Comprehensive Training Model Research Articles

A Comprehensive Training Model for Simulation of Intracranial Aneurysm Surgery Using a Human Placenta and a Cadaveric Head.

Aneurysmal surgery is technically complex, and surgeon experience is an important factor in therapeutic success, but training young vascular neurosurgeons has become a complex paradigm. Despite new technologies and simulation models, cadaveric studies still offer an incomparable training tool with perfect anatomic accuracy, especially in neurosurgery. The use of human placenta for learning and improving microsurgical skills has been previously described. In this article, we present a comprehensive simulation model with both realistic craniotomy exposure and vascular handling consisting of a previously prepared and perfused human placenta encased in a human cadaveric specimen. Humans' placentas from the maternity and cadaveric heads from the body donation program of the anatomy laboratory were used. Placentas were prepared according to the established protocol, and aneurysms were created by catheterization of a placental artery. Ten participants, including senior residents or young attendees, completed an evaluation questionnaire after completing the simulation of conventional unruptured middle artery aneurysm clipping surgery from opening to closure. The skin incision, muscle dissection, and craniotomy were assessed as very similar to reality. Brain tissue emulation and dissection of the lateral fissure were judged to be less realistic. Vascular management was evaluated as similar to reality as closure. Participants uniformly agreed that this method could be implemented as a standard part of their training. This model could provide a good model for unruptured aneurysm clipping training.

Standardized porcine integrated robotic inguinal hernia training: the SPIRIT model.

Implementing a robotic system for minimally invasive surgical procedures necessitates a comprehensive training regimen. This involves not only mastering the technological aspects of the robotic system but also enhancing surgical proficiency in manipulating robotic instruments. Furthermore, procedural expertise in specific surgeries is critical. Minimally invasive inguinal hernia repair is particularly suitable as an initial procedure for human application. The development of a comprehensive training model for this type of repair is a crucial element of such an educational pathway. Anatomical dissections were carried out on pigs to assess both the similarities and differences between pig and human anatomy. A structured minimally invasive inguinal hernia repair was performed to determine the suitability of the porcine inguinal region for training purposes. A detailed anatomical description of the porcine inguinal region is outlined, to provide a framework for assessing the critical view of the porcine myopectineal orifice. By integrating the human 'ten golden rules' for safe and effective minimally invasive inguinal hernia repair, the standardized porcine integrated robotic inguinal hernia training (SPIRIT) model describes a step-by-step approach to practice surgical techniques in a realistic setting. The SPIRIT model is designed to be a well-structured training model for minimally invasive inguinal hernia repair and incorporates the specific surgical steps as encountered in a human patient.

Empowering University Educators to Support Generative AI-enabled Learning: Proposing a Competency Framework

University educators, including engineering educators and other domain-specific educators in higher education, are challenged by the changing expectations on teaching and assessment methods in the era of generative artificial intelligence (GenAI). To address these challenges, it is critical to offer professional training and development programs to university teachers as institutional efforts to empower them with the knowledge and skills required to navigate the complex landscape of higher education. Against this background, this position paper proposes a teacher competency framework that includes three intersecting components: self-empowerment competency, professional and pedagogical competency, and empowerment competency. This framework provides a comprehensive training model that transforms university teachers from domain-specific experts to well-rounded educators, towards the ultimate goal of empowering students. Implications of the framework for education policies, teacher education, and professional development programs are discussed.

Research on the Application of Interdisciplinary Cooperation and Innovation Ability in the Training Model of New Media Art Major

With the rapid development of information technology and the rise of new media,new media art, as an interdisciplinary field that integrates artistic creation and technological application, has put forward higher requirements for talent cultivation. This article explores the application of interdisciplinary cooperation and innovation capabilities in the talent cultivation model of new media art majors. Research has found that interdisciplinary cooperation can promote the integration of knowledge in different fields, enrich students' perspectives, and enhance the diversity and depth of creativity; At the same time, cultivating innovative abilities can enable students to flexibly respond to complex and ever-changing new media environments and propose unique creative solutions. Based on these findings, this article proposes a comprehensive training model for new media art professionals, emphasizing the importance of interdisciplinary team cooperation and innovative ability cultivation, and elaborates on the application methods and effects of this model. It is hoped that this model can provide some reference and reference for the training of new media art major.

Comprehensive Training Model for Procedural Guidance of Transcatheter Mitral Valve Edge-to-Edge Repair: Divide and Conquer Approach

Transcatheter edge-to-edge repair (TEER) of the mitral valve is a complex procedure requiring continuous image guidance with 2-dimensional and 3-dimensional transesophageal echocardiography. In this context, the role of the echocardiographer is of paramount importance. Training in interventional echocardiography for procedures such as TEER requires comprehending the complicated workflow of the hybrid operating room and advanced imaging skills that go beyond traditional echocardiography training to guide the procedure. Despite TEER being more commonly performed, the training structure for interventional echocardiographers is lagging, with many practitioners not having any formal training in image guidance for this procedure. In this context, novel training strategies must be developed to increase exposure and aid training. In this review, the authors present a step-wise approach to training for image guidance during TEER of the mitral valve. The authors have deconstructed this complex procedure into modular components and have incremental stages of training based on different steps of the procedure. At each step, trainees must demonstrate proficiency before advancing to the next step, thus ensuring a more structured approach to attaining proficiency in this complex procedure.

Exploration of Ideological and Political Construction of Software Testing Course

In order to strengthen the moral education work in colleges and universities, this paper takes the software testing course as an example to construct the ideological and political teaching mode of the first-class courses in ordinary colleges and universities. This paper organically combines teaching content with ideological and political elements, and proposes a student-centered teaching model and evaluation system reform. It has gradually formed a comprehensive training model of in-class and extra-curricular, pre-class and after-class, promoting learning through competition, and improving the level of scientific research, in order to cultivate socialist builders with both political integrity and talent, and realize long-term training for students at different levels in and out of class. Judging from the two years of teaching practice, the innovative curriculum design has effectively improved students' ideological and political literacy, and the educational function of professional courses has been effectively brought into play, laying a solid foundation for students' further development.

Designing the competency-based training model of Iranian medical tourism.

BACKGROUND:Despite the great comparative advantage of Iran in terms of infrastructure, technology, and human resources as well as the significance of medical tourism in the tourist industry, in practice, the quality of human resources has received less attention. Consequently, this study was conducted to design a model of competency-based training for Iranian medical tourism.MATERIALS AND METHODS:This study was an exploratory mix, and the Delphi method and semi-structured interviews were used for the qualitative part of this study. In the second part, the analytical method was utilized for the quantitative part of this study.RESULTS:The results indicated the main components of medical tourism to be public interactions and private interactions and seven subcomponents. Medical Tourism's Competency includes three main components and seven subcomponents.CONCLUSION:Although some training separated and scattered is present in Iran's medical tourism. However, Iran requires a comprehensive training model of which its design was explained in this paper.

Bereavement Care Practices Following Stillbirths: Health-Care Provider's Perspective.

Background:Addressing stillbirth is a difficult task and becomes more challenging with a huge burden and skewed doctorpatient ratio. There is a lack of data regarding the knowledge about the bereavement care practices following pregnancy loss and practices being followed by the health-care providers in the Indian context. The objective of this study is to describe the experience, views, and practices of health-care professionals while managing women with stillbirths.Design:Internet-based Monkey Survey.Methodology:An on-line self completion questionnaire was shared with various health care providers via emails and whats app groups.Results:A total of 281 responses of health-care providers were analyzed, and the majority of them were obstetricians. Almost 90% had managed women with stillbirth, but just a third (38.1%) had provided bereavement care. The majority of them felt the lack of a uniform and comprehensive training model for providing bereavement care to such women. Out of 281 participants, 258 (91.8%) believed that health-care providers should have a bereavement care training and support system, whereas only 23 (8.2%) rejected this idea.Conclusion:There is no defined protocol or standards for providing bereavement care to women following stillbirth. Most health-care professionals feel an urgent need for professional training to bridge the gap between the expectations of patients and the care provided.

Workforce Readiness Training: A Comprehensive Training Model That Equips Community Health Workers to Work at the Top of Their Practice and Profession.

Background: Recent reports have recognized that only 20 percent of health outcomes are attributed to clinical care. Environmental conditions, behaviors, and social determinants of health account for 80 percent of overall health outcomes. With shortages of clinical providers stressing an already burdened healthcare system, Community Health Workers (CHWs) can bridge healthcare gaps by addressing these nonmedical factors influencing health. This paper details how a comprehensive training model equips CHWs for workforce readiness so they can perform at the top of their practice and profession and deliver well-coordinated client/patient-centered care.Methods: Literature reviews and studies revealed that training CHWs alone is not sufficient for successful workforce readiness, rather CHW integration within the workforce is needed. Consequently, this comprehensive training model is developed for CHWs with varying skill levels and work settings, and supervisors to support organizational readiness and CHW integration efforts. A systematic training program development approach along with detailed implementation methods are presented. Continuing education sessions to support CHW practice and Organizational Readiness Training for supervisors, leadership and team members directly engaged with CHWs in the workplace are also discussed. CHWs were involved in all phases of the research, development, implementation, and actively serve in evaluations and curriculum review committees.Results: Components of the comprehensive training model are presented with an emphasis on the core CHW training. Two CHW training tracks are offered using three delivery modalities. Process measures with student learning objectives, outcome measures developed using the Kirkpatrick model to capture attitude, perceptions, knowledge acquisition, confidence, behavior, and overall experience, and impact stories by two CHWs are presented. Lessons learned from the implementation of the training program are discussed in three categories: Practice-driven curricula, student-centered training implementation, and adaptations in response to COVID-19 pandemic.Conclusion: This comprehensive training model recognizes that training CHWs in a robust training program is key as the demand for well-rounded CHWs increases. Furthermore, a comprehensive training program must include training for supervisors, leadership, and team members working directly with CHWs. Such efforts strengthen the CHW practice and profession to support the delivery of well-coordinated and holistic client/patient-centered care.

Vascular access training for REBOA placement: a feasibility study in a live tissue-simulator hybrid porcine model

BackgroundThe use of resuscitative endovascular balloon occlusion of the aorta (REBOA) in patients with severe haemorrhagic shock is increasing. Obtaining vascular access is a necessary prerequisite for REBOA placement in...

Teamwork assessment in the educational web of data: A learning analytics approach towards ISO 10018

The Web of Data is an emerging research field that contributes to make better decisions because it gathers, combines and analyses different data sources available worldwide. Educational data is an interesting domain because it deals with the quality of the education itself and educational institutions which are common goals for every country. This paper is devoted to present how this idea has been used to improve a learning analytics tool. By means of this tool, teachers can perform teamwork competence assessment of a group of students taking into account how the individuals acquire the essential components of such competence. In this sense, authors use the Comprehensive Training Model of the Teamwork Competence in Engineering Domain (CTMTC) method to gather competence evidences and improve the system with a learning analytics tool to support the process. This tool is able to transform competence evidences and stores them in a competence ontology built upon ISO 10018 concepts. The final result is the production of educational results for the web of data.

Comorbid antisocial and substance misuse proclivity and mental health service utilization by female inmates: testing the worst of both worlds hypothesis with the PAI.

The primary purpose of this study was to establish whether female inmates with comorbid proclivity for antisocial behavior and substance misuse, as measured by the Personality Assessment Inventory (PAI; Morey, 2007), use more mental health-related services than female inmates with either antisocial or substance misuse proclivity alone. A second purpose was to determine whether the effect of comorbid antisocial and substance misuse proclivity on mental health service utilization is cumulative or interactive. In a survey of 421 female federal prison inmates, it was noted that proclivity for both antisocial behavior and substance misuse was associated with significantly greater subsequent use of mental health services in female inmates than either proclivity alone, even after preexisting mental health diagnoses and treatment were controlled. In addition, the effect was additive rather than interactive. These findings provide further support for the "worst of both worlds" hypothesis, which holds that comorbid antisocial and substance involvement/proclivity portend poorer future outcomes than either antisocial or substance involvement/proclivity alone. The implications of these results for development of a comprehensive training model that provides mental health professionals with the skills to properly screen and effectively treat female inmates are discussed, along with the need to clarify the theory behind the "worst of both worlds" hypothesis.

A comprehensive training model of the teamwork competence

The teamwork competence is one of the most demanded competences by the social environment and, therefore, is already a part of the learning objectives in the university studies. A comprehensive training model of the framework competence is presented on this paper which includes a description of this operational competence, within the training field, and the keys to design the training plan by using the ICT. Finally, a multidimensional empirical study of the students’ experience in teamwork is presented, including the pre and post-implementation of a training prototype of this competence that was tested at the Technical University of Madrid and the University of Zaragoza in the 2012 spring term.

Medical Training in School-Based Health Centers: A Collaboration Among Five Medical Schools

School-based health centers (SBHCs) have tremendous untapped potential as models for learning about systems-based care of vulnerable children. SBHCs aim to provide comprehensive, community-based primary health care to primary and secondary schoolchildren who might not otherwise have ready access to that care. The staffing at SBHCs is multidisciplinary, including various combinations of nurse practitioners, physicians, dentists, nutritionists, and mental health providers. Although this unique environment provides obvious advantages to children and their families, medical students and residents receive little or no preparation for this type of practice. To address these deficiencies in medical education, five downstate New York state medical schools, funded by the New York State Department of Health, collaborated to define, develop, implement, and evaluate curricula that expose health professions students and residents to SBHCs. The schools identified core competencies and developed a comprehensive training model for the project, including clinical experiences, didactic sessions, and community service opportunities, and they developed goals, objectives, and learning materials for each competency for all types and levels of learners. Each school has implemented a wide range of learning activities based on the competencies. In this paper, the authors describe the development of the collaboration and illustrate the process undertaken to implement new curricula, including considerations made to address institutional needs, curricula development, and incorporation into existing curricula. In addition, they discuss the lessons learned from conducting this collaborative effort among medical schools, with the goal of providing guidance to establish effective cross-disciplinary curricula that address newly defined competencies.

A training model for the stereomicroscopic evaluation of flap survival.

The stereomicroscopic appearance of the vasculature and circulation of groin flaps, with their epigastric pedicles divided at various time intervals, is an early diagnostic indication of flap viability. A simple and comprehensive training model, with characteristic vascular and flow changes within a single flap, is provided in rats, with pedicles transected at three to four days after the flap is raised.

Toward a Comprehensive Geriatric Educational Experience

A description of the goals and the accomplishments of a program in geriatric education and training is presented. Emphasis is laid on the potential role of departments of family and community medicine, even though vast resources may not be available. Such a program is of great importance, but it must be viewed as only the first step in the development of a comprehensive training model for either a school of medicine or a residency program in primary care. Upon graduation in Family Medicine, residents should not only be aware of the specific health needs of the elderly, but also be clinically competent to meet those needs.