Foodservice Sanitation Training and Reciprocity in the 80s

1980 ◽  
Vol 43 (10) ◽  
pp. 805-807
Author(s):  
K. J. BAKER
Keyword(s):  
United States ◽  
Training Programs ◽  
The United States ◽  
Regulatory Agencies ◽  
Certification Programs ◽  
Additional Step ◽  
Vital Component ◽  
Manager Training

This is a review of FDA activities during the 1970s in development and implementation of foodservice manager sanitation training/certification programs. A number of these programs have resulted in reciprocal recognition by regulatory agencies in the United States. Suggested steps to be taken in the 80s to continue this trend are discussed. FDA encourages establishment of uniform manager training programs which meet the national criteria and result in reciprocal agreements. A vital component of any effective foodservice program is sanitation training. If it is provided, an additional step has been taken to protect the food the consumer receives.

Validation of Institutional Support Survey for Anesthesiology Training Programs in the United States

2006 ◽  
Vol 102 (2) ◽  
pp. 644 ◽  
Author(s):  
Kevin K. Tremper ◽  
Amy Shanks ◽  
Michelle Morris ◽  
Dave A. Burnett
Keyword(s):  
United States ◽  
Training Programs ◽  
Institutional Support ◽  
The United States

scholarly journals Development and validation of the Readiness to Train Assessment Tool (RTAT)

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Ianita Zlateva ◽  
Amanda Schiessl ◽  
Nashwa Khalid ◽  
Kerry Bamrick ◽  
Margaret Flinter
Keyword(s):  
United States ◽  
Factor Analysis ◽  
Conceptual Framework ◽  
Health Center ◽  
Assessment Tool ◽  
Training Programs ◽  
Health Professions ◽  
Internal Consistency Reliability ◽  
The United States ◽  
Health Centers

Abstract Background In recent years, health centers in the United States have embraced the opportunity to train the next generation of health professionals. The uniqueness of the health centers as teaching settings emphasizes the need to determine if health professions training programs align with health center priorities and the nature of any adjustments that would be needed to successfully implement a training program. We sought to address this need by developing and validating a new survey that measures organizational readiness constructs important for the implementation of health professions training programs at health centers where the primary role of the organizations and individuals is healthcare delivery. Methods The study incorporated several methodological steps for developing and validating a measure for assessing health center readiness to engage with health professions programs. A conceptual framework was developed based on literature review and later validated by 20 experts in two focus groups. A survey-item pool was generated and mapped to the conceptual framework and further refined and validated by 13 experts in three modified Delphi rounds. The survey items were pilot-tested with 212 health center employees. The final survey structure was derived through exploratory factor analysis. The internal consistency reliability of the scale and subscales was evaluated using Chronbach’s alpha. Results The exploratory factor analysis revealed a 41-item, 7-subscale solution for the survey structure, with 72% of total variance explained. Cronbach’s alphas (.79–.97) indicated high internal consistency reliability. The survey measures: readiness to engage, evidence strength and quality of the health professions training program, relative advantage of the program, financial resources, additional resources, implementation team, and implementation plan. Conclusions The final survey, the Readiness to Train Assessment Tool (RTAT), is theoretically-based, valid and reliable. It provides an opportunity to evaluate health centers’ readiness to implement health professions programs. When followed with appropriate change strategies, the readiness evaluations could make the implementation of health professions training programs, and their spread across the United States, more efficient and cost-effective. While developed specifically for health centers, the survey may be useful to other healthcare organizations willing to assess their readiness to implement education and training programs.

scholarly journals Transradial Versus Transfemoral Access for Cardiac Catheterization: A Nationwide Pilot Study of Training Preferences and Expertise in USA.

2020 ◽  
Author(s):  
Khalid Hamid Changal ◽  
Mubbasher Ameer Syed ◽  
Ealla Atari ◽  
Salik Nazir ◽  
Sameer Saleem ◽  
...  
Keyword(s):  
United States ◽  
Training Programs ◽  
Interventional Cardiology ◽  
The United States ◽  
Femoral Access ◽  
Exact Test ◽  
Cardiovascular Training ◽  
Teaching Faculty ◽  
Level Of Training ◽  
Training Preferences

Abstract Background: The objective was to assess current training preferences, expertise, and comfort with transfemoral access (TFA) and transradial access (TRA) amongst cardiovascular training fellows and teaching faculty in United States. As TRA continues to dominate the field of interventional cardiology, there is a concern that trainees may become less proficient with the femoral approach. Methods: A detailed questionnaire was sent out to academic General Cardiovascular and Interventional Cardiology training programs in the United states. Responses were sought from fellows-in-training and faculty regarding preferences and practice of TFA and TRA. Answers were analyzed for significant differences between trainees and trainers using the Pearson χ2 or Fisher’s exact test, or the Student t test or the Mann–Whitney U test. Results: A total of 125 respondents (75 fellows-in-traing and 50 faculty) completed and returned the survey. The average grade of comfort for TFA, on a scale of 0 to 10 (10 being most comfortable), was reported to be 6 by fellows-in-training and 10 by teaching faculty (p < 0.001). TRA was the first preference in 95% of the fellows-in-training compared to 69% of teaching faculty (p 0.001). While 62% of fellows believed that they would receive the same level of training as their trainers by the time they graduate, only 35% of their trainers believed so (p 0.004).Conclusion: The shift from TFA to radial first has resulted in significant concern among cardiovascular fellows-in training and the faculty regarding training in TFA. Cardiovascular training programs must be cognizant of this issue and should devise methods to assure optimal training of fellows in gaining TFA and managing femoral access-related complications.

scholarly journals Nebulizer – In vitro Bioequivalence testing requirements: A review

1970 ◽  
Vol 8 (1) ◽  
pp. 78-81
Author(s):  
Shubham Prajapati ◽  
Sanjay Saha ◽  
B Shambulingappa ◽  
Dilip Kumar Ch. ◽  
Bikash Sahoo
Keyword(s):  
United States ◽  
Size Distribution ◽  
United States Of America ◽  
Droplet Size Distribution ◽  
The United States ◽  
Drug Substance ◽  
Regulatory Agencies ◽  
Metered Dose ◽  
Radiological Health

Generic Nebulized aerosol is often perceived as inferior to their branded counterparts; however, they are safe and effective if they can meet the regulatory requirements. International regulatory agencies have developed recommendations and guidance for bioequivalence approaches of orally inhaled drug products (OIDPs) for local action. The objective of this article is to discuss the approaches can be used for to show bioequivalence requirement for Food and Drug Administration (FDA) in the United States of America (USA) with reference product. This review endorsed that inhalation solutions and suspensions undertaken to determine the drug substance delivery rate, total drug substance delivered and Aerodynamic assessment of nebulized aerosols [aerodynamic particle size distribution (APSD)/droplet size distribution (DSD)].These are the most important parameters in characterization, evaluation and bioequivalence studies of nebulizers. These devices operate continuously; once loaded and require little or no co-ordination on the part of user they proved that these devices suitable for weak, pediatric or geriatric patients. The regulatory agencies declared that; there is no specific requirements testing in case of nebulizers like Metered dose inhalers (MDI) and Dry powder inhalers (DPIs). In United States of America (USA) regulation falls under the auspices of centre for devices and radiological health (CDRH), and new devices require 510(k) premarket notification. This review outlines all the bioequivalence test parameter.  

Flexible Residency Programs for Women

PEDIATRICS ◽  
1985 ◽  
Vol 75 (5) ◽  
pp. 991-992
Author(s):  
NAOMI UCHIYAMA
Keyword(s):  
United States ◽  
American Academy ◽  
Training Program ◽  
Residency Training ◽  
Training Programs ◽  
The United States ◽  
Residency Programs ◽  
Pediatric Residency ◽  
American Academy Of Pediatrics

To the Editor.— I am a member of the Committee on Women in Pediatrics of the American Academy of Pediatrics. The Committee recently studied the availability of flexible training and retraining programs in pediatric residency programs in the United States. We sent a questionnaire to the directors of the 292 pediatric training programs listed in the Directory of Residency Training Programs. At present, 200 of the 292 (68.5%) have a flexible training program. However, only two of these programs have this as a written policy; one such program was developed in 1973 and, in practice, this program was individually designed.

Emotional Intelligence

2019 ◽  
pp. 193-204
Author(s):  
Stacy M. Lauderdale-Littin ◽  
Carol McArthur-Amedeo
Keyword(s):  
United States ◽  
Emotional Intelligence ◽  
Training Programs ◽  
Gifted Students ◽  
The United States ◽  
Preservice Teacher Training ◽  
Cognitive Intelligence ◽  
Teacher Training Programs ◽  
Understanding Emotions

Within the United States, almost 50% of teachers leave the field of education within the first five years. Teachers who remain in the field have been shown to be able to demonstrate career competency skills. These skills are related to emotional intelligence (EI), which refers to competencies in recognizing, managing, communicating, and understanding emotions in one's self and others. Previous literature suggests gifted students, due to specific characteristics associated with giftedness, struggle with EI, which impacts their ability to utilize the skills they have, including cognitive intelligence. For gifted individuals entering the field of education, difficulty with EI could potentially impact their ability to feel successful and remain in the field long term. This chapter provides information and resources related to meeting the emotional intelligence needs of gifted students in preservice teacher training programs.

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