Component Of Training Research Articles

Student-Centric Training and Placement Application

Abstract: In the fast-paced and competitive landscape of today's job market the significance of comprehensive training and placement programs for students cannot be overstated. As a bridge between academic preparation and professional success.this training and placement platform plays and pivotal role in equipping students with the the necessary skills, knowledge, and confidence to thrive in their chosen career path with particular emphasis on training components and their impact on students' development and employability. Nowadays a recruiters seek candidates possessing not only academic qualifications but also practical skills and industry-specific competencies

The problems of training future teachers of vocational education in the context of post-war economic recovery in Ukraine

The research analyzed the key issues of preparing future vocational education teachers for the economic recovery of Ukraine, particularly emphasizing the relevance and necessity of ensuring the economic component of their pedagogical training for the further development of entrepreneurial competence of students in vocational education, which will meet the state's needs during the post-war period in qualified specialists and workers. In the process of scientific research, a set of problems of preparing future vocational education teachers for professional activities in the context of post-war recovery of Ukraine was identified, particularly emphasizing the need for systematic updating of the content of pedagogical training taking into account the socio-economic factors that influence the labor market and determine the content of economic components of educational programs in vocational education. The research utilized methods such as analysis of scientific-pedagogical and socio-economic literature, periodicals, monographs; study of state standards, legislation in the field of education, qualification frameworks, concepts of competency-based approach, strategies for post-war recovery, etc., systematization of research results; interviews with specialists from the Ministry of Education, teachers in vocational education, educators and masters; pedagogical observations, and more. The author identified and justified the relevance of a number of key issues in preparing future teachers in preliminary higher and vocational education considering the economic component of pedagogical training, and also planned perspectives for further research on the readiness of future teachers to carry out their professional activities at the sufficient level, taking into account the modern requirements of the labor market for qualified specialists and workers, as well as the socio-economic factors in the country during the period of post-war recovery

Integration of socioemotional competencies in medical training: a case study on the assessment of an educational intervention in a disciplinary course

Background Medical education faces the challenge of integrating socioemotional competencies into its curriculum to train more complete and humane health professionals. This study evaluates the impact of an educational intervention aimed at medical students at the National Autonomous University of Mexico, focusing on the development of these competencies through the hidden curriculum of a physiology course. Methods The intervention adopted an integrated curricular design that included collaborative projects, guided debates, reflective journals, and role exchanges. A total of 31 undergraduate students participated, assessed before and after the intervention with the Adult Emotional Competence Inventory (AECI) and standardized disciplinary knowledge tests. The analysis focused on five areas: emotional awareness, emotional regulation, emotional autonomy, social competence, and life and well-being competencies. Results Significant improvements were observed in emotional awareness, emotional regulation, and emotional autonomy after the intervention, with no notable changes in social competence and life and well-being skills. Standardized test scores showed an increase, but there was no significant correlation with the development of emotional competencies. Conclusions The intervention was effective in enhancing certain socioemotional competencies in medical students, although it was not directly reflected in academic performance. It highlights the need for specific strategies to address all emotional competencies and suggests the importance of future research to better understand these dynamics within the educational field. Emotional education emerges as an essential component in medical training, fostering more resilient and empathetic professionals.

Pilot study about the use of alternative materials to teach surgical skills to medical students: a cross-sectional observational study

Introduction: Suturing is an important surgical procedure in which tissue margins are joined after incision or laceration, it is a fundamental medical skill and requires extensive practice to improvement, especially during the medical educational process. In the Basic Surgical Skills Course training suture is one of the foundations to learn hospital procedure techniques, that are essential during the routine of a medical professional. Objective: This study aims to evaluate the capability that EVA, eggplant, elastic tape, and chicken thigh must mimic basic surgical scenarios and replace expensive materials during the medical education of undergraduates and the development of the skills needed as future health professionals. Methods: This is a cross-sectional descriptive observational study, which evaluated students during the surgical skills class to perform suture practice on materials such as EVA, eggplant, elastic tape, and chicken thigh. Results: The materials were evaluated as useful components for training suturing practice. However, eggplant, and elastic tape were considered superior materials. Furthermore, practicality of use correlated with greater instrumental knowledge. Conclusions: The use of alternative materials for training surgical sutures is more accessible because of the low cost, however the results represent a prototype of an analysis that requires an expansion in the number of samples to better determine the cause-effect conditions.

METHODS AND TECHNIQUES OF FORMING MOTIVATION FOR PROFESSIONAL ACTIVITY IN FUTURE TEACHERS

The article substantiates the need to form professional motivation as an important component of the professional training of future teachers; identifies ways to form their professional motivation; analyzes the factors that influence the formation of professional motivation of specialists in the field of education. The essence of the concepts of “motiv” and “motivation” in the general sense and as terms of the professional sphere is considered. The modern views of scientists on motivation are analyzed. The analysis of literary sources made it possible to clarify the essence of key concepts, to reveal the content of methods and techniques for developing the motivational sphere of future geography teachers. The main strategies to stimulate motivation include: building the theoretical logic of the subject, which allows students to navigate the formation of mental actions and feel confident in front of new material. It is important for the teacher to facilitate student participation in learning, making them co-participants rather than executors of his or her will. Motivation can be built by outlining the prospects for learning the topic, defining the goal, and emphasizing the importance of developing skills. Addressing students’ existing learning needs, choosing materials that stimulate interest in new knowledge. Students should understand that the knowledge they acquire is important for achieving a specific goal. Rotating teaching methods and forms to stimulate activity and maintain student motivation. Variety, such as role-playing games, discussions, brainstorming, demonstrations, and project activities, contributes to a positive attitude of the future teacher towards learning the material. Setting realistic requirements for each student. Requirements should be high but achievable so that students do not lose interest in learning.

PROBLEMS OF PROFESSIONAL TRAINING OF FUTURE EDUCATORS FOR THE DEVELOPMENT OF THE CREATIVE POTENTIAL OF CHILDREN IN THE CONDITIONS OF AN INCLUSIVE EDUCATIONAL ENVIRONMENT

The article raises the issue of professional training of future educators for the development of children's creative potential in the conditions of an inclusive educational environment. The key object of the educational process in the modern educational paradigm is the personality of the child, who is able to critically perceive reality, analyse, propose ideas for solving tasks, realize his/her own uniqueness, the need for the development of individual abilities. The development of creative potential of a preschool child is aimed at forming the foundation for revealing the potential of each child in accordance with his needs, abilities, etc. The problem of the development of children's creative potential is intensified by the integration of inclusive education into the educational space of regular preschool education institutions, which puts forward new requirements for the professional training of educators who ensure the comprehensive development of all children in a single inclusive educational environment, adaptation and socialization of children with special educational needs in interaction with peers. Based on the analysis of scientific, pedagogical and methodological literature, the author highlights contemporary problems related to the research topic: the integration of inclusive education in Ukraine continues and has both positive developments and unresolved problems at the state and regional levels that slow down the achievement of the goal; the involvement of children with special educational needs in regular preschool education institutions requires in-depth improvement in order to expand opportunities for all children; lack of a model for the development of children's creative potential under the conditions of an inclusive educational environment; insufficient number of necessary specialists to work in the conditions of an inclusive educational environment; the need to modernize the variable component of professional training of future educators. The author comes to the conclusion that solving the above-mentioned problems requires targeted, thorough and long-term practical research in order to improve the quality of education, the productive development of the creative potential of each child in the conditions of an inclusive educational environment.

Effect of lung breather on hospital stay in patients with acquired pneumonia: a randomized clinical study

INTRODUCTION. Acquired pneumonia is a severe medical condition that is addressed as life-threating issue requiring intensive care. The Medical Breather device can activate and strengthen both the inspiratory and expiratory muscles, so it can be useful for patients with pneumonia. AIM. To investigate the breather effect on length of hospital stay in patients with pneumonia. MATERIALS AND METHODS. Sixty participants diagnosed with acquired pneumonia “30 women, 30 men stayed in hospital in ICU for two weeks; aged 30–40 years old” selected from chest department of Kasr Al-Aini Intensive Care Unit (ICU) at Cairo University. They were randomly allocated into equal groups; Group A received respiratory training via incentive spirometer, and traditional chest physiotherapy; and Group B received respiratory training via Breather, and traditional chest physiotherapy, both received 3 session daily/2 weeks. Diaphragmatic excursion, Respiratory Distress Observation Scale, and ICU discharge were assessed before and after the treatment. RESULTS. Both groups revealed significant improvement after the treatment, while Breather group showed a high significant increase in pH 1.23 %, PaO2 11.79 %, SaO2 6.1 %, and diaphragmatic excursion by 36.97 %, also decrease in PaCO2 2.78 %, RDOS 39.06 % and NEWS2 by 50.72 % in comparison to incentive spirometer group that recorded significant increase in pH 0.68 %, PaO2 6.69 %, SaO2 by 2.66 %, and diaphragmatic excursions by 8.15 %, also significant decrease in PaCO2 12.12 %, RDOS 15.01 % and NEWS2 by 20.93 %. HCO3 revealed no significant difference post treatment (p 0.05). DISCUSSION. Breather usage in inspiratory musculatures training (IMT) gained Maximum Inspiratory Pressure (Pimax) significant improvement. IMT enforces both diaphragm and accessory respiratory musculatures. Probably functional capabilities improvements based on enhanced respiratory musculatures’ both endurance and strength that improve pulmonary oxygen uptake thus minimize dyspnea severity. Respiratory muscles training program improves not only cognitive function. Moreover, IMT could be addressed as a prime component of respiratory training in combine with expiratory one that is why whom has preserved pulmonary function. CONCLUSION. Breather as a respiratory training technique has remarkable results in reducing hospital stays in patients with acquired pneumonia, and significant positive effects on diaphragmatic function, oxygenation levels. Therefore, it is recommended to use Breather for routine acquired pneumonia care. REGISTRATION: Clinicaltrials.gov identifier: No NCT06062862; registered April 30, 2022.

Palliative care education: a nationwide qualitative study of emergency medicine residency program directors in the United Arab Emirates

BackgroundEmergency medicine (EM) physicians routinely care for patients with serious life-limiting illnesses. Educating EM residents to have general skills and competencies in palliative medicine is a global priority. The purpose of this study was to describe the current status of palliative and end-of-life education in EM residency programs in the United Arab Emirates (UAE) and to identify barriers and opportunities to inculcating palliative care (PC) instruction into EM training in a non-Western setting.MethodsUsing the American College of Emergency Medicine’s milestones for Hospice and Palliative Medicine for Emergency Medicine as a question guide, semi-structured interviews were conducted with program directors of all 7 EM residency programs in the UAE from January through July 2023. Qualitative content analysis was conducted to identify recurring themes.ResultsAll program directors agreed that PC knowledge and skills are essential components of training for EM residents but have had variable success in implementing a structured PC curriculum. Six themes emerged, namely the educational curriculum, PC policies and practices, comprehensive PC services, cultural and religious barriers to PC, EM scope of practice, and supporting residents after patient death.ConclusionUAE national EM residency curriculum development is evolving with an emphasis on developing a structured PC curriculum. As EM residencies implement policies and programs to improve care for patients and families dealing with serious illness, future studies are needed to assess the impact of these initiatives on patient quality of life and physician well-being.

Strobe training as a visual training method that improves performance in climbing.

Strobe training is a form of visual training where the athlete has to practice during intermittently dark conditions. Strobe training improves visual, perceptual, and cognitive skills, which will enhance athletic performance. Strobe training can influence multiple training components in climbing: psychological, tactical, physical, and technical training. The study was conducted on 17 elite climbers from Romania (10 male and 7 female), representing the entire National Youth Climbing Team. The research group was divided into a control group (n = 8) and an experimental group (n = 9). The used instruments were the Cognitrom battery (for cognitive skills, such as spatial skills and reactivity), the Witty SEM system (for motor-cognitive skills, such as cognitive agility, visual processing speed, and visual memory), and the International Rock Climbing Research Association (IRCRA) performance-related test battery for climbers (climbing-specific motor skills). The experimental group had 20 strobe training sessions, which took place during one calendar year, as an additional session to their climbing schedule done with their principal trainer. The strobe session was once a week, depending on the periodization of the macrocycle (preparatory, competitional, and transition periods). The control group and the experimental group had similar climbing training sessions during the 1-year macrocycle in terms of intensity and volume of their training. Strobe training improved on-sight performance (d = 0.38) and red-point performance (d = 0.36). Strobe training improved the majority of cognitive skills [all spatial skills (d = 1.27 for mental image transformation; d = 1.14 for spatial orientation; d = 1.59 for image generation) and simple reaction time (d = 0.99)]. Strobe training improved all motor-cognitive skills (d = 0.16 for visual memory; d = 1.96 for visual memory errors; d = 1.39 for visual processing speed; d = 1.94 for visual processing errors; d = 1.30 for cognitive agility). Strobe training improved many climbing-specific parameters (flexibility and upper body strength) (d = 0.44 and d = 0.47 for flexibility parameters; d = 0.50 to 0.73 for upper body strength parameters). Strobe training is an effective training method for enhancing performance that should be used on more experienced climbers. It acts more on spatial skills, rather than on reactivity skills, developing the visual-motor coordination system. Strobe training has greater effects on climbers aged below 16 years, as youth athletes rely more on visual input compared to adults. The improvement in climbing-specific variables was due to the additional climbing session done weekly. Strobe training acts more on the cognitive component of training than on the motor component of training in climbing.

Improving structured interview acceptance through training

AbstractDespite having predictive validity above other selection methods, structured interviews are not always used. Using the Theory of Planned Behavior as a framework, this study examines the role of interview training in increasing structured interview acceptance (SIA). Based on a survey of 190 practitioners in the fields of Human Resources, I‐O Psychology, and other professionals who conduct employment interviews, our results show that not all interviewer training programs are equally effective in increasing SIA. While participation in formal interviewer training is related to SIA, SIA could be influenced more by incorporating certain training components, including training on how to avoid rating errors (r = .21), learning how to evaluate interview answers (r = .19), interview practice/roleplaying (r = .17), training on job analysis (r = .15), legal issues (r = .15), background and purpose of the interview (r = .13), job requirements for the position(s) being filled (r = .13), and a discussion about interview verbal and nonverbal behaviors to avoid (r = .13). Additionally, we found that training components display different relationship with SIA across our two sub‐samples. For example, in the MTurk sample (i.e., composed primarily from a managerial population) including job analysis, how to evaluate answers, and how to avoid rating errors correlated significantly with SIA. However, in the non‐MTurk sample (i.e., composed primarily from a HR professional population), interview practice/role playing, rapport building, use of a videotaped interview to guide instructions, and how to make decisions from interview data correlated significantly with SIA. This highlights the importance of training needs analysis to better understand the audience before training. We suggest that organizations incorporate the identified components into interviewer training to enhance the structured interviews acceptance and ensure that interviewers are more likely to implement structured interview techniques in practice.

The association between music performance skills and cognitive improvement in a musical instrument training program for older adults

Recent studies have reported positive effects of music training on older adults’ executive functions. However, it is not completely known whether these outcomes were due to improvement in music performance skills or due to other components of training, such as social interaction and music listening. Here, we investigated the effect of a 10-week melodica training program on a group of healthy older adults in Japan and the relationship between their early music performance and improvements in executive functions. Participants were divided into an experimental and a passive control group; both completed a battery of executive function measures before and after the intervention. The experimental group also completed a music performance evaluation developed for the current study. We found a significant improvement in an executive function composite index for the intervention group as compared with the control group. Moreover, individual musical performance was the only factor to predict cognitive improvement. Our results suggest that musical instrument training has a positive impact on older adults’ cognition which is not solely attributed to social interaction or music listening. Further research should consider the potential of examining individual differences in music performance skills inside the experimental group to understand the effects of instrument training programs.

Integration of computer networks and artificial neural networks for an AI-based network operator

This paper proposes an integrated approach combining computer networks and artificial neural networks to construct an intelligent network operator, functioning as an AI model. State information from computer networks is transformed into embedded vectors, enabling the operator to efficiently recognize different pieces of information and accurately output appropriate operations for the computer network at each step. The operator has undergone comprehensive testing, achieving a 100% accuracy rate, thus eliminating operational risks. Additionally, a simple computer network simulator is created and encapsulated into training and testing environment components, enabling automation of the data collection, training, and testing processes. This abstract outline the core contributions of the paper while highlighting the innovative methodology employed in the development and validation of the AI-based network operator.

SCIENTIFIC FOREIGN LANGUAGE ETIQUETTE AS AN IMPORTANT FACTOR IN FORMING THE HUMANITARIAN CULTURE OF FUTURE TEACHERS OF FOREIGN LANGUAGES

SCIENTIFIC FOREIGN LANGUAGE ETIQUETTE AS AN IMPORTANT FACTOR IN FORMING THE HUMANITARIAN CULTURE OF FUTURE TEACHERS OF FOREIGN LANGUAGES

Piloting Siyakhana: A community health worker training to reduce substance use and depression stigma in South African HIV and TB care.

South Africa has one of the highest rates of HIV/tuberculosis (TB) co-infection, and poor engagement in HIV/TB care contributes to morbidity and mortality. In South Africa, community health workers (CHWs) are tasked with re-engaging patients who have dropped out of HIV/TB care. CHWs have described substantial challenges with substance use (SU) and depression among their patients, while patients have described CHW stigma towards SU and depression as barriers to re-engagement in care. Yet, CHWs receive little-to-no training on SU or depression. Therefore, we piloted Siyakhana, a brief CHW training to reduce stigma related to SU and depression while improving skills for re-engaging these patients in HIV and/or TB care. This study evaluated the preliminary effectiveness (stigma towards SU and depression; clinical competence assessed via roleplay) and implementation (quantitative ratings of feasibility, acceptability, appropriateness, adoption; semi-structured written qualitative feedback) of Siyakhana among CHWs and supervisors (N = 17) at pre- and post-training assessments. SU stigma significantly decreased (F(1,16) = 18.94, p < 0.001, ηp2 = 0.54). Depression stigma was lower than SU stigma at both timepoints and did not significantly decrease after training. CHW clinical competency towards patients with SU/depression significantly improved (t(11) = -3.35, p = 0.007, d = 1.00). The training was rated as feasible, acceptable, appropriate, and likely to be adopted by CHWs and their supervisors. Nonjudgmental communication was commonly described as the most useful training component. Based on this pilot, the training is being refined and evaluated in a larger randomized stepped-wedge clinical trial.

АКМЕОЛОГІЧНА КОМПЕТЕНТНІСТЬ ПЕРСОНАЛУ ДКВС УКРАЇНИ ЯК ЗАПОРУКА ЙОГО БЕЗПЕЧНОЇ ДІЯЛЬНОСТІ

The purpose of the article – is to investigate the importance of forming acmeological competence and its impact on the security component of the process of service activity of the State Criminal and ExecutiveService personnel of Ukraine. The methodology of the study is based on modern educational and scientific approaches to the formation of acmeological competence of penitentiary personnel. The components of service training that have a significant impact on the improvement and self-improvement of the employee, which will contribute to the physical and intellectual growth in achieving acmeological competence in professional activities, are analyzed. Conclusions. It is proved that motivation plays an important role in achieving the acmeological competence of the staff of the personnel of the State Criminal and ExecutiveService of Ukraine, which encourages the employee to master new knowledge within the framework of official activities, in turn, constant updating of knowledge provides guidance for achieving the employee’s ambitious purposes and allows them to rise to the top of professionalism. Key words: acmeology, acmeological competence, personnel of the State Criminal and ExecutiveService of Ukraine of Ukraine, professional training of personnel, service training, service activity, educational process, safe activity.

The dominants of practical training in the design of educational programmes of pedagogical profile

Introduction. Various aspects of practical training are being revised under the influence of integration, digitalisation and other transformations. The orientation of the educational vector towards practiceoriented training models involves identifying the components of practical training, conditions for its implementation, as well as studying and identifying effective approaches to its design. The purpose of the article is to identify the dominants of practical skills training of students in the design of educational programmes of pedagogical profile. Materials and methods. The research materials were 96 bachelor's educational programmes developed and implemented in 2019-2022 in different Russian universities in the fields of training “Pedagogical education” and “Special (defectological) education”, normative documents regulating the organisation of practical training at the level of higher education. The main research methods were comparative, focused on identifying the invariant components of the practical training system, and descriptive, used in characterising its individual aspects. Results. Models for designing practical training have been identified, the organizational model predominates (80%), in other cases (20%) various structural and content models are used. Distinctive design features of practical training have been identified: formal combination of disciplines and practices within the modules of the educational program (74%), intradisciplinary integration of learning components (17%), interdisciplinary partial integration of learning components (9%). The invariant structural features of modern models of practical education, forming its dominants, which include target, procedural-activity, content, and result aspects, have been established. Conclusion. The obtained research materials are significant for deeper understanding of the essence of practical training, allow to identify its invariant components, which are characterized by predictive potential and ensure the integrity of professional and personal development of a future teacher.

Studying the history of histopathology in preclinical medical education as a guide for the uniform integration of radiology in medical education

Radiology and pathology, though distinct fields within medical education, share a common foundation in their essential roles for accurate diagnosis and understanding of diseases. While pathology, particularly histopathology, has long been integrated into preclinical medical education in the United States, radiology education has traditionally been less emphasized. This paper examines the historical development of histopathology training in medical education and its central role, contrasting it with the comparatively peripheral position of radiology education. We explore the historical context of medical education in the United States, tracing the integration of histopathology following the Flexner Report of 1910. In contrast, radiology, emerging later as a specialized field, has faced challenges in achieving comparable integration into medical curricula. Despite the increasing importance of medical imaging in diagnosis and treatment, radiology education remains variable and often lacking in standardization across medical schools. We highlight the need for greater emphasis on radiology education to better prepare medical students for modern clinical practice, where medical imaging plays an increasingly pivotal role. A call for a comprehensive assessment of radiology education and advocacy for its integration into preclinical curricula is made, emphasizing the importance of collaboration between the radiology profession and accrediting bodies to ensure competence in imaging across medical specialties. As medical imaging continues to advance and become more integral to healthcare, it is imperative that medical education reflects this evolution by establishing radiology as a fundamental component of preclinical training.

Формування ціннісного аспекта фахової підготовки майбутнього викладача іноземних мов

The article examines the process of forming a value aspect in the professional training of a future foreign languages teacher. Key aspects of the influence of axiological elements on the professional development and personal identity of teachers are investigated. The article highlights practical methods of forming students’ value perceptions, in particular by implementing global and intercultural approaches. The article emphasizes the importance of conscious development of values in future teachers for their successful implementation in the modern educational environment. The role of pedagogical axiology in strengthening the interaction between the teacher and students through the implementation of practical tasks and situations aimed at the development of valuable competencies is analyzed. Special attention is paid to reflection and self-assessment as effective tools for students’ awareness and analysis of their own values. The article suggests that teachers use these methods to actively involve future foreign languages teachers in the process of forming personal and professional values, which will contribute to their successful teaching path in the global educational environment. It is noted that the valuable component of professional training of future foreign languages teacher is of strategic importance in the conditions of globalization and intercultural interaction. Students are invited to actively interact in real situations, which contributes to the formation of their skills in solving ethical problems and making important decisions based on their values. The article is aimed at practical recommendations for teachers of Universities who want to improve the process of forming a value component in future specialists in teaching foreign languages, developing their professional and personal aspects. In addition, the article discusses the importance of reflection and self-evaluation in the formation of the value component in professional training. Reflective sessions, where students analyze their values and discuss them with colleagues, contribute to awareness of their own approach to professional activity.

Are Polish doctors ready to start working right after graduation? The 2023 modification to physicians’ postgraduate internship and possible paths forward

The Polish healthcare system faces many problems, among which the shortage of healthcare professionals is one of the most urgent. In less than ten years, more than twenty Higher Education Institutions (HEIs) have been allowed to add medical programmes to their offer, aiming to increase the number of doctors in Poland. Recently, the healthcare system was faced with a proposal to abolish the mandatory postgraduate internship which has been a mandatory component of medical training for years.Two main reforms were considered. The first one focused on the programme of the internship and aimed to update it. The second one recommended an abolition of the internship. The authors of this article analysed the opinions and positions of key players within the system regarding the postgraduate internship.Opinions in this regard are diverse, leading to the conclusion that additional actions would be required prior to the internship abolition. Undergraduate training has changed and currently students are taught in modern facilities, using new teaching methods. On the other hand, internship allows trainees to improve or even acquire skills they may not have obtained during their studies. The postgraduate internship is an essential part of doctors’ training. However, in Poland, there is still a lack of a well-thought, long-term policy or strategy for physicians' workforce development. Our study presents a Polish perspective on common challenges in medical training and workforce policy, highlighting the clash over the growing demand for physicians and the limitations of the existing system.

Randomized Controlled Trial on Imaginal Retraining for Problematic Alcohol Use: A Dismantling Study.

Imaginal retraining (IR) is an approach-avoidance procedure that has shown promising results in previous studies. The aim of the present study was to dismantle the efficacy of IR's components in a randomized controlled trial (RCT). We conducted a RCT with nine conditions comprising eight intervention groups and a waitlist control group (WLC). Alcohol craving (primary outcome), consumption, depressive symptoms, quality of life, subjective appraisal, and side effects were assessed online at baseline, post intervention (6 weeks), and follow-up (12 weeks). The sample consisted of 426 participants (age: M = 47.22, SD = 11.82, women: 50.5%). The intervention groups received instructions for four different components of IR (mood induction, mental avoidance of unhealthy stimuli, motor avoidance of unhealthy stimuli, approach to healthy stimuli) that were each conveyed with or without prior psychoeducation (PE). The intervention was delivered online. At total of 163 individuals (42.9%) used the intervention at least once. No group differences were found for any primary or secondary outcome after Šidák correction. Uncorrected statistics showed effects of significantly decreased alcohol consumption for the approach + PE group in the intention-to-treat and the merged motor avoidance group in the per-protocol analyses at post assessment compared with the WLC. Exploratory moderation analyses revealed that individuals with high visualization skills benefited most. The authors conclude that visualization training and motivational components may increase the efficacy and adherence of IR.