scholarly journals How Much Education and Training do Residents Across Specialties Receive in Neuropsychology?

2021 ◽  
Vol 14 ◽  
pp. 197-200
Author(s):  
Seher Chowhan ◽  
Phillip K. Martin ◽  
Matthew Macaluso ◽  
Christina Bowman ◽  
Ryan W. Schroeder
Keyword(s):  
Internal Medicine ◽  
Family Medicine ◽  
The United States ◽  
Education And Training ◽  
Multidisciplinary Teams ◽  
Chi Square ◽  
Strongly Agree ◽  
Post Hoc ◽  
Future Practice ◽  
And Training

Introduction. Neuropsychologists play an important role on multidisciplinary teams with physicians from multiple specialties. The extent of residency training on the use of neuropsychological services is unclear. We surveyed medical residents across multiple specialties throughout the United States to assess resident education, training, and understanding of neuropsychological services, along with their likelihood to consult neuropsychologists in the future. Methods. A survey was sent to residents in accredited psychiatry, neurology, family medicine, and internal medicine programs. After data were collected, chi-square group level analyses with post-hoc pairwise comparisons were used to analyze the data. Results. 434 residents took the survey. The proportion of residents exposed to neuropsychology during residency varied significantly according to specialty χ2 (3, N=419) = 51.4, p < .001, with more psychiatry and neurology residents reporting exposure than residents in family medicine or internal medicine. Similarly, the proportion of psychiatry and neurology residents who ‘agree’ or ‘strongly agree’ that they understand the nature of neuropsychological services differed significantly from family medicine and internal medicine residents χ2 (3, N=415) = 40.4, p < .001. The majority of residents across all specialties (85.7%) reported they are likely to consult/order neuropsychological services in future practice. Conclusions. The majority of residents in all specialties reported exposure to neuropsychological services in some manner, but forms of exposure varied. Results indicate a need for increased education and training in neuropsychological services, especially within family medicine and internal medicine programs. The majority of residents agreed that they would utilize neuropsychology services in future practice.

Understanding Clinician Perspectives and Actions to Address Caregiver Burden in Caregivers of Adults

2021 ◽  
pp. 1-18
Author(s):  
Crystal Chen ◽  
Samantha Shune ◽  
Ashwini Namasivayam-MacDonald
Keyword(s):  
United States ◽  
Caregiver Burden ◽  
Professional Associations ◽  
The United States ◽  
Education And Training ◽  
Free Text ◽  
Physical Strain ◽  
Chi Square ◽  
Free Text Response ◽  
And Training

Purpose: The purpose of this study was to determine how speech-language pathologists (SLPs) perceive and address caregiver burden. Method: A 29-question survey was distributed virtually via relevant Facebook pages and professional associations. Ninety-three responses from English-speaking SLPs working with adults in the United States or Canada were analyzed descriptively. Other analyses included one-way analysis of variance and chi-square tests to assess relationships between years of experiences, primary work setting, and other relevant variables, as well as a thematic analysis of one free-text response detailing how respondents defined caregiver burden. Results: Respondents associated caregiver burden with physical, psychological, financial, and social strain, loss of personal time, and the COVID-19 pandemic. The most described theme (80%) was physical strain. Almost all respondents (92%) believed that caregiver burden is a prominent issue and reported using strategies such as education and training to reduce burden. Most respondents (86%) would consider adopting a standardized tool to identify caregiver burden. Common barriers to addressing caregiver burden were lack of tools, time, and expertise. Additionally, less than half of respondents reported being confident in their ability to appropriately refer caregivers for support (45%). Conclusions: Most SLPs interacted with caregivers and used strategies such as education and training within their areas of expertise to try and address caregiver burden. Further research into the resources SLPs need to address caregiver burden is required. This study provides a preliminary understanding of current SLP perspectives and the strategies currently used to address caregiver burden in the United States and Canada.

scholarly journals Speech-Language Pathologists’ Opinions on Communication Disorders and Violence

2004 ◽  
Vol 35 (1) ◽  
pp. 16-29 ◽  
Author(s):  
Dixie Sanger ◽  
Barbara J. Moore-Brown ◽  
Judy Montgomery ◽  
Susan Hellerich
Keyword(s):  
Behavior Management ◽  
Communication Disorders ◽  
Prevention Programs ◽  
The United States ◽  
Education And Training ◽  
Multidisciplinary Teams ◽  
Speech Language Pathologists ◽  
The Impact ◽  
And Training

Purpose: This study investigated the opinions of speech-language pathologists (SLPs) regarding their role, education, and training in serving students with communication disorders who have been involved in violence. Method: A survey consisting of 26 items was given to 598 SLPs from eight states representing geographic regions of the United States. Results: Participants acknowledged that violence is an increasing concern. They also recognized the valuable role they have in planning prevention programs and serving on multidisciplinary teams. In contrast, SLPs’ opinions suggested that they did not feel well trained to deal with violence, nor did they feel that the role of communication in violence was understood by SLPs or educators. Comparisons between SLPs from different school and nonschool settings on their education and training and their role in serving this population were not significant. Participants with violence education and training responded significantly more favorably than those without such education and training on planning prevention programs; contributing important information to multidisciplinary teams in planning programs; and the impact of intervention on academics, behavior, and social interactions. Statistically significant findings indicated that both groups disagreed on understanding the role of communication in violence and being trained to provide services. However, findings need to be interpreted cautiously because both groups’ means fell within the same categories of agreement/disagreement, and actual differences between groups were small. Quantitative and qualitative findings revealed that education and training are prevalent concerns of SLPs. Their written feedback suggested that SLPs provide critical information as we plan for this population. Clinical Implications: Additional education and training are needed in areas such as the role of the SLP in communication and violence, intervention that addresses behavior management, and multicultural issues.

scholarly journals Internal Medicine Residents’ Perceptions of Pharmacist Involvement in Medical Rounds

2021 ◽  
Vol 12 (2) ◽  
pp. 3
Author(s):  
Stephanie M. Tubb ◽  
Erin B. Loesch
Keyword(s):  
Internal Medicine ◽  
Online Survey ◽  
Pharmacy Practice ◽  
Education And Training ◽  
Clinical Pharmacists ◽  
Positive Effects ◽  
Internal Medicine Residents ◽  
Strongly Agree ◽  
Past Experiences ◽  
And Training

Background: Current physicians note the positive effects of clinical pharmacists on rounds, yet minimal evidence exists regarding medical residents’ view of pharmacists in this setting. Knowing their perceptions of clinical pharmacists on acute care rounds will allow pharmacists to optimize their roles and improve their interprofessional interactions. Objective: To assess internal medicine residents’ perceptions of pharmacists on rounds, evaluate which recommendations they prefer to receive, and examine their past experiences with pharmacists on rounds. Methods: Internal medicine residents were invited to complete an online survey containing 7 items regarding past experiences with pharmacists on rounds (5-point Likert-type scale; 1=Strongly Disagree, 5=Strongly Agree), 3 items about preferred recommendations (ranking questions), and 6 items regarding perceptions of pharmacy practice (5-point Likert-type scale; 1=Strongly Disagree, 5=Strongly Agree). Data were analyzed using frequencies. Results: 27 residents participated (33.75% response rate). A majority strongly agreed that they always want a pharmacist to be a part of their rounding team (Mean ± SD = 4.93 ± 0.26). They prefer receiving recommendations from the pharmacist in-person before, during, or after rounds and appreciate recommendations on topics such as anticoagulants, antimicrobial stewardship, and renal dose adjustments. Residents did not express a strong knowledge of pharmacists’ education and training processes (Mean ± SD = 3.77 ± 1.05), which may have led to their lack of agreement that pharmacists are equipped to be mid-level practitioners (Mean ± SD = 3.00 ± 1.30). Conclusions: Internal medicine residents had positive experiences with rounding pharmacists and desire their involvement on rounds. Pharmacists should make recommendations to residents in-person and educate them on their education and training to allow for further advocacy for pharmacist services.

scholarly journals Training Preferences of School Food Service Staff Vary by Role in the School Nutrition Program

2020 ◽  
Vol 18 (1) ◽  
pp. 50
Author(s):  
Leia Flure ◽  
Melissa Pflugh Prescott ◽  
Whitney Ajie ◽  
Trinity Allison ◽  
Jennifer McCaffrey
Keyword(s):  
Professional Development ◽  
The United States ◽  
School Nutrition ◽  
Training Needs ◽  
Learning Method ◽  
Learning Methods ◽  
Chi Square ◽  
Job Experience ◽  
Training Topic ◽  
And Training

Professional development has been identified as a critical component for school nutrition professionals (SNPs) to successfully implement school meal standards in the United States. However, training needs may vary based on different factors. This study examined (1) the topics of highest priority for SNPs; (2) preferred learning methods; (3) where and when trainings should be conducted; and (4) whether responses differ according to important factors including position type, school locale (urban vs. rural), or job experience. Participants completed surveys that included questions on demographics and preferences for learning methods and training topics (n = 492). Descriptive statistics characterized survey responses. Chi square tests assessed differences in learning method and training topic preferences by participant role, locale, and job experience; Cramer’s V assessed the strength of association for each chi square result. Qualitative responses to open-ended questions were analyzed using an inductive thematic analysis method. Nearly all training topic preferences were significantly different (p < 0.001 using Bonferroni method) when stratified by role. Significant differences were also observed for school locale and years of experience, but to a lesser degree. There was less variation in learning method preferences across staff role. Qualitative results (n = 93) identified three key themes related to training needs: role-specific trainings, innovative learning methods, and geographic access. The combination of quantitative and qualitative analysis indicate that professional development for SNPs should mostly be conducted in-person, be easily accessible, and include hands-on activities. Further, training should be tailored by job role and address situational barriers unique to the geographic area.

scholarly journals Domestic and International Perspectives on Financing Adult Education and Training

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 389-390
Author(s):  
Abigail Helsinger ◽  
Oksana Dikhtyar ◽  
Phyllis Cummins ◽  
Nytasia Hicks
Keyword(s):  
Older Adults ◽  
Adult Education ◽  
Adult Learners ◽  
Low Income ◽  
The United States ◽  
Education And Training ◽  
Technological Advancement ◽  
Middle Aged ◽  
Structured Interviews ◽  
And Training

Abstract Adult education and training (AET) over the life-course is necessary to participate in economic, social, and political activities in the time of globalization and technological advancement. However, little research has been done to identify mechanisms to fund AET opportunities among middle-aged and older adults from a comparative international perspective. Our study aimed to identify strategies to finance AET opportunities for middle-aged and older adults through an international lens, to help identify barriers and facilitators in effort to best support adult learners regardless of education background or socioeconomic characteristics. We carried out a descriptive qualitative study to facilitate an in-depth understanding of funding mechanisms available to adult learners in the selected countries, from the perspective of adult education and policy experts. Data were collected using semi-structured interviews with 61 international adult education experts from government agencies, non-governmental organizations, and education institutions. Our informants represented 10 countries including Australia, Canada, Germany, Italy, the Netherlands, Norway, Singapore, Sweden, the United Kingdom, and the United States. Data included at least one in-depth phone or web-based qualitative interview per informant in addition to information gathered from written materials (e.g., peer-reviewed publications and organizational reports). We identified three financing options that arose as themes: government-sponsored funding; employer-sponsored funding; and self-funding. We found that government-sponsored funding is especially important for low-skilled, low-income older adults for whom employer-sponsored or self-funding is not available. Our results have implications for lifelong AET policy changes, such as adaptations of successful AET funding programs across global communities.

scholarly journals From the Court to the Classroom: Judges’ Work in International Judicial Education

2018 ◽  
Author(s):  
Toby S. Goldbach
Keyword(s):  
Rule Of Law ◽  
Skills Training ◽  
The United States ◽  
Education And Training ◽  
The Rule Of Law ◽  
Legal Norms ◽  
Judicial Education ◽  
And Training ◽  
Scholarly Attention ◽  
The Way

49 Cornell International Law Journal 618 (2016).This Article explores international judicial education and training, which are commonly associated with rule of law initiatives and development projects. Judicial education programs address everything from leadership competencies and substantive review of human rights legislation to client service and communication, skills training on docket management software, and alternative dispute resolution. Over the last twenty years, judicial education in support of the rule of law has become big business both in the United States and internationally. The World Bank alone spends approximately U.S. $24 million per year for funded projects primarily attending to improving court performance. And yet, the specifics of judicial education remains unknown in terms of its place in the industry of rule of law initiatives, the number of judges who act as educators, and the mechanisms that secure their participation. This Article focuses on the judges’ experiences; in particular, the judges of the Supreme Court of Israel who were instrumental in establishing the International Organization of Judicial Training.Lawyers, development practitioners, justice experts, and government officials participate in training judges. Less well known is the extent to which judges themselves interact internationally as learners, educators, and directors of training institutes. While much scholarly attention has been paid to finding a global juristocracy in constitutional law, scholars have overlooked the role that judges play in the transnational movement of ideas about court structure, legal procedure, case management, and court administration. Similarly, scholarship examines the way legal norms circulate, the source of institutional change, and the way “transnational legal processes” increase the role of courts within national legal systems. There is little scholarly attention, however, to judges as actors in these transnational processes. This Article situates judicial education and training within the context of judicial functions as an example of judicial involvement in non-caserelated law reform. This Article challenges the instrumental connection between judicial education and the rule of law, arguing that international judicial education became a solution at the same time that the problem— a rule of law deficit— was being identified. This Article also explores whether international judicial education can stand as an instantiation of a global judicial dialogue. Judges have immersed themselves in foreign relations. They are, however, less strategic in pushing their ideological agenda than literature about judges and politics would suggest. This Article argues that judges experience politics as a series of partial connections, which resemble most legal actors’ engagement with the personal and the political.

A Survey of Child Psychiatry Teaching in Canada

1988 ◽  
Vol 33 (6) ◽  
pp. 539-545 ◽  
Author(s):  
R.J. Macleod
Keyword(s):  
Family Medicine ◽  
Child Psychiatry ◽  
Training Programs ◽  
Education And Training ◽  
Psychiatry Training ◽  
General Psychiatry ◽  
Special Groups ◽  
Teaching Programs ◽  
And Training ◽  
Family Medicine Residents

This article describes the findings of a survey of Child Psychiatry Training Programs conducted by the Education and Training Committee of the Canadian Academy of Child Psychiatry. The objectives of the Committee are identified to include teaching programs for career trainees, residents in general psychiatry, and special groups such as pediatric and family medicine residents. Information obtained on available programs for each group is outlined.

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.

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.

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