scholarly journals Motivations and Training Needs of General Practitioner Preceptors

2017 ◽  
Vol 130 (14) ◽  
pp. 1689-1693
Author(s):  
Wen Ren ◽  
Nulanbieke Hasenbieke ◽  
Ying Liu ◽  
Yan Qiu ◽  
Zhao-Nong Zhou ◽  
...  
Keyword(s):  
General Practitioner ◽  
Training Needs ◽  
And Training

Survey of psychologists’ telebehavioral health practices: Technology use, ethical issues, and training needs.

2018 ◽  
Vol 49 (3) ◽  
pp. 205-219 ◽  
Author(s):  
Robert L. Glueckauf ◽  
Marlene M. Maheu ◽  
Kenneth P. Drude ◽  
Brittny A. Wells ◽  
Yuxia Wang ◽  
...  
Keyword(s):  
Technology Use ◽  
Ethical Issues ◽  
Training Needs ◽  
Health Practices ◽  
Telebehavioral Health ◽  
And Training

Treating Veterans and Military Families: Evidence Based Practices and Training Needs Among Community Clinicians

2016 ◽  
Vol 53 (2) ◽  
pp. 215-223 ◽  
Author(s):  
Lauren K. Richards ◽  
Eric Bui ◽  
Meredith Charney ◽  
Katherine Clair Hayes ◽  
Allison L. Baier ◽  
...  
Keyword(s):  
Military Families ◽  
Training Needs ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
And Training

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 Survey on Physicians’ Knowledge and Training Needs in Genetic Counseling in Germany

Breast Care ◽  
2020 ◽  
pp. 1-7
Author(s):  
Julia Dick ◽  
Viktoria Aue ◽  
Simone Wesselmann ◽  
Anne Brédart ◽  
Sylvie Dolbeault ◽  
...  
Keyword(s):  
Breast Cancer ◽  
Genetic Counseling ◽  
High Throughput Sequencing ◽  
Training Needs ◽  
Breast Cancer Patients ◽  
Cross Sectional Survey ◽  
Counseling And Testing ◽  
Genetic Test Results ◽  
Disease Risks ◽  
And Training

<b><i>Background:</i></b> In recent years, germline testing of women with a risk of developing breast and ovarian cancer has increased rapidly. This is due to lower costs for new high-throughput sequencing technologies and the manifold preventive and therapeutic options for germline mutation carriers. The growing demand for genetic counseling meets a shortfall of counselors and illustrates the need to involve the treating clinicians in the genetic testing process. This survey was undertaken to assess their state of knowledge and training needs in the field of genetic counseling and testing. <b><i>Methods:</i></b> A cross-sectional survey within the European Bridges Study (Breast Cancer Risk after Diagnostic Gene Sequencing) was conducted among physician members (<i>n</i> = 111) of the German Cancer Society who were primarily gynecologists. It was designed to examine their experience in genetic counseling and testing. <b><i>Results:</i></b> Overall, the study revealed a need for training in risk communication and clinical recommendations for persons at risk. One-third of respondents communicated only relative disease risks (31.5%) instead of absolute disease risks in manageable time spans. Moreover, almost one-third of the respondents (31.2%) communicated bilateral and contralateral risk-reducing mastectomy as an option for healthy women and unilateral-diseased breast cancer patients without mutations in high-risk genes (e.g. <i>BRCA1</i> or <i>BRCA2)</i>. Most respondents expressed training needs in the field of risk assessment models, the clinical interpretation of genetic test results, and the decision-making process. <b><i>Conclusion:</i></b> The survey demonstrates a gap of genetic and risk literacy in a relevant proportion of physicians and the need for appropriate training concepts.

scholarly journals Balancing European SME Managers’ Training Contents: Perceived Importance & Training Needs

2014 ◽  
Vol 5 (2) ◽  
pp. 4-22
Author(s):  
Leonel Morgado ◽  
João Varajão ◽  
Caroline Dominguez ◽  
Irene Oliveira ◽  
Fernanda Sousa
Keyword(s):  
Training Programs ◽  
Training Needs ◽  
Multivariate Techniques ◽  
Business Training ◽  
Homogeneous Groups ◽  
Course Content ◽  
Perceived Importance ◽  
Training Courses ◽  
Training Institutions ◽  
And Training

AbstractBackground: Given the limited available time of in-service professionals, the balance between the perceived importance of the course content and training needs is essential for the acceptance and attractiveness of training courses aimed at them. Objectives: The goal of the paper is to contribute to the development of entrepreneurship and business training programs for European SME managers. Methods/Approach: In six European countries a survey focusing on SME managers’ views on the importance of individual items from a list of potential course content items, and their training needs was carried out, and followed by an analysis using exploratory and multivariate techniques. It was aimed at identifying homogeneous groups of managers with common training needs and perceptions of content importance. Results: Homogeneous groups of managers who assign the same importance to certain competences and who have common training needs are identified. Conclusions: Results of our research could help training institutions to develop courses aimed at SME managers. The balancing approach proved to be an interesting method of combining conflicting requirements for the training course curriculum development.

Mainstreaming: An Examination of the Attitudes and Needs of Regular Classroom Teachers

1979 ◽  
Vol 2 (3) ◽  
pp. 58-62 ◽  
Author(s):  
Floyd Hudson ◽  
Steve Graham ◽  
Michael Warner
Keyword(s):  
Support Services ◽  
Training Needs ◽  
Regular Classroom ◽  
Classroom Teachers ◽  
Exceptional Children ◽  
Regular Class ◽  
Secondary Purpose ◽  
Educational Degree ◽  
Teachers Attitudes ◽  
And Training

A questionnaire was administered to elementary-school regular class teachers to determine their attitudes and needs in regard to mainstreaming the exceptional child. The questionnaire was designed to elicit teachers' attitudes and their perceptions of time, materials, skills, support services, and training needs in relation to teaching mainstreamed exceptional children in their classroom. The secondary purpose of the study was to determine whether locale, educational degree, or teaching level affect those perceptions. Results indicated that teachers evidenced unfavorable attitudes towards mainstreaming. They believed that they did not have the time, support services, or training necessary to teach exceptional children in their classroom effectively. It was speculated that with additional training, teachers would have the necessary skills to competently participate in a mainstreaming program. Locale, educational degree, and teaching level did not differentially affect teachers' attitudes and needs.

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