Author(s):  
Arjun Nathan ◽  
Monty Fricker ◽  
Nancy Hanna ◽  
Aqua Asif ◽  
Sonam Patel ◽  
...  
Keyword(s):  
Interactive Video ◽  
Controlled Trial ◽  
Virtual Classroom ◽  
Surgical Skills ◽  
Randomised Control Trial ◽  
Instructional Video ◽  
Post Intervention ◽  
Face To Face ◽  
Classroom Training ◽  
Group B

Abstract Introduction High costs and inaccessibility are significant barriers to face-to-face basic surgical skills (BSS) training. Virtual classrooms enable the combination of computer-based learning with interactive expert instruction and feedback. They may optimise resources and increase accessibility, facilitating larger-scale training whilst producing a similar educational benefit. We aim to evaluate the efficacy of virtual BSS classroom training compared to both non-interactive video and face-to-face teaching. Method 72 medical students will be randomly assigned to three equal intervention groups based on year group and surgical skill confidence. Interventions will be implemented following an instructional video. Group A will practice independently, Group B will receive face-to-face training, and Group C will receive virtual classroom training. The assessed task will be to place three interrupted sutures with hand tied knots. Pre- and post-intervention Objective Structured Assessment of Technical Skills (OSATS) will be blind marked by two experts. Change in confidence, time to completion and a granular performance score will be measured. Feasibility and accessibility will also be assessed. Results Significant improvement in OSATS within groups will be indicative of intervention quality. Difference in improvement between groups will determine relative performance. Conclusion To our knowledge, this will be the largest randomised control trial investigating virtual BSS classroom training. It will serve as a comprehensive appraisal of the suitability of virtual BSS classroom training as an alternative to face-to-face training. The findings will assist the development and implementation of further resource-efficient virtual BSS training programs during the COVID-19 pandemic and in the future.

scholarly journals Supporting Students in the Classroom: Training Paraprofessionals to Teach Self- Advocacy and Self-Determination Skills

2019 ◽  
Vol 11 (1) ◽  
pp. 7-22
Author(s):  
Courteney Mayumi Tse ◽  
Melinda R. Pierson
Keyword(s):  
United States ◽  
Training Program ◽  
Students With Disabilities ◽  
Student Support ◽  
The United States ◽  
Self Determination ◽  
Advanced Training ◽  
Self Advocacy ◽  
Classroom Training ◽  
Support Students

Students with disabilities lack the skills to become independent self-advocates. This article details a training program that was implemented for paraprofessionals who support students with disabilities in public school classrooms in the United States. Results indicated that advanced training of paraprofessionals improved student support which led to greater independence for the students with disabilities.

Effects of a Classroom Training Program for Promoting Health Literacy Among IT Managers in the Workplace

2019 ◽  
Vol 61 (1) ◽  
pp. 51-60 ◽  
Author(s):  
Silja Fiedler ◽  
Holger Pfaff ◽  
Katja Petrowski ◽  
Timo-Kolja Pförtner
Keyword(s):  
Health Literacy ◽  
Training Program ◽  
It Managers ◽  
Classroom Training
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