training methodologies
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2022 ◽  
pp. 230-248
Author(s):  
Brandon Matsumiya ◽  
Clint A. Bowers

This chapter briefly reviews the literature that explores the training technique of deliberate practice and the related constructs, training outcomes of achievement goal orientation, self-efficacy, perceived instrumentality, and reflective practice. This work explains how educators can use and measure these variables to enhance current training methodologies. As part of creating more effective training, the TARGET model, developed by Ames, will be utilized to discuss potential ways to enhance training outcomes in a post-COVID-19 world. Specifically, suggestions are offered for enhancing online training using deliberate practice combined with the TARGET model within a medical setting where there are limited resources.


Author(s):  
Bruce D. REDEKOP

For many organizations, increased cybersecurity training and employee aware-ness building have already played an increasingly significant role in their cyber-security strategies as a means of ensuring their policies are being followed, yet such organizations tend to offer generic, “one size fits all” training and awareness packages that do not sufficiently recognize important differences among employees. Among these are differences in attitude and outlook associated with generational cohorts. Through an examination of how these cohorts view various fac-tors that influence cybersecurity awareness, as well as the cohorts’ receptivity to different training methodologies, organizations can exploit generational characteristics to maximize the effectiveness of cybersecurity training for Baby Boomers, Generation X, Millennials, and imminently, Generation Z. A clear understanding of the intrinsic relationship between end-users and cybersecurity technology can help cybersecurity professionals act effectively to protect organizations’ critical IT infrastructure. Such effectiveness is more important than ever now, as sudden, massive increase in teleworking brought on by the COVID-19 pandemic, as well as the security challenges associated with this shift, will undoubtedly outlast it.


2021 ◽  
Author(s):  
Hong-Yu Zhou ◽  
Xiaoyu Chen ◽  
Yinghao Zhang ◽  
Ruibang Luo ◽  
Liansheng Wang ◽  
...  

Pre-training lays the foundation for recent successes in radiograph analysis supported by deep learning. It learns transferable image representations by conducting large-scale fully-supervised or self-supervised learning on a source domain. However, supervised pre-training requires a complex and labor intensive two-stage human-assisted annotation process while self-supervised learning cannot compete with the supervised paradigm. To tackle these issues, we propose a cross-supervised methodology named REviewing FreE-text Reports for Supervision (REFERS), which acquires free supervision signals from original radiology reports accompanying the radiographs. The proposed approach employs a vision transformer and is designed to learn joint representations from multiple views within every patient study. REFERS outperforms its transfer learning and self-supervised learning counterparts on 4 well-known X-ray datasets under extremely limited supervision. Moreover, REFERS even surpasses methods based on a source domain of radiographs with human-assisted structured labels. Thus REFERS has the potential to replace canonical pre-training methodologies.


2021 ◽  
Vol 8 ◽  
Author(s):  
Kylie L. Crawford ◽  
Anna Finnane ◽  
Ristan M. Greer ◽  
Tamsin S. Barnes ◽  
Clive J. C. Phillips ◽  
...  

Musculoskeletal injuries remain a global problem for the Thoroughbred racing industry and there is conflicting evidence regarding the effect of age on the incidence of injuries. The ideal time to commence race training is strongly debated, with limited supporting literature. There is also conflicting evidence regarding the effect of high-speed exercise on musculoskeletal injuries. There is a strong interest in developing training and management strategies to reduce the frequency of injuries. The types of musculoskeletal injuries vary between 2-year-old and older horses, with dorsal metacarpal disease the most common injury in 2-year-old horses. It is likely that risk factors for injury in 2-year-old horses are different than those for older horses. It is also likely that the risk factors may vary between types of injury. This study aimed to determine the risk factors for musculoskeletal injuries and dorsal metacarpal disease. We report the findings of a large scale, prospective observational study of 2-year-old horses in Queensland, Australia. Data were collected weekly for 56-weeks, from 26 trainers, involving 535 2-year-old Thoroughbred racehorses, 1, 258 training preparations and 7, 512-weeks of exercise data. A causal approach was used to develop our statistical models, to build on the existing literature surrounding injury risk, by incorporating the previously established causal links into our analyses. Where previous data were not available, industry experts were consulted. Survival analyses were performed using Cox proportional hazards or Weibull regression models. Analysis of musculoskeletal injuries overall revealed the hazard was reduced with increased exposure to high-speed exercise [Hazard ratio (HR) 0.89, 95% Confidence Interval (CI) 0.84, 0.94, p < 0.001], increased number of training preparations (HR 0.58, 95% CI 0.50, 0.67, p < 0.001), increased rest before the training preparation (HR 0.89, 95% CI 0.83, 0.96, p = 0.003) and increased dam parity (HR 0.86, 95% CI 0.77, 0.97, p = 0.01). The hazard of injury was increased with increasing age that training commenced (HR 1.13, 95% CI 1.06, 1.19, p < 0.001). Analyses were then repeated with the outcome of interest dorsal metacarpal disease. Factors that were protective against dorsal metacarpal disease and musculoskeletal injuries overall included: increased total cumulative distance (HR 0.89, 95% CI 0.82, 0.97, p = 0.001) and total cumulative days exercised as a gallop (HR 0.96, 95% CI 0.92, 0.99, p = 0.03), the number of the training preparations (HR 0.43, 95% CI 0.30, 0.61, p < 0.001). The age that training commenced was harmful for both dorsal metacarpal disease (HR 1.17, 95% CI 1.07, 1.28, p < 0.001 and overall musculoskeletal injuries.). The use of non-ridden training modalities was protective for dorsal metacarpal disease (HR 0.89, 95% CI 0.81, 0.97, p = 0.008), but not musculoskeletal injuries overall. The male sex increased the hazard of DMD compared to females (HR 2.58, 95% CI 1.20, 5.56, p = 0.02), but not MSI overall. In summary, the hazard of musculoskeletal injury is greatest for 2-year-old horses that are born from uniparous mares, commence training at a later age, are in their first training preparation, have undertaken little high-speed exercise or had limited rest before their training preparation. The hazard of dorsal metacarpal disease is greatest for 2-year-old horses that are males, commence training at a later age, are in their first training preparation, have undertaken little high-speed exercise or had limited use of non-ridden training modalities. Close monitoring of these high-risk horses during their training program could substantially reduce the impact of MSI. Furthermore, an understanding of how training methodologies affect the hazard of MSI facilitates modification of training programs to mitigate the risk impact of injury. The strengths of this study include a large sample size, a well-defined study protocol and direct trainer interviews. The main limitation is the inherent susceptibility to survival bias.


2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Ben Sebothoma ◽  
Katijah Khoza-Shangase

Abstract Background Emerging research indicates that video otoscopy can be used as a teaching tool to enhance students’ ability to identify outer and middle ear pathologies. However, there is little research on the perceptions of audiology students regarding their competence and confidence following video otoscopic training, and how they view the use of video otoscopy as a teaching tool. Therefore, this study aimed to determine undergraduate (UG) audiology students’ perceived competence and confidence in conducting otoscopy following training by video otoscopic examination. Methods A survey methodology with a cross sectional design was employed. An electronic questionnaire was distributed to all third and fourth year (senior) (N = 79) UG audiology students using Survey Monkey. Ethical approval and permission from relevant stakeholders were obtained. Data were analysed using both descriptive and inferential statistics. Results 60 % of the students felt competent in performing otoscopy, while 63.3 % felt less competent in interpreting otoscopic examination findings. 43.3 % felt they can confidently and competently identify outer ear pathologies. There was no association between the number of video otoscopic examinations performed and perceived competence or/and confidence. There was also no statistically significant relationship between year of study (e.g., third year versus fourth year) and perceived competence or/and confident (p = 0.7131). Almost all (97 %) students felt that video otoscopic training should continue to be part of the clinical training as it helped them enhance their skills in performing otoscopy. Conclusions Current findings highlight the need to improve students’ practical training, incorporating pathologic ears into the curriculum. These findings also highlight the importance of supplementing practical training methodologies with changing technological advancements, particularly where tele-audiology opportunities may exist.


Retos ◽  
2021 ◽  
Vol 43 ◽  
pp. 788-796
Author(s):  
Alejandro Romero-Caballero ◽  
Daniel Varela-Olalla ◽  
Ignacio Collado-Lázaro ◽  
Darío Álvarez-Salvador

Soccer performance depends on several interrelated factors regarding technical, tactical, physical and psychological areas. Over the last decades there was an increase in match congestion. The increased match frequency and the associated injury risk have highlighted the importance of physical condition, increasing the need to implement new training methodologies with a special focus on load and fatigue management, as well as non-specific complementary training. The main objective of this study was to provide information on the structure and characteristics of the technical staffs, the methodological training practices, as well as the workload and fatigue control methods used in soccer, examining possible differences based on gender, category and competitive level. 190 soccer teams from 20 different countries participated in the study, by answering a survey. The results reveal that there are differences in the structure of the technical staff, the planning models, the methodology and the workload control depending on the category and the competitive level. Gender only appears as a discriminating variable, in relation to the most used complementary training contents. The weekly microcycle is the preferred planning model (80.89%), regardless the competitive level. However, in lower categories, medium and long term periodization are also used (23.80%). The weekly volume of complementary training increases as category (p=0.000) and competitive level (p=0.000) does. Strength training is the most used non-specific content (84.89%). However, its importance is reduced in lower categories (38.5%). Load and fatigue control are only extended among teams of superior category (p=0.000) and competitive level (p=0.000).  Resumen. El rendimiento en fútbol depende de varios factores interrelacionados entre los que encontramos las áreas técnica, táctica, física y psicológica. Durante las últimas décadas ha existido un aumento en la congestión de partidos. La mayor frecuencia de partidos y el riesgo de lesión asociado han puesto de manifiesto la importancia de la condición física, aumentando la necesidad de implementar nuevas metodologías de entrenamiento con especial énfasis en el manejo de la carga y la fatiga, así como entrenamientos complementarios. El objetivo principal de este estudio fue brindar información sobre la estructura y características de los cuerpos técnicos y las prácticas metodológicas de entrenamiento, así como los métodos de control de la carga de trabajo y la fatiga utilizados en el fútbol, ​​examinando posibles diferencias por género, categoría y nivel competitivo. 190 equipos de fútbol de 20 países diferentes participaron en el estudio, respondiendo a una encuesta. Los resultados revelan que existen diferencias en la estructura de los cuerpos técnicos, los modelos de planificación, la metodología y el control de la carga de entrenamientos y partidos según la categoría y el nivel competitivo. El género solo aparece como variable discriminante en relación con los contenidos complementarios de entrenamiento más utilizados. El microciclo semanal es el modelo de planificación preferido (80.89%), independientemente del nivel competitivo. Sin embargo, en categorías inferiores también se utiliza la periodización a medio y largo plazo (23.80%). El volumen semanal de entrenamiento complementario aumenta a medida que lo hace la categoría (p<.001) y el nivel competitivo (p<.001). El entrenamiento de fuerza es el contenido de entrenamiento complementario más utilizado (84.89%). Sin embargo, su importancia se reduce en categorías inferiores (38.5%). El control de la carga y la fatiga solo se extiende entre equipos de categoría y nivel competitivo superior (p<.001).


Author(s):  
Ghenadie Popa ◽  
◽  
Viorel Dorgan ◽  
Ecaterina Amelicichin ◽  
◽  
...  

In order for the sports field to be in permanent development, it is considered particularly necessary to weaken a sports-professional continuity, which should reflect the manifestation of the volume of skills of performance athletes in the subsequent activity, after completing their career. They certainly know in detail the specifics of multi-annual training, strategies, technologies, training methodologies and, obviously, are considered the right people to become entrepreneurs in sports activities, thus promoting the field. This article describes some innovative ways that can be the basis for training entrepreneurial skills in performance athletes for business development in the Republic of Moldova. The study is focused on reporting the opinions of many specialists in the field, performance athletes, and obviously on the author's research, all aimed at establishing a special course of lessons in the reference discipline, which will provide the most eloquent information in the sense of high professional training to entrepreneurship.


2021 ◽  
Vol 13 (17) ◽  
pp. 9654
Author(s):  
Adriana Perez-Encinas ◽  
Isidro de Pablo ◽  
Yolanda Bueno ◽  
Begoña Santos

Intergenerational entrepreneurial initiatives are aimed at addressing the needs and opportunities of certain social groups and have the potential of becoming successful business projects. Moreover, they are a key to undertake sustainability practices that may represent a competitive advantage for the companies and an example to imitate when creating businesses. The objective of the study is to propose an intergenerational training methodology so that young people and seniors can create companies together, generating social cohesion and sustainable development in response to generational challenges. Intergenerational entrepreneurship seems to be a novel research area, especially when referring to developing methodologies of collaborative entrepreneurship projects. For this purpose, our literature review focuses on, first, the matching theories and experiences applied for intergenerational cooperation; then, literature about training methodologies for entrepreneurship is reviewed; finally, the main theories on training skills for entrepreneurship are approached. Focus groups were conducted as they serve as the main sources of data and are very appropriate for the generation of new ideas within a social context. In general, results show that, for achieving a successful intergenerational cooperation, some specific training is needed for both generations. This paper is a starting point for future research approaching intergenerational entrepreneurship, or entrepreneurial initiatives with singular characteristics, such as rural contexts or people with disabilities.


2021 ◽  
Vol 2 (3) ◽  
pp. 4791-4806
Author(s):  
Miguel Ángel Montañés Del Río ◽  
Vanessa María Rodríguez Cornejo ◽  
Margarita Ruiz Rodríguez ◽  
Jaime Sánchez Ortiz

RESUMEN En la actual sociedad de la información y del conocimiento se observa cómo la proliferación y el auge de los dispositivos móviles, hacen surgir nuevos modelos de aprendizaje que reformulan las metodologías didácticas, organizativas, y de formación de los currículos, para innovar en educación (Moreno Martínez, Leiva Olivencia, & Matas Terrón, 2016). Los estudios que identifican las tecnologías emergentes que podrían impactar en el aprendizaje, la enseñanza y la investigación, prevén el aumento del uso y la incorporación de dispositivos y aplicaciones móviles en las aulas (Reig, 2013; Reig & Vílchez, 2013). Destaca el aprendizaje basado en juegos o gamificación, que permite desarrollar procesos de enseñanza-aprendizaje que facilitan la cohesión, la integración y la motivación, potenciando la creatividad del alumnado. Crear juegos entretenidos motivará al alumnado para que participe de forma activa en clase, fomentará una sana competencia entre los jugadores, y hará del aprendizaje algo más divertido (Aleksić-Maslać, Rašić, & Vranešić, 2018). Utilizando Kahoot en dispositivos móviles como soporte para las clases de Dirección de Operaciones del Grado en Administración y Dirección de Empresas de la Universidad de Cádiz, se consiguió motivar al alumnado y, aun existiendo otros factores determinantes, mejorar sus resultados de evaluación.   ABSTRACT In today's information and knowledge society, the proliferation and rise of mobile devices has led to the emergence of new learning models that reformulate didactic, organizational and curricular training methodologies in order to innovate in education (Moreno Martínez, Leiva Olivencia, & Matas Terrón, 2016). Studies that identify emerging technologies that could impact learning, teaching and research, foresee increased use and incorporation of mobile devices and applications in classrooms (Reig, 2013; Reig & Vílchez, 2013). Learning based on games or gamification stands out, which allows the development of teaching-learning processes that facilitate cohesion, integration and motivation, boosting students' creativity. Creating entertaining games will motivate students to participate actively in class, encourage healthy competition between players, and make learning more fun (Aleksić-Maslać, Rašić, & Vranešić, 2018). Using Kahootin mobile devices as support for the classes of Operations Management of the Degree in Business Administration and Management of the University of Cadiz, it was possible to motivate the students and, although there are other determining factors, to improve their evaluation results.    


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