Understanding Disability Biases in Undergraduate Rehabilitation Students: An Exploratory Study

2020 ◽  
pp. 003435522091023
Author(s):  
Allison Levine ◽  
Jinhee Park ◽  
Hung Jen Kuo
Keyword(s):  
Exploratory Study ◽  
Training Programs ◽  
The United States ◽  
Self Report ◽  
Potential Utility ◽  
Potential Bias ◽  
Rehabilitation Programs ◽  
Positive Attitudes ◽  
Implicit Biases ◽  
And Training

Shaping and cultivating positive attitudes toward people with disabilities is an important task for all programs that prepare future rehabilitation practitioners. So too, is identifying potentially problematic attitudes or biases about ability status. With the growth of undergraduate rehabilitation programs, it is imperative for educators to understand the factors that may influence students’ biases about people with differing ability status. Many training programs address explicit biases (e.g., those measured via self report), but overlook the influence and existence of implicit biases among students. Furthermore, many trainings focus on stimulating awareness of potential bias, rather than diving into causes and impacts. In order to develop effective curricula for mitigating bias and training infused with social justice, it is critical to understand this phenomena. Using a quantiative design, the current study examines explicit and implicit biases of students in undergraduate rehabilitation programs at three institutions across the United States. Results support that explicit and implicit biases are two separate constructs and should be treated as such (i.e., educational activities about bias are not sufficient). In addition, the results were indicative of the importance of addressing biases as multidimensional, and the potential utility of contact experiences as a factor for mitigating bias.

Communication Satellite Technology as a Potential Comprehensive Delivery System for Correctional Institution Education and Training Programs

1978 ◽  
Vol 6 (4) ◽  
pp. 341-357
Author(s):  
Kenneth A. Polcyn
Keyword(s):  
Training Programs ◽  
The United States ◽  
Education And Training ◽  
Instructional Materials ◽  
Correctional Institution ◽  
Scarce Resources ◽  
Satellite Technology ◽  
Communication Satellite ◽  
Rehabilitation Programs ◽  
And Training

Correctional institutions are confronted with an increasing population, over-crowding, increasing costs to maintain the population and increasing criticism over their rehabilitation programs. Education and training programs exist in many of the institutions, although there is considerable variance in quality. Communication satellite technology has the potential for helping to establish a correctional system in the United States and for permitting institutions to pool their scarce resources to develop and share in regional or national rehabilitation programs. Satellite technology has the potential for helping institutions to overcome problems in counseling, instructional staffing, education and training curricula, instructional materials, staff training and job placement. The correctional community should jointly explore the specific applications of communication satellites to their problems.

scholarly journals CDIO Approach in Developing Teacher Training Program to Meet Requirement of the Industrial Revolution 4.0 in Vietnam

2020 ◽  
Vol 15 (18) ◽  
pp. 108
Author(s):  
Nhi Thi Nguyen ◽  
Thanh Van Thai ◽  
Huong Thi Pham ◽  
Giang Chau Thi Nguyen
Keyword(s):  
Teacher Training ◽  
Global Economy ◽  
Industrial Revolution ◽  
Training Programs ◽  
The United States ◽  
Education And Training ◽  
Current Period ◽  
The World ◽  
Teacher Training Programs ◽  
And Training

In the context of the Industrial Revolution 4.0 and integration of the Vietnamese economy into the global economy, Vietnam's education and training has been increasingly developed and increasingly deeply integrated into the world. The development of teacher training programs is considered an urgent issue, a prerequisite to contribute positively to the development of education and training in the country. However, the first period of integration shows that teachers have many limitations in practical skills, soft skills, and foreign languages when working in a modern environment. These limitations are due to many factors; one of the basic factors is that the training programs at teacher training facilities are mainly focused on knowledge towards approaching content. Therefore, the development of training programs in general and teacher training programs in particular in the direction of developing necessary skills that society requires learners to have, in order to work and develop their qualities after graduation, to meet the integration needs in the context of the industrial revolution 4.0 is an important trend in the world and especially for Vietnam in the current period. CDIO stands for words: Conceive, Design, Implement and Operate. It is a solution to improve the quality of training to meet social requirements, on the basis of determining the outcome standards, developing programs and training plans; It is also the idea of universities, technical institutes of the United States and Sweden in the early 90s of the last century with the intention of training students after graduation with full knowledge and skills such as: communication skills, personal skills ... and immediate access to the labor market, meeting the needs of the business. In this article, we focus on the solution to develop teacher training programs under the CDIO approach to meet the requirements of the Industrial Revolution 4.0 in higher education institutions in Vietnam.

Pharmacists on the Emergency Cardiopulmonary Resuscitation Team: Their Responsibilities, Training, and Attitudes

2003 ◽  
Vol 38 (1) ◽  
pp. 40-49 ◽  
Author(s):  
Caridad Machado ◽  
Theodore G. Barlows ◽  
Wallace A. Marsh ◽  
Yamile Coto-Depani ◽  
Gary Dalin
Keyword(s):  
Cardiopulmonary Resuscitation ◽  
Training Programs ◽  
Drug Information ◽  
Training Methods ◽  
Team Members ◽  
Positive Attitudes ◽  
Buddy System ◽  
Cardiopulmonary Emergencies ◽  
And Training ◽  
Resuscitation Team

Pharmacist involvement on the cardiopulmonary resuscitation (CPR) team is associated with lower mortality rates. Despite this finding, pharmacists respond to cardiopulmonary emergencies in only 32% of institutions. The objective of this study was to determine the responsibilities and training of pharmacists as CPR team members and to assess their attitudes toward this role. A total of 1290 adult, acute-care hospitals were randomly surveyed nationwide. A total of 1108 questionnaires were received from 40% (517/1290) of institutions surveyed. Thirty-seven percent (189/517) of the institutions indicated that pharmacists participate on their CPR teams. Pharmacists' responsibilities at cardiopulmonary emergencies included recording medications administered (73.7%), medication preparation (96.6%), providing drug information (97.7%), and calculating doses (98.2%). The most common training methods were BLS certification (79%), the buddy system (59.4%), and continuing education programs (53.6%). Training methods that positively affected perceived qualification in the primary responsibilities were BLS/ACLS certification (P < 0.001) and training programs provided by the institution (P < 0.05). Positive attitudes toward participation on the CPR team were associated with the following factors: years of experience, BLS/ACLS certification, and the pharmacist's perception that he or she was adequately trained (P < 0.001). The results indicate that CPR team pharmacists should be proficient in providing drug information, preparing medications, recording medications administered, and calculating doses. Furthermore, because adequate training positively influenced pharmacists' attitudes toward participation and their perceived qualifications, we recommend that all pharmacists on CPR teams be required to obtain BLS/ACLS certification and participate in educational programs provided by their institution.

Pathology Resident Attitudes and Opinions About Pathologists' Assistants

2003 ◽  
Vol 127 (6) ◽  
pp. 666-672
Author(s):  
Dana Marie Grzybicki ◽  
Colleen M. Vrbin
Keyword(s):  
United States ◽  
Health Care ◽  
The United States ◽  
Resident Training ◽  
Health Care Economics ◽  
Health Care Environment ◽  
Cross Sectional ◽  
Resident Attitudes ◽  
Positive Attitudes ◽  
And Training

Abstract Context.—Changes in health care economics and organization have resulted in increased use of nonphysician providers in most health care settings. Attitudinal acceptance of nonphysician providers is important in the current health care environment. Objectives.—To obtain descriptive information regarding pathology resident attitudes and opinions about pathologists' assistants in anatomic pathology practice and to assess the implications of resident attitudes and opinions for pathology practice and training. Design.—A self-administered, mailed, voluntary, anonymous questionnaire was distributed to a cross-sectional sample of pathology residents in the United States (2531 pathology residents registered as resident members of one of the national pathology professional organizations). The questionnaire contained (1) items relating to resident demographics and program characteristics, (2) Likert-scale response items containing positive and negative statements about pathologists' assistants, (3) a multiple-choice item related to pathologists' assistants scope of practice, and (4) an open-ended item inviting additional comments. Both quantitative and qualitative analysis of responses was performed. Results.—The overall response rate was 19.4% (n = 490); 50% of the respondents were women, and 77% reported use of pathologists' assistants in their program. Most respondents were 25 to 35 years old and in postgraduate years 3 through 5 of their training, and most were located in the Midwestern United States. The majority of residents expressed overall positive attitudes and opinions about pathologists' assistants and felt that pathologists' assistants enhanced resident training by optimizing resident workload. A minority (10%–20%) of residents expressed negative attitudes or opinions about pathologists' assistants. Additionally, some residents reported a lack of knowledge about pathologists' assistants' training or roles. Conclusions.—Increased resident education and open discussion concerning pathologists' assistants may be beneficial for optimizing resident attitudes about and training experiences with pathologists' assistants.

scholarly journals Teaching Counseling Skills in Audiology Graduate Programs: Clinical Supervisors’ Perceptions and Practices

2018 ◽  
Vol 29 (10) ◽  
pp. 917-927 ◽  
Author(s):  
Karen Muñoz ◽  
Trent Landon ◽  
Kim Corbin-Lewis
Keyword(s):  
Service Delivery ◽  
Student Learning ◽  
Self Efficacy ◽  
Training Programs ◽  
Graduate Training ◽  
Graduate Programs ◽  
The United States ◽  
Self Report ◽  
Counseling Skills ◽  
Clinical Supervisors

AbstractCounseling is a critical component within audiological service delivery. Partnering with patients to support them in learning to effectively cope with their hearing challenges is a key component in achieving desired outcomes. Even though there is agreement on the foundational role counseling plays in audiology service delivery, counseling instruction varies among audiology training programs.The purpose of this study was to investigate the perspectives and practices of supervisors in audiology graduate training programs related to mentoring students in the acquisition of counseling skills.A cross-sectional design was used; participants completed a self-report survey.The survey was sent to 323 clinical supervisors in AuD graduate programs in the United States.Completed surveys were received from 205 supervisors. Responses were analyzed using descriptive statistics to identify practice trends.Participants reported their perceptions about importance of teaching counseling skills to audiology students, their confidence in teaching skills, their self-efficacy for supporting student learning, how they provide feedback to students, and challenges they encounter. Most participants reported their program requires a counseling course (88%; n = 176). Most of the participants reported confidence in teaching counseling skills; however, fewer reported being very or extremely confident in teaching students how to talk with clients about their emotions (53%; n = 109) and explaining the rationale behind specific counseling strategies (47%; n = 97). Participants with more years of supervisory experience had statistically significantly higher self-ratings for teaching confidence and self-efficacy for supporting student learning in counseling than those with fewer years of experience.Audiology supervisors in AuD programs believe counseling is important to teach to students; however, they report variability in use of methods for providing feedback, evaluating student performance, and in their self-efficacy for supporting student learning. Future audiologists would benefit from a more systematic approach within graduate training for teaching counseling skills.

scholarly journals Are we teaching health science students in the United States what they need to know about death and dying coping strategies?

2021 ◽  
Vol 18 ◽  
pp. 29
Author(s):  
Randy D. Case ◽  
Erica Judie ◽  
Tammy Kurszewski ◽  
Wenica Brodie ◽  
Pollyann Bethel
Keyword(s):  
Death And Dying ◽  
The United States ◽  
Education And Training ◽  
Health Science ◽  
Self Report ◽  
Science Students ◽  
Cross Sectional Survey ◽  
Clinical Rotations ◽  
Health Science Students ◽  
And Training

Purpose: This investigation aimed to answer the following questions: Are health science students provided with death and dying education before attending clinical rotations, and if so, do the students receiving this type of education perceive it as effective?Methods: In this descriptive cross-sectional survey, 96 Midwestern State University health science students were surveyed to determine the percentage of students who had received death and dying education before clinical rotations, as well as the students’ perception of educational effectiveness for those who had received end-of-life training. A self-report questionnaire presented nursing, radiologic sciences, and respiratory care students with a series of questions pertaining to the education they had received concerning the death and dying process of patients.Results: Of the 93 students who had already started their clinical rotations, 55 stated they had not received death and dying education before starting clinical courses. Of the 38 who had received death and dying education, only 17 students believed the training was effective.Conclusion: It is imperative that health science educational programs implement death and dying education and training into the curriculum, and that criteria for evaluating effectiveness be an essential part of death and dying education and training in order to ensure effectiveness.

Emotional Intelligence and Attitudes toward People with Disabilities: A Comparison between Two Cultures

2010 ◽  
Vol 41 (1) ◽  
pp. 12-18 ◽  
Author(s):  
Ruth Zuniga ◽  
Jerome M. Fischer
Keyword(s):  
Emotional Intelligence ◽  
Affective Response ◽  
People With Disabilities ◽  
The United States ◽  
Costa Rican ◽  
Self Report ◽  
Attitudes Toward Disabled ◽  
Positive Attitudes ◽  
Response To Literature ◽  
Education Levels

The purpose of the study was to provide a framework for understanding the relationships among culture, emotional intelligence as measured by the Affective Response to Literature Survey (ARLS) and the Schutte Self-Report Inventory (SSRI), and attitude towards people with disabilities as measured by the Attitudes Toward Disabled Person Scale-Form A (ATDP-A). Results indicated significant (p < .01) differences among students' educational levels and their attitudes toward people with disabilities: Students with higher education levels reported higher ATDP-A scores. Costa Rican students scored significantly (p < .01) higher on the SSRI than students in the United States. In addition, significant (p < .01) differences were found between females from both groups and their male counterparts on the ARLS. Implications include the possibility of enhancing clients' emotional intelligence to assist in their coping and to increase individual's positive attitudes toward people with disabilities.

Sales Force Management in the Consumer Product Industry

2011 ◽  
pp. 110-123
Author(s):  
Navin Sharma
Keyword(s):  
Training Programs ◽  
The United States ◽  
Sales Force ◽  
Consumer Products ◽  
Sales Force Management ◽  
The World ◽  
Sales Effectiveness ◽  
Sales Forces ◽  
And Training ◽  
The U.S

One of the largest direct-selling companies in the world, with sales forces in the U.S. and abroad, sells a line of beauty, health, and fitness products through a network of independent sales representatives. Currently in the United States alone, the representative population has grown to several hundred thousand individuals. Representatives purchase products from the company at a discount, and in turn, sell them to their own customers, earning revenue through volume discounts. Customers order their products from catalogs that contain a mix of seasonally appropriate items along with core and new products, and special promotions to choose from. To assist its field sales force, this consumer products organization provides incentives, sales recognition awards, and training programs in beauty consultation and sales effectiveness.

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