A Holistic View of Cybersecurity Education Requirements

This chapter sets the scene for the book as a whole, establishing the need for cybersecurity awareness, training, and education in order to enable us to understand and meet our security obligations. It begins by illustrating key elements that ought to form part of cybersecurity literacy and the questions to be asked when addressing the issue. It then examines the problems that have traditionally existed in terms of achieving awareness and education, both at the user level (in terms of lack of support) and the practitioner level (in terms of a skills shortage). The discussion highlights the importance of a holistic approach, covering both personal and workplace use, and addressing the spectrum from end-users through to cybersecurity specialists.

EEG education in Brazil: a national survey of adult neurology residents

ABSTRACT Background: In light of the established challenges of resident EEG education worldwide, we sought to better understand the current state of neurology resident EEG education in Brazil. Objective: To define Brazilian EEG practices including in-residency requirements for EEG training and competency. Methods: We assessed the perspectives of adult residents (PGY1-3) on EEG education and their level of confidence interpreting EEG with a 24-question online survey. Results: We analyzed 102 responses from 52 Brazilian neurology residency programs distributed in 14 states. There were 18 PGY1s, 45 PGY2s, and 39 PGY3s. Ninety-six percent of participants reported that learning how to read EEG during residency was very or extremely important. The most commonly reported barriers to EEG education were insufficient EEG exposure (70%) and ineffective didactics (46%). Residents believed that standard EEG lectures were the most efficient EEG teaching method followed by interpreting EEG with attendings’ supervision. Roughly half of residents (45%) reported not being able to read EEG even with supervision, and approximately 70% of all participants did not feel confident writing an EEG report independently. Conclusion: Despite the well-established residency EEG education requirements recommended by the Brazilian Academy of Neurology (ABN), there seems to be a significant lack of comfort interpreting EEG among Brazilian adult neurology residents. We encourage Brazilian neurology residency leadership to re-evaluate the current EEG education system in order to ensure that residency programs are following EEG education requirements and to assess whether EEG benchmarks require modifications.

Online Learning in Digital Era: Opportunities and Challenges

The presentation describes the impacts of industry 4.0 on jobs and education requirements. It then highlights the roles and implementation of education, research, and transfers in Germany. It then explains how education, research, and transfer activities are transformed by introducing digital technologies. The presentation concludes with the roles of digital technologies in learning and tips to optimize online learning.

Les pratiques avancées en pédiatrie dans le monde

This paper presents a review of the literature regarding the development of the paediatric NP and CNS roles; the education requirements in four countries where these roles are established; effectiveness of the paediatric NP and CNS roles within some settings in which they practice; and makes recommendations for the development of paediatric advanced practice nursing roles in countries that are considering implementing advanced practice nursing roles.

Les pratiques avancées en pédiatrie dans le monde

This paper presents a review of the literature regarding the development of the paediatric NP and CNS roles; the education requirements in four countries where these roles are established; effectiveness of the paediatric NP and CNS roles within some settings in which they practice; and makes recommendations for the development of paediatric advanced practice nursing roles in countries that are considering implementing advanced practice nursing roles.

A novel checklist for anesthesia in neurosurgical cases

Throughout their training, anesthesiology residents are exposed to a variety of surgical subspecialties, many of which have specific anesthetic considerations. According to the Accreditation Council for Graduate Medical Education requirements, each anesthesiology resident must provide anesthesia for at least twenty intracerebral cases. There are several studies that demonstrate that checklists may reduce deficiencies in pre-induction room setup. We are introducing a novel checklist for neuroanesthesia, which we believe to be helpful for residents during their neuroanesthesiology rotations. Our checklist provides a quick and succinct review of neuroanesthetic challenges prior to case setup by junior residents, covering noteworthy aspects of equipment setup, airway management, induction period, intraoperative concerns, and postoperative considerations. We recommend displaying this checklist on the operating room wall for quick reference.