Basic Training Course Research Articles

Theories and cognitive models of postnonclassical learning in natural science education

Introduction. The cognitive models formed in post – non-classical science-the theory of systems, the theory of self-organization and management, which were developed in natural science, are now widely used in social and humanitarian research. However, they have not yet been properly reflected in the content of natural science education of future employees of these fields – graduates of social, humanitarian and pedagogical departments of higher education institutions. The purpose of this study: theoretical and methodological justification, development and testing of a set of methodological tools for adapting cognitive models of post-non-classical science in the content of natural science education of students of social and humanitarian fields of higher education. Methodology and methods. The methodological basis of the research is based on the ideas of the system-synergetic approach, works on the philosophy and methodology of education, fundamental positions and basic principles of modern didactics. The theoretical basis is the works of domestic and foreign scientists on the development of the content of education, educational technologies and the organization of the educational process at the University. Used – modeling and forecasting, analysis and synthesis, observation, questioning, testing, experimental work. Results and scientific novelty. The theoretical and methodological justification of the need to adapt cognitive models of post-non-classical science in the content of natural science education of the Humanities is given, and the principles are defined. The complex has a linear-concentric structure and includes a basic training course, a system of elective training courses and interdisciplinary modules, technologies and teaching methods that support it. During testing of the complex was performed: ability to operate basic concepts of post-nonclassical science and apply them to describe the behavior of social and natural systems of different complexity, the volume of natural Sciences students ' knowledge, proficiency with the operation of their transfer to other subject areas.

EURAD School of Radioactive Waste Management

Abstract. The European Joint Programme on Radioactive Waste Management (EURAD – H2020, grant agreement No. 847593) aims to achieve a step-wise change in European collaboration towards safe radioactive waste management (RWM) through the development of a robust and sustained science, technology and knowledge management (KM) programme. EURAD has three KM work packages. The main goals are to (i) preserve generated knowledge, (ii) transfer knowledge to Member States with early-stage RWM programmes, (iii) transfer knowledge between generations, and (iv) disseminate knowledge. The EURAD work package (WP) on “Training & mobility” aids in achieving these goals through its “School of Radioactive Waste Management”. The School of RWM supports competence building in RWM matters. Currently four distinguished initiatives can be highlighted: the organization of training courses, the hosting of webinars, the coordination of a mobility programme, and actions to support the EURAD PhD community. The School of RWM has a dedicated webpage (http://www.euradschool.eu, last access: 30 September 2021) where all information on its activities can be found. A portfolio of basic and specialized training courses was set up containing an up-to-date list of existing training initiatives and new training courses. The latter are based on a gap analysis performed within the framework of the priorities set in the EURAD Roadmap and on the end-user needs. The School of RWM gives attention to the best-fitted training format and scientific state-of-the-art is guaranteed through the lecturing by EURAD and/or external subject experts. Besides training courses, webinars on specific topics that are of relevance to the entire EURAD community are hosted on a regular basis. These so-called Lunch & Learn sessions are short, informal online get-togethers, triggering discussion and debate. Presentations are given by experts from the EURAD community and beyond, such as from the International Atomic Energy Agency (IAEA) or the Organisation for Economic Co-operation and Development/Nuclear Energy Agency (OECD/NEA) and can deal with all topics that link to RWM, from very specialized scientific matters to more general and overarching themes. The School of RWM also coordinates a mobility programme, allowing its beneficiaries to perform technical visits to infrastructures from EURAD partners or end-users, to undertake internships and to set up exchange programmes between organizations within EURAD. These activities serve as enhanced training as well as collaboration between all members of the EURAD community. These mobility actions can be complementary to an educational or training programme and/or part of a continuous personal development programme. Last but not least, the initiative was taken to support the EURAD PhD community. As future key players in the field of RWM, they will benefit from the possibilities for early networking with their peers and with established RWM experts. With these four initiatives, the School of RWM, and by extension the “Training & Mobility” WP, is an integral part of EURAD's KM programme. This presentation describes how the School of RWM is linked to the EURAD Roadmap, what its goal and long-term objectives are and how it aids in achieving EURAD's KM goals.

Implementation of subject-professional training of University cadets of higher educational institutions of the Ministry of Emergency Situations

The article deals with topical issues of improving the level of training of cadets of educational institutions of the State Fire Service of the EMERCOM of Russia for professional activities in the field of fire fighting. The application of the implemented disciplinary approach, which assumes a time-dispersed nature of studying various disciplines in the field of fire fighting, does not allow you to get concentrated knowledge, skills and sufficient experience in performing combat operations to extinguish fires, which affects the professional readiness of graduates for practical activities. The purpose of the study is to form a subject-professional approach that will allow, through the optional hours of the main educational program on the basis of previously formed skills and abilities, to implement through training courses concentrated training in the field of fire fighting to improve the professional readiness of graduates. To increase the level of professional readiness of graduates, the author studied the experience of practical training in the field of fire fighting, analyzed the activities of fire and rescue units in extinguishing, studied normative documents and scientific works in the subject area, has developed a subject-professional approach for concentrated training, as well as the subject-matter and content of training courses, has formed an evaluation tool for students. The author proposes to implement a subject-professional approach through the development and implementation of basic, special and additional training courses, for the formation of which modular, competence-based and contextual approaches were used, aimed at maximum professional orientation of training, courses that allow to increase the competence of graduates in the field of fire fighting. The author also proposes to implement the subjects of the training courses through practical classes based on the game forms of training that increase the educational and professional motivation of students. The author concludes that in order to increase the effectiveness and further development of the subject-professional approach, it is necessary to expand the subjects of training courses and improve them, taking into account the changing regulatory framework, the experience of fire and rescue units in fires, the development of fire extinguishing tactics and the introduction of new models of fire equipment and fire-technical equipment.

Evaluating the Structure, Demographics, and Effectiveness of the Mississippi Master Naturalist Program

The purpose of our evaluation was to assess the structure, demographics, and effectiveness of the Mississippi Master Naturalist Program (MMNP) from 2015-2019. Results show that racial diversity within the MMNP was low and offering basic training courses during the work week attracts more retirees. Subsequently, an average retiree completed nearly three times more annual volunteer service hours than a non-retiree. Therefore, targeting retirees may be the most effective means of enhancing environmental stewardship within this program. Additionally, the results of this evaluation highlight that active recruitment of underserved populations is necessary to increase the diversity of participants in Extension programs.

Smoothing the steep microsurgery learning curve: considering alternative suture sizes for early-stage microsurgery training with in vivo rat models.

BackgroundLaboratory microsurgery training using invivo rat models is essential for clinical operation. However, challenges existin a structured training course when students transition from a non-livingmodel exercise to a living one. In the present article, we first demonstratethis steep learning curve in early-stage microsurgery training. We then proposethe potential solution of using various sizes of sutures for different trainingpurposes.MethodsTwoseparate preliminary studies were included. First, we reviewed the records of25 students enrolled in our basic microsurgery training course. Each studentcompleted exercises in a non-living model before graduating to a live animalmodel where their performance on end-to-end arterial and venous anastomoses wasevaluated. Second, we examined the feasibility of different suture sizes in amillimeter microvascular anastomosis. Four groups of identical procedures inrat femoral artery were completed using sutures from 8-0 to 11-0. Patency rateand mean blood flow at 60 min post-op were measured and compared.ResultsThirty-minute patency rates for firstarterial and venous anastomoses were 18/25 and 14/25. Those students who hadnon-patent anastomoses spent significantly longer time than those who hadpatent ones (p<.05). For varioussuture sizes, all groups achieved a 100% patency rate. No significantdifferences were found between the mean blood flow volume at 60 min post-op (p>.05).ConclusionsSteep learning curve existed in the early-stagemicrosurgery training when transitioning from non-living to living exercisemodels. The feasibility of using various suture sizes in millimeter anastomosismay be a potential solution for instructors to ease this steep learning curve.Level of Evidence: Not gradable

Implementing Palliative Care Training in the Caribbean: Development and Assessment of a Basic Palliative Care Training Course in Jamaica

ContextThe majority of people in need of palliative care (PC) in low- and middle-income countries lack access to it and suffer unnecessarily as a consequence. This unmet need is due, in part, to the lack of trained PC providers. ObjectivesThis study aims to assess the effects of regional training in PC for doctors, nurses, and pharmacists in the Caribbean through assessment of participant satisfaction, anticipated course impact on participants’ clinical practice, barriers to changing practice, and perceived course impact on achievement of key PC milestones. MethodsWe created and taught a course in basic PC for clinicians from the Caribbean region and collected and analyzed postcourse quantitative and qualitative data on satisfaction and expected impact. ResultsEighty-three clinicians from five Caribbean countries participated in this workshop. Thirty participants completed the post-course survey. One hundred percent of these participants ranked the quality of the course as “very high quality” or “high quality.” The majority of participants anticipated changing their practice as a result of this course. Several barriers were reported, including lack of formal PC training in participants’ home countries. Results of participants’ retrospective pre- and postcourse self-assessment for achievement of key PC milestones showed a statistically significant mean increase of at least one point on the seven-point Likert scale for each milestone. ConclusionOverall satisfaction with the course was high, and self-assessed competency in PC improved. These data suggest that an intensive training over several days is an effective format for increasing providers’ perceived efficacy in delivering PC.

Lymphedema rehabilitation: Provision and practice patterns among service providers: National survey.

Information on the current practices and quantification of lymphedema service may be beneficial to promote and improve the current health care system. Therefore, this study aimed to describe the characteristics of lymphedema practitioners, and lymphedema patients' profiles, and provide a comprehensive picture of lymphedema service provision in Saudi Arabia. A cross‐sectional study design used an online survey to gather data. The survey included information about demographic and professional characteristics of lymphedema practitioners, lymphedema profiles, questions on the services provided, and perceived barriers in providing services. Eighteen lymphedema practitioners (38%) responded to the survey. Most of the respondents were physical therapists (94%), who had completed 135 hours of basic training course, and were certified as lymphedema therapists (89%). Most of these practitioners were in Riyadh (58%), Jeddah (25%), and Dammam (17%). About 75% of patients seen by practitioners had secondary lymphedema, predominately breast cancer‐related lymphedema (47%). The average number of lymphedema practitioners per service is three. The perceived barriers reported included an inadequate number of certified therapists (100%), difficulties with transportation and lack of financial support (each; 72%), and limited space for lymphedema practice/management (89%). The results suggest lymphedema practitioners provide reasonable services for lymphedema patients; however, services are still limited and needs are unmet. Therefore, more staffing is required to promote awareness of the condition and related services, to develop and implement appropriate educational strategies, and improve geographical and multidisciplinary coordination of the services in Saudi Arabia.

Detecting functional deficits following sub-concussive head impacts: the relationship between head impact kinematics and visual-vestibular balance performance

ABSTRACT Introduction: Mild traumatic brain injury (mTBI) continues to be a significant issue facing the US military. While TBI cases in deployed environments are of significant concern, an estimated 80% of diagnoses occur in garrison settings (e.g., military training). Objective: With the aim of improving the detection of potentially concussive exposures, the objective of this study was to evaluate the relationships between head impact kinematics and performance on a visual-vestibular balance task. Methods: Participants (n = 51) were enrolled in the Basic Airborne Training Course. Two sensors to measure head impacts sustained were worn. Performance was measured at four time points: baseline and at the end of each week of the course. Results: Visual-vestibular balance task performance tended to decrease over the course of airborne training for our participants, however, limited to the most challenging levels of the task. Also, head impact kinematic measures correlated with performance outcomes to suggest that worse performance was associated with greater number of impacts and greater linear and rotational acceleration and rotational velocity. Discussion: Our findings suggest that visual-vestibular balance task performance may be a useful measure for detection of sub-concussive impacts and that wearable sensors may provide useful data on head impact kinematics that relates directly to functionally relevant performance.

The feasibility of implementing an evidence-based physical training program during a Canadian Armed Forces basic infantry course

ObjectivesDetermine the feasibility of implementing an evidence-based training program compared to a control during a basic infantry training course, and compare their effectiveness on measures of injuries and associated burdens. DesignProspective, cohort, feasibility study. MethodsInfantry candidates awaiting course between 01-April-2019 and 31-March-2020 were invited to participate while those releasing from the military, awaiting occupational transfer or having >5 medical employment limitation days were excluded. Consenting participants were allocated to an infantry course prospectively scheduled to host either the evidence-based program or a control. The evidence-based program adapted modified physical training strategies from previous studies reporting reduced injuries in recruits and was supervised by certified fitness professionals, while the control was at the discretion of infantry instructors. ResultsWith the exception of intervention duration which was limited due to operational factors, all feasibility outcomes were met including a recruitment rate of 171/203=84.2% and an intervention adherence of 126/144=87.5%. Stakeholders reported that the evidence-based program implementation was feasible, posing a manageable demand on resources without compromising operations. Evidence-based program participants reported 68% fewer overuse musculoskeletal injuries, 296 fewer medical employment limitation days and 11 fewer attritions than control participants. ConclusionsAn evidence-based training program is feasible to implement on a basic infantry training course, and results in fewer musculoskeletal injuries, medical employment limitation days and attrition. Given these results, this program should be generalizable for a full experimental trial, and may be scaled for intermediate/advanced infantry and/or other combat occupation courses to promote an evolution towards evidence-based training.

Establishing Normative Data for 10RM Strength Scores in College-Aged Males

Training recommendations for novice to intermediate lifters, and numerous research studies, include loads that correspond to a 10RM, yet there is no normative data for college-age males available with which to make comparisons. Therefore, the purpose of this study was to provide 10RM normative reference values for various strength exercises for 18 to 25-year-old males. Cross-sectional performance and anthropometric data were obtained over the course of five years as part of a college basic strength training course under the direct supervision of an NSCA-CSCS*D. All exercises were performed according to the guidelines established by the NSCA. All testing and training occurred in the same facility and utilized the same equipment for testing and training. Testing occurred prior to the structured training program began and then again upon completion of 12 weeks of training. A total of 1095 subjects (age = 19.94 +1.633 years; height = 70.57 +3.017 inches; pre-test bodyweight = 188.30 +40.975 pounds; post-test bodyweight = 190.31 +40.688 pounds; years of strength training experience = 3.76 +2.484 years, ranging from zero experience up to 13 years) participated in the study. Bodyweight categories were derived based upon two established classification systems used in competitive lifting sports. Percentiles for each weight category were reported, where the weighted average method was used to determine the percentile break points. These norms provide a range of possible 10RM loads as well as a reference to the strength levels, which could be useful for fitness professionals to more effectively assess and design resistance training programs.

Política e formação continuada de educadores: um olhar para a docência universitária a partir da decolonialidade da educação

O artigo objetiva analisar a percepção de docentes universitários sobre práticas de formação continuada de professores da educação básica. Refletindo a respeito das suas ações enquanto formadores nestes cursos, os docentes do ensino superior revelam que os cursos de formação de professores da educação básica são espaços privilegiados para se pensar formas de decolonizar o ensino. Realizamos entrevistas com coordenadores (as) de curso e formadores (as) universitários que atuaram em cursos de especialização ofertados pela Rede Nacional de Formação Inicial e Continuada de Profissionais da Educação Básica (RENAFORM), em 2014 na Universidade Federal Rural de Pernambuco (UFRPE) no Brasil. As políticas e propostas dos cursos eram de uma formação decolonial, no sentido que visavam a valorização de outros saberes, bem como dos sujeitos do campo, indígenas, negros, crianças, etc. As conclusões são que há limites no processo de implementação da referida política e fica claro que não basta um currículo decolonial, é preciso também uma prática. A universidade se enriquece com a possibilidade de compreender as demandas do chão da escola, bem como os professores do ensino básico são estimulados a prosseguirem no aprimoramento da sua formação, a nível de pós-graduação. Essa troca favorece a decolonialidade, constituindo-se em processo de construção que prevê redefinições tanto na configuração da profissionalidade docente como na produção do conhecimento nos cursos de formação continuada.

Adverse events following mass antibiotic prophylaxis during a Group A Streptococcus outbreak in the Canadian Forces Leadership and Recruit School.

Between December 2016 and March 2018, two outbreaks of Group A Streptococcus (GAS) infection occurred at the Canadian Forces Leadership and Recruit School. A voluntary mass antibiotic prophylaxis (MAP) program was implemented in March 2018, to interrupt an ongoing GAS outbreak, and to prevent future outbreaks. Instructors and recruits were offered a one-time intramuscular injection of 1.2 million units penicillin G benzathine (PGB). Individuals with a penicillin allergy were offered azithromycin; 500 mg orally once weekly for four consecutive weeks. Instructors and recruits were also asked to complete a voluntary and anonymous survey one week after receipt of MAP, to detect MAP-related adverse events. MAP was offered to 2,749 individuals; 2,707 of whom agreed to receive it (98.5% uptake). The majority of personnel experienced adverse events in the days following MAP; 92.3% of personnel who received PGB reported localized pain at the injection site, and 70.2% of personnel who received azithromycin reported gastrointestinal symptoms. However, only five cases of serious adverse events were reported, and less than 1% of recruits could not complete their basic military training course because of MAP-related adverse events. The MAP program implemented in March 2018 was the first of its kind in the Canadian Armed Forces, and the largest single use of PGB in a defined group in Canada. It resulted in very few serious adverse events and with minimal impact on military recruits' successful completion of recruit training.

THE IMPACT OF BASIC TRAINING ON SEAFARERS’ SAFETY KNOWLEDGE, ATTITUDE AND BEHAVIOUR

Standards of Training, Certification, and Watchkeeping (STCW) Basic Training (BT) is mandatory for every seafarer before starting to work on board merchant ships. The knowledge, attitude, and behaviour (KAB) theory explains that knowledge enhances one’s attitude, thus leading to improved behaviour. Accordingly, this study determined the effects of BT on seafarers’ shipboard safety KAB. The process commenced by ascertaining whether the BT course offered in the Maritime Institutes was on par with BT contents provided by the International Maritime Organisation (IMO). For data collection and filtration purposes, the factors, filtering elements, and filtered model (FFF model) were utilised to measure safety education and KAB. Following this, a measurable questionnaire was developed for this particular study survey. The data collected were then analysed by using the Principal Component Analysis (PCA) and Confirmatory Factor Analysis (CFA), which involved the use of SPSS and AMOS SPSS. Essentially, data obtained from the respondents successfully established the impacts of BT on the KAB, which revealed its role in improving the seafarers’ KAB. Therefore, the factors identified in this study are expected to be utilised in maritime institutions as BT syllabus incorporates domains aimed to instil the right attitudes among seafarers.

Práticas interdisciplinares em educação ambiental na educação básica: o que indicam as pesquisas acadêmicas brasileiras de 1981 à 2012

A pesquisa teve por objetivo analisar as práticas interdisciplinares em Educação Ambiental (EA) propostas ou implementadas na educação básica, descritas em teses e dissertações brasileiras. A multidimensionalidade presente nas questões ambientais e a importância da abordagem da EA, em todos os níveis escolares, numa perspectiva interdisciplinar, motivou a escolha do tema deste estudo. Buscou-se investigar a seguinte questão central: que concepções de Interdisciplinaridade, Ambiente e EA podem ser depreendidas da análise das pesquisas acadêmicas sobre práticas interdisciplinares em Educação Ambiental na educação básica? De um universo de 2.763 trabalhos, defendidos entre 1981 e 2012 e constantes do Banco de Teses do Projeto EArte, foram localizadas apenas 21 pesquisas relativas a esse objeto de estudo. Os documentos foram lidos, descritos e classificados quanto aos dados institucionais (autor, orientador, ano de defesa, instituição de ensino superior, programa de pós-graduação, unidade federativa, dependência administrativa, grau de titulação acadêmica) e quanto à prática interdisciplinar em Educação Ambiental, conforme os descritores: ano ou série escolar, tipo de escola, disciplinas abrangidas nas práticas, métodos e estratégias de ensino, recursos e materiais didáticos, tipo de integração curricular, referencial teórico-pedagógico, público envolvido e a interação entre ele, nível de integração disciplinar, concepção de ambiente, concepção de EA e sua manifestação curricular. As pesquisas concentraram-se, fortemente, na década de 2000, com dezoito trabalhos. As práticas analisadas, em sua maioria, centraram suas ações nos anos iniciais do ensino fundamental, desenvolvidas a partir de temas geradores ou projetos de ensino. Os materiais didáticos utilizados foram os comumente encontrados nas escolas, de baixo custo, além de atividades externas. As ações pedagógicas vincularam-se às propostas curriculares das escolas e as disciplinas mais envolvidas (sempre em conjunto com outras) foram Geografia e Língua Portuguesa, seguidas de Matemática, Ciências, História e Artes. Os pais e a comunidade assumiram papel cooperativo nas práticas e notou-se uma relação hierárquica quanto à decisão da proposta de trabalho por parte dos professores e pesquisadores para com os alunos; contudo, tanto no aceite da proposta, quanto no desenvolvimento das atividades pedagógicas, observou-se intensa participação dos estudantes. Dezoito práticas foram consideradas como interdisciplinares e três pluridisciplinares. Nas práticas analisadas predominou a concepção de ambiente integrado e de Educação Ambiental numa perspectiva crítica, manifestada como elemento essencial e integrado ao currículo escolar. Conforme a análise das pesquisas revelou, muito embora os professores demonstrassem interesse pela EA e pela prática interdisciplinar, não se encontravam preparados para esse tipo de trabalho, ao que se sugere investimento na formação continuada e revisitação nos cursos de formação inicial de professores.

Evaluation of a Point-of-Care Ultrasound (POCUS) training course for Regional Anesthesiologists – A Single Institution’s Experience

Background and Objectives: Point-of-care ultrasound (POCUS) in the form of focused cardiac ultrasound (FOCUS) is a powerful clinical tool for anesthesiologists to supplement bedside evaluation and optimize cardiopulmonary resuscitation in the perioperative setting. However, few courses are available to train physicians. At Hospital for Special Surgery (HSS), from March of 2013 to May of 2016, nine basic Focused Assessed Transthoracic Echocardiography (FATE) training courses were held. A large percentage of the participants were practicing regional anesthesiologists or trainees in fellowship for regional anesthesia and acute pain. In this study, a survey was used to assess clinical utilization as well as potential barriers to use for regional anesthesiologists. Methods: Following IRB approval, 183 past participants of the basic FATE training course were contacted weekly from November 22nd, 2016, through January 3rd, 2017, via email and sent a maximum 40-item electronic survey hosted on REDCap. Responses were analyzed by a blinded statistician. Results: 92 participants responded (50%), and 65 of the 92 (70.7%) indicated they had regional anesthesiology training or practice regional anesthesia regularly. Of the total number of respondents, 50% (95% CI: 40.3%, 59.8%; P-value = 0.001) have used FOCUS to guide clinical decision making. Of the regional anesthesiologists, 27 (45.8%) have used FOCUS to guide clinical decision making with left ventricular function assessment (40.7%) and hypovolemia (39.0%) being the most common reasons. Regional anesthesiologists utilized FOCUS in the following settings: preoperatively (44.6%), intraoperatively (41.5%), postoperatively (41.5%), and in the Intensive Care Unit (40.0%). Limitations were due to lack of opportunities (52.3%), resources (36.9%), and comfort with performance (30.8%). 84.4% agreed that basic FOCUS training should be a required part of anesthesia residents or fellows’ curriculum. Conclusions: This study is the first formal evaluation of the impact of the implementation of a FOCUS training course on regional anesthesiologists’ current practice. Nearly 50% of regional anesthesiologists used FOCUS to guide clinical decision-making following formal training. The limitations to the use of FOCUS were a lack of relevant opportunities and resources. This evaluation of clinical use following training provides insight into how FOCUS is used by regional anesthesiologists and the limitations to implementation in the perioperative setting.

International microsurgery simulation society (IMSS) consensus statement on the minimum standards for a basic microsurgery course, requirements for a microsurgical anastomosis global rating scale and minimum thresholds for training

IntroductionMicrosurgery is a surgical technique that uses optical magnification as well as specific instruments to address necessary reconstructive procedures in different medical specialties. The apprenticeship of this technique requires overcoming a steep learning curve. There is a need for standardization of the training criteria in microsurgery. The International Microsurgery Simulation Society (IMSS) was born in 2011, since then its main objective has been to connect the main international specialists and educators of this sub-specialty to share and discuss the ethical and scientific basis of preclinical microsurgery teaching. MethodsIn order to achieve a consensus on the minimum standards for the organization of basic microsurgery training courses, the requirements for a microsurgical anastomosis global rating scale and minimum thresholds for training, a total of nineteen independent global experts participated in a formal consultative consensus development program. The agreement criteria for each statement was established when consensus of 65–100% was reached. ResultsThere have been established six recommendations concerning minimum standards for a basic microsurgery course, one recommendation in relation to minimum thresholds for training and four recommendations regarding the global rating scale as gold standard for a microsurgical anastomosis assessment. The eleven defined recommendations reached the agreement threshold of 65–100%. ConclusionsThe development of this consensus sets the minimum recommended requirements for conducting basic microsurgery training courses, as well as suggestions for objective assessment of the learning curve and skills of trainees.

СПЕЦИФІКА ПРОФЕСІЙНОЇ ПІДГОТОВКИ МАЙБУТНІХ ОФІЦЕРІВ-ПРИКОРДОННИКІВ ДО ІНШОМОВНОЇ КОМУНІКАТИВНОЇ КОМПЕТЕНТНОСТІ В КРАЇНАХ ЄВРОПИ

В статті представлено результати аналізу наукових поглядів щодо специфіки професійної підготовки майбутніх офіцерів-прикордонників в цілому та до іншомовної комунікативної компетентності в країнах Європи зокрема. Досліджується проблема уніфікації підготовки фахівців з охорони кордону на основі європейського досвіду з метою подальшого використання передових ідей для модернізації системи професійної підготовки персоналу Державної прикордонної служби України. Автором здійснено аналіз використання цього досвіду з метою подальшого впровадження в систему професійної підготовки персоналу Державної прикордонної служби України. Проаналізовано Болонський і Копенгагенський процеси професійної підготовки спеціалістів, визначено єдині стратегічні пріоритети: забезпечення якості освіти, працевлаштування, визнання навчання та мобільності.&#x0D; Відповідно до проведеного аналізу нормативно-правових актів, у яких містяться вимоги до рівня професійної готовності офіцерського складу Державної прикордонної служби України, автором узагальнено, що офіцер-прикордонник повинен ефективно взаємодіяти в інтересах охорони кордону з представниками прикордонної охорони суміжних держав, правоохоронних органів України, органів самоврядування, володіти стратегією і тактикою ділової бесіди та публічного виступу, дотримуватись норм службової етики, психології та культури спілкування, знати і вміти застосовувати на практиці комунікативні методи та прийоми управлінського впливу.&#x0D; Автором було вивчено чотири основні структури базової підготовки співробітників прикордонних служб (держави, де прикордонники проходять аналогічну підготовку, що й співробітники поліції; держави, де прикордонники спочатку проходять поліцейську підготовку, а потім також спеціальну підготовку щодо охорони кордону як додаткову частину до базового навчального курсу; держави, де співробітники поліції й прикордонної служби проходять підготовку окремо; держави, де використовується інший вид підготовки, наприклад підготовка співробітників служби імміграції).

Food safety attitudes and practices of chefs in Cappadocia region, Turkey

ABSTRACTChefs working at hotels, restaurants, and public institutions play a major role in food safety. The aim of this study is to explore attitudes and practices regarding food safety issues among chefs in the Cappadocia region, Turkey. The data was collected using a convenience sampling method of the non-probability sampling technique. The survey was conducted between the period of September 2018 and November 2018, and 108 chefs working at hotels, restaurants, and public institutions participated. The data were analyzed using frequencies, exploratory factor analysis, independent sample t-test, ANOVA, correlation, and simple linear regression analyses. Most of the chefs (79.6%) had taken a basic food safety training course. The findings reveal that there are statistically significant (p < .05) differences between groups: (a) demographics and attitudes, and (b) demographics and practices. The findings also show that there is a significant (p < .05) and positive correlation (r = 0.48) between the attitudes and practices of chefs. This study posits that food safety trained chefs have higher scores in terms of both attitudes and practices than those who have not received. It is recommended that all chefs should be encouraged to attend food safety training programs. Practical and academic implications are discussed in detail.

La enseñanza de la Comunicación para el Cambio Social en la formación de estudiantes de Comunicación Social y Audivisual / The teaching of Communication for Social Change in the training of students of Social and Audiovisual Communication. El caso de la Universidad de Chile / The case of the University of Chile

The article is a case study that describes how the communication for social change is incorporated and taught to future communicators in the journalism and film and television careers of the Institute of Communication and Image the University of Chile. Through the program review of the basic training courses in communication and specialized in both careers, thesis reports, and questionnaires to teachers, the level of education was assessed and the approach on relation to the graduation profiles proposed like a critical professional. The study demonstrates that communication for social change has become a space within the curriculum, however, it is complementary and non-core or priority of the training plans, missing out on a critical curriculum and with greater degree of social bonding.

The effect of knowledge levels of individuals receiving basic first aid training in Turkey on the applications of first aid.

To evaluate the knowledge level of individuals who attended a first aid training update program, and to determine the factors affecting their approaches in such cases. This is a descriptive cross-sectional study. The sample of the research consists of 747 individuals (laypersons) who applied to the first aid training update organized in an institution in Istanbul providing health education between 01.02.2018 and 01.08.2018, and who agreed to participate in the research. These first aid trainings are provided by healthcare professionals who have first aid certificate of authority within the scope of first aid regulation. Data were collected using the "Participant Information Form" and the "Basic First Aid Knowledge Level Evaluation Form". The participants administered first aid within the three years of time following their basic first aid training course (24.6%). They administered first aid primarily in emergency cases of fainting (29.6%) and the majority of them (95.7%) did not perform cardiopulmonary resuscitation during their basic first aid effort. Of the participants, 73.9% answered incorrectly the question: "The letter 'A' in the abbreviation ABC of basic life support administration stands for airway". In our study, it was also found that there was a significant relationship between the total knowledge score and the number of trainings update and first aid intervention in the last three years (P < 0.05, P < 0.001, respectively). It was determined that individuals had a high level of knowledge about basic first aid and one-quarter of the participants had administered first aid in the last three years. In order for individuals not to lose their knowledge and skills gained through first aid training; updating training and providing first aid training programs to individuals in society can be a guide for bystanders who provide faster and sufficient first aid in cases of emergency.