“Forgetting the Pain”: Successful Applicants’ Experiences of Attaining a Dietetic Internship Position in Ontario

2014 ◽  
Vol 2 (1) ◽  
pp. 7
Author(s):  
Olivia Siswanto ◽  
Jennifer Brady ◽  
Patricia Alvarenga ◽  
Ahuva Magder ◽  
Jordana Riesel ◽  
...  
Keyword(s):  
Lived Experience ◽  
Research Team ◽  
Online Survey ◽  
Current Model ◽  
Education And Training ◽  
Home Economics ◽  
Structured Interviews ◽  
Survey Item ◽  
Dietetic Internship ◽  
And Training

This study seeks to explore the lived experience of students who applied to an Ontario-based dietetic internship program and were successful upon their first application attempt. A 32-item online survey was distributed via email to all students who graduated from Brescia University College, Guelph University, and Ryerson University between 2006 and 2011 and to members of the Dietitians of Canada Student Network, Toronto Home Economics Association, and Ontario Home Economists in Business. The final survey item invited respondents to participate in one-on-one interview. The semi-structured interviews focused on participants’ experience of applying to and receiving an internship position. Interviews were conducted either in person or by telephone and were audio recorded, transcribed verbatim, and thematically analyzed by the research team. Of the 82 participants who completed the online survey, 17 respondents participated in a one-on-one interview. Even students who were successful at attaining an internship are negatively impacted by having to compete with peers for an internship spot in Ontario. This research serves as a comparison to previous work examining the experiences of not attaining an internship. Both studies point directly to the changes urgently required to enhance the current model of education and training in Ontario.

scholarly journals A qualitative study exploring contributors to the success of a community of practice in rehabilitation

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Jennifer L. Moore ◽  
Cato Bjørkli ◽  
Richard Tidemann Havdahl ◽  
Linn Lien Lømo ◽  
Mari Midthaug ◽  
...  
Keyword(s):  
Project Management ◽  
Organizational Support ◽  
Online Survey ◽  
Critical Appraisal ◽  
Physical Therapists ◽  
Education And Training ◽  
Structured Interviews ◽  
Face To Face ◽  
Critical Appraisal Skills ◽  
And Training

Abstract Background Communities of Practice (CoPs) focus on learning, knowledge sharing, and creation, and research indicates they can improve healthcare performance. This article describes the development of a CoP that focused on synthesizing and adapting evidence in Physical Medicine and Rehabilitation (PM&R). This study aimed to investigate the CoP members’ experiences and perceived barriers and enablers of CoP success in the early phase of a CoP. Methods Physical therapists and a physician (n = 10) volunteered for a CoP that synthesized literature of PM&R evidence. CoP members participated in education and training on critical appraisal and knowledge synthesis, practiced critical appraisal skills, and summarized literature. Three months after CoP initiation, semi-structured interviews were conducted to understand the CoP members’ experiences and reflections. Members also completed an online survey that included the Evidence-Based Practice Confidence scale (EPIC), questions related to CoP activities, and demographics before CoP initiation. We utilized the Capability, Opportunity, and Motivation Model of Behaviour (COM-B) to explore how these experiences related to the behavioral adaptation and participation. Results Ten themes related to the potential contributors to CoP success and failure were identified. These included project management, technological solutions, efficacy, organizational support, interaction, the bigger picture, self-development, time, and motivation. Conclusions Contributors to CoP success may include clearly articulated project goals and participant expectations, education and training, reliable technology solutions, organizational support, face-to-face communication, and good project management. Importantly, CoP members need time to participate in activities.

From Leaders, For Leaders: Advice From the Lived Experience of Leaders in Community Health Sector Disaster Recovery After Hurricanes Irene and Sandy

2016 ◽  
Vol 10 (4) ◽  
pp. 623-630 ◽  
Author(s):  
Hillary A. Craddock ◽  
Lauren Walsh ◽  
Kandra Strauss-Riggs ◽  
Kenneth Schor
Keyword(s):  
Lived Experience ◽  
Disaster Recovery ◽  
Large Scale ◽  
Local Level ◽  
Health Sector ◽  
Recovery Process ◽  
Education And Training ◽  
Hurricane Sandy ◽  
Structured Interviews ◽  
And Training

AbstractObjectiveHurricanes Sandy and Irene damaged and destroyed homes, businesses, and infrastructure, and recovery after these storms took years. The goal of this article was to learn from the lived experience of local-level decision-makers actively involved in the long-term disaster recovery process after Hurricanes Irene and Sandy. Respondents provided professional recommendations, based on their experience, to assist other organizations in preparing for, responding to, and recovering from disasters.MethodsSemi-structured interviews were conducted with professionals actively involved in recovery from Hurricane Irene or Hurricane Sandy in 5 different communities. Transcripts were qualitatively analyzed.ResultsRespondents’ advice fell into 5 main categories: planning and evaluation, education and training, fundraising and donations management, building relationships, and disaster behavioral health.ConclusionsThe lived experience of those in disaster recovery can provide guidance for planning, education, and training both within and outside their communities in order to better respond to and recover from future disasters. These data help to facilitate a community of practice by compiling and sharing the lived experience of leaders who experienced large-scale disasters, and the outcomes of this analysis help to show what areas of planning require special attention in the phases of preparedness, response, and recovery. (Disaster Med Public Health Preparedness. 2016;10:623–630)

Voices of Distress: The Emotional Peril of Not Attaining a Dietetic Internship in Ontario

2013 ◽  
Vol 1 (3) ◽  
pp. 9
Author(s):  
Jennifer Lee Brady ◽  
Annie Hoang ◽  
Olivia Siswanto ◽  
Jordana Riesel ◽  
Jacqui Gingras
Keyword(s):  
Empirical Research ◽  
Current Model ◽  
Well Being ◽  
Structured Interview ◽  
Application Process ◽  
Dietetic Education ◽  
Dietetic Internship ◽  
The Impact ◽  
And Training ◽  
Future Growth

Obtaining dietetic licensure in Ontario requires completion of a Dietitians of Canada (DC) accredited four-year undergraduate degree in nutrition and an accredited post-graduate internship or combined Master’s degree program. Given the scarcity of internship positions in Ontario, each year approximately two-thirds of the eligible applicants who apply do not receive a position XX, XX, XX, XX, XX, XX, in press). Anecdotally, not securing an internship position is known to be a particularly disconcerting experience that has significant consequences for individuals’ personal, financial, and professional well-being. However, no known empirical research has yet explored students’ experiences of being unsuccessful in applying for internship positions. Fifteen individuals who applied between 2005 and 2009 to an Ontario-based dietetic internship program, but were unsuccessful at least once, participated in a one-on-one semi-structured interview. Findings reveal that participants’ experiences unfold successively in four phases that are characterized by increasingly heightened emotional peril: naïveté, competition, devastation, and frustration. The authors conclude that the current model of dietetic education and training in Ontario causes lasting distress to students and hinders the future growth and vitality of the dietetic profession. Further research is required to understand the impact of the current model on dietetic educators, internship coordinators, and preceptors as coincident participants in the internship application process.

scholarly journals Impact of dementia education and training on health and social care staff knowledge, attitudes and confidence: a cross-sectional study

BMJ Open ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. e039939
Author(s):  
Sahdia Parveen ◽  
Sarah Jane Smith ◽  
Cara Sass ◽  
Jan R Oyebode ◽  
Andrea Capstick ◽  
...  
Keyword(s):  
Online Survey ◽  
Social Care ◽  
Education And Training ◽  
Care Staff ◽  
Cross Sectional ◽  
Health And Social Care ◽  
Training Content ◽  
The Impact ◽  
And Training ◽  
Dementia Education

ObjectivesThe aim of this study was to establish the impact of dementia education and training on the knowledge, attitudes and confidence of health and social care staff. The study also aimed to identify the most effective features (content and pedagogical) of dementia education and training.DesignCross-sectional survey study. Data collection occurred in 2017.SettingsHealth and social care staff in the UK including acute care, mental health community care trusts, primary care and care homes.ParticipantsAll health and social care staff who had completed dementia education and training meeting the minimal standards as set by Health Education England, within the past 5 years were invited to participate in an online survey. A total of 668 health and social care staff provided informed consent and completed an online survey, and responses from 553 participants were included in this study. The majority of the respondents were of white British ethnicity (94.4%) and identified as women (88.4%).OutcomesKnowledge, attitude and confidence of health and social care staff.ResultsHierarchical multiple regression analysis was conducted. Staff characteristics, education and training content variables and pedagogical factors were found to account for 29% of variance in staff confidence (F=4.13, p<0.001), 22% of variance in attitude (knowledge) (F=3.80, p<001), 18% of the variance in staff knowledge (F=2.77, p<0.01) and 14% of variance in staff comfort (attitude) (F=2.11, p<0.01).ConclusionThe results suggest that dementia education and training has limited impact on health and social care staff learning outcomes. While training content variables were important when attempting to improve staff knowledge, more consideration should be given to pedagogical factors when training is aiming to improve staff attitude and confidence.

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 The general technological competency model for vocational teachers in Kazakhstan

2021 ◽  
Vol 13 (4) ◽  
pp. 574-588
Author(s):  
Zaure Shagataeva ◽  
Yernazar Kaspaevich Sarbassov ◽  
Erkegul Seminar ◽  
Marianna Amangeldyevna Sydykbekova ◽  
Ardak Tolegenovna Kydyrbaeva
Keyword(s):  
Vocational Education ◽  
Online Survey ◽  
Numerical Data ◽  
Education And Training ◽  
Training System ◽  
Educational Process ◽  
Vocational Education And Training ◽  
Vocational Teachers ◽  
Technological Competency ◽  
And Training

Like in many Global South countries, the vocational education and training system in Kazakhstan has some weaknesses, including low-competent educators poorly applying digital technologies in their instructional repertoire, which highlights the need for motivating teachers towards incorporating technologies representing students' everyday life in the educational process. Meanwhile, there are no practically applicable competency frameworks for Kazakhstani vocational teachers to date. This paper aimed to gather students’ opinions on which skills are more or less important for vocational educators to outline a technological competency framework for Kazakhstani vocational teachers based on Digital Competency Profiler, with content validity tested by five experts. A set of nineteen items measured on a five-point Likert scale, organized into technical, communicational, informational, and epistemological domains, was uploaded to an online survey platform and distributed among Master degree students enrolled in vocational programs in Kazakhstan. Based on survey data, the construct validity of the model was assessed by confirmatory factor analysis, which yielded high entire reliability and internal consistency. The learners assigned importance to all the four domains. However, they estimated vocational teacher’s ability to utilize productivity tracking tools as almost futile, which allegedly indicates the surveyees’ insufficient awareness about those applications and their purposes. Generally, the participants tend to prioritize vocational educators’ capacities to process mathematical computations, visualize numerical data, and operate with electronic text files and projectors, as well as their readiness for effective communication through messengers and electronic mail. The framework that emerged from this research can be used as a blueprint for synchronizing and improving educational programs in Kazakhstan.   Keywords: education; survey; technology; ICT; vocational education and training.

Medical students’ perceptions and expectations regarding digital health education and training: A qualitative study

2020 ◽  
pp. 1357633X2093243
Author(s):  
Sisira Edirippulige ◽  
Sophie Gong ◽  
Malshi Hathurusinghe ◽  
Sarah Jhetam ◽  
Jasmine Kirk ◽  
...  
Keyword(s):  
Health Care ◽  
Medical Students ◽  
Health Education ◽  
Focus Groups ◽  
Online Survey ◽  
Care Delivery ◽  
Digital Health ◽  
Education And Training ◽  
Perceptions And Expectations ◽  
And Training

Introduction Digital health – the convergence of digital technologies within health and health care to enhance the efficiency of health-care delivery – is fast becoming an integral part of routine medical practice. The integration of digital health into traditional practice brings significant changes. Logic dictates that for medical practitioners to operate in this new digitally enabled environment, they require specific knowledge, skills and competencies relating to digital health. However, very few medical programmes in Australia and globally include digital health within their regular curriculum. This pilot study aimed to explore medical students’ perceptions and expectations of digital health education and training (ET). Methods An online survey and focus groups were used to collect information about medical students’ perceptions and expectations relating to digital health and ET relating to this field within the medical programme at the University of Queensland. Sixty-three students took part in the survey, and 17 students were involved in four focus groups. Results Most participants had no formal ET in digital health. Most participants ( n = 43; 68%) expressed a willingness to learn about digital health as part of their medical programme. Discussion Primarily, knowledge- and practice-related factors have motivated students to learn about digital health. The analysis of focus group data identified two superordinate themes: (a) drivers of digital health ET and (b) expectations relating to digital health ET. Students agreed that digital health is a relevant field for their future practice that should be taught as part of their regular curriculum.

scholarly journals Transforming Middle Leadership in Education and Training Board Post-Primary Schools in Ireland.

2021 ◽  
Vol 7 (1) ◽  
pp. 20-32
Author(s):  
Siobhán Kavanagh ◽  
PJ Sexton ◽  
Sabrina Fitzsimons
Keyword(s):  
Primary Schools ◽  
Quantitative Research ◽  
Education And Training ◽  
Structured Interviews ◽  
Online Surveys ◽  
Combined Training ◽  
Learning And Teaching ◽  
The Republic ◽  
Middle Leaders ◽  
And Training

Abstract Distributed Leadership (DL) is a feature of education in many jurisdictions. Similarly, in Ireland the principles of DL have been adopted as part of a quality framework to underpin a system that provides high quality student care, learning and teaching. This model necessitates an alignment of senior leaders (SLs) and middle leaders (MLs) whose actions are informed by the needs and priorities of their particular school. The traditional notion of the ML position as a management position is changing. The evolution requires a reconceptualisation, a transformation of the role and how we support and develop it to ensure that MLs are an integral part of the leadership structure of the school. This pragmatic research explored the PD needs of MLs in Irish, Education and Training Board (ETB) post-primary schools. It involved a mixed-methods, exploratory sequential study. Stage one involved a set of five semi structured interviews with AP I post holders. These were used as an instrument to develop the online surveys. Stage two involved quantitative research. Online surveys were distributed to all ETB schools in the republic of Ireland. In stage three a summary of the findings of the survey were shared with ten AP Is who were subsequently interviewed to gain further insights. The study illustrated that the development of MLs requires the support of SLs, skills development, a supportive school culture and combined training for senior and middle leaders which should be facilitated by an independent person.

scholarly journals The State of Education and Training for Antimicrobial Stewardship Programs in Indian Hospitals―A Qualitative and Quantitative Assessment

Antibiotics ◽  
2019 ◽  
Vol 8 (1) ◽  
pp. 11 ◽  
Author(s):  
Sanjeev Singh ◽  
Esmita Charani ◽  
Chand Wattal ◽  
Anita Arora ◽  
Abi Jenkins ◽  
...  
Keyword(s):  
Antimicrobial Stewardship ◽  
Online Survey ◽  
Healthcare Professionals ◽  
Qualitative Interviews ◽  
Education And Training ◽  
Healthcare Organizations ◽  
Telephone Interviews ◽  
And Training

Background: To understand the role of infrastructure, manpower, and education and training (E&T) in relation to Antimicrobial Stewardship (AMS) in Indian healthcare organizations. Methods: Mixed method approach using quantitative survey and qualitative interviews was applied. Through key informants, healthcare professionals from 69 hospitals (public & private) were invited to participate in online survey and follow up qualitative interviews. Thematic analysis was applied to identify the key emerging themes from the interviews. The survey data were analyzed using descriptive statistics. Results: 60 healthcare professionals from 51 hospitals responded to the survey. Eight doctors participated in semi-structured telephone interviews. 69% (27/39) of the respondents received E&T on AMS during undergraduate or postgraduate training. 88% (15/17) had not received any E&T at induction or during employment. In the qualitative interviews three key areas of concern were identified: (1) need for government level endorsement of AMS activities; (2) lack of AMS programs in hospitals; and, (3) lack of postgraduate E&T in AMS for staff. Conclusion: No structured provision of E&T for AMS currently exists in India. Stakeholder engagement is essential to the sustainable design and implementation of bespoke E&T for hospital AMS in India.

scholarly journals A study of patternmaking and the contributing factors making it a scarce and critical skill

2018 ◽  
Author(s):  
◽  
Karin Williamson
Keyword(s):  
Subject Matter ◽  
Online Survey ◽  
Education And Training ◽  
Clothing Industry ◽  
Primary Data ◽  
Extensive Literature ◽  
Subject Matter Experts ◽  
Literature Study ◽  
Potential Threat ◽  
And Training

Patternmaking skills have been identified as being scarce and critical by the Fibre-Processing and Manufacturing Sector Education and Training Authority (FP&MSETA 2015) and this presents a potential threat to the South African clothing industry. Exploratory discussion with clothing industry stakeholders and subject matter experts indicated that the need for patternmaking knowledge and skills is increasing, while the availability of these skills is decreasing. The purpose of this research was to identify education and training areas of development with respect to patternmaking. The research was informed by an extensive literature study covering three critical areas, namely, the identification of the diverse patternmaking skills required, the expectations of the clothing industry in relation to these skills, and how the education and training of patternmakers’ skills can be improved. Primary data was collected from a focus group comprised of subject matter experts in the patternmaking field and then from an online survey questionnaire to clothing industry stakeholders. Finally, an analysis of current teaching approaches and learning practices was undertaken. This was to establish what changes needed to be implemented to address the new requirements for patternmaking skills in the changing manufacturing landscape.

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