Council Courses Research Articles

How the enduring rhetoric of “raising aspirations” affects the higher education choice support offered to vocational students in an English further education college

ABSTRACT Vocational students are under-represented in both higher-status degree subjects and “elite” universities in England. Despite extensive criticism, government policy persistently attributes this to the idea that these students have low aspirations and that school/college staff can provide support in such a way as to address this issue. This paper explores the dilemmas inherent in raising aspirations towards “elite” higher education (HE) by considering the HE choice support offered to those studying a Business and Technology Education Council (BTEC) course in a further education (FE) college. BTEC qualifications are the English vocational qualifications most frequently used to access university, whilst FE colleges are the English educational institutions that cater primarily to vocational students. Results are analysed in accordance with the Theory of Practice Architectures, a framework that enables the deconstruction of the pre-existing conditions underlying college practices. Findings suggest that whilst the notion of “raising aspirations” remains prevalent in college HE choice support, individual understandings differ, leading to strategies that are ad-hoc, poorly communicated and ineffectual. Underlying all of this is an unease with the whole concept of “raising aspirations” towards “elite” HE and tensions between this concept and other college priorities such as supporting local university provision and providing impartial guidance.

Implementing ERC ALS courses to strengthen emergency care in developing countries

Purpose: In many countries, the European Resuscitation Council (ERC) courses are an important tool for qualifying healthcare professionals to develop guideline-oriented skills in the care of cardiac arrest patients. 1 Fischer H. et al. The effectiveness of ERC advanced life support (ALS) provider courses for the retention of ALS knowledge. Resuscitation. 2012; 83: 227-231 Abstract Full Text Full Text PDF PubMed Scopus (13) Google Scholar In many low and middle income (LMIC‘s) countries, high quality training for health professionals with a focus on resuscitation does not exist.

Students’ attitudes towards BLS/AED training: Results from a survey of Sudan Resuscitation Council Courses participants

Students’ attitudes towards BLS/AED training: Results from a survey of Sudan Resuscitation Council Courses participants

Implementation of European Resuscitation Council courses in the undergraduate curriculum at the University of Zagreb School of Medicine, Croatia

Implementation of European Resuscitation Council courses in the undergraduate curriculum at the University of Zagreb School of Medicine, Croatia

Students’ attitudes towards BLS/AED training: Results from a survey of Sudan Resuscitation Council Courses participants

Students’ attitudes towards BLS/AED training: Results from a survey of Sudan Resuscitation Council Courses participants

Theoretical knowledge and skill retention 4 months after a European Paediatric Life Support course.

The European Paediatric Life Support (EPLS) provider course aims at training doctors and nurses in the efficient and prompt management of cardiopulmonary arrest in children. EPLS is a 2-day European Resuscitation Council course, involving the teaching of theoretical knowledge and practical skills. The aim of the study was to evaluate the retention of theoretical knowledge and certain skills of EPLS providers 4 months after the course. In total, 80 doctors and nurses who attended three EPLS provider courses, from May 2012 to December 2012, were asked to participate in the study and only 50 responded positively. Demographic data (age, sex, occupation) of the participants were collected. The European Resuscitation Council-approved EPLS written test was used to assess theoretical knowledge right after the course and after 4 months. The retention of certain skills (airway opening, bag-mask ventilation, chest compressions) was also examined. The theoretical knowledge decreased significantly (P<0.001) 4 months after the course. Age, sex and occupational status (medical or nursing profession) had no effect in theoretical knowledge retention. Interestingly, certain skills such as the application of airway opening manoeuvres and effective bag-mask ventilation were retained 4 months after the course, whereas chest compression skill retention significantly declined (P=0.012). According to our findings, theoretical knowledge of the EPLS course uniformly declines, irrespective of the provider characteristics, whereas retention of certain skills is evident 4 months after the course.

The European Resuscitation Council courses in Serbia year 2016.

The European Resuscitation Council courses in Serbia year 2016.

Abstract 19242: No Difference in Skill Acquisition and Retention When Teaching Laypersons Recovery Position Using Four-stage and Two-stage Teaching Technique: A Randomized Comparison

Introduction: Resuscitation guidelines recommend that unconscious and spontaneously breathing persons are placed in the recovery position to secure airway patency. Techniques for teaching the recovery position require evaluation. Aim: To evaluate acquisition and retention of recovery position skills among laypersons taught using a four-stage and two-stage teaching technique. Methods: Laypersons were randomized to a standardized European Resuscitation Council (ERC) courses in BLS/AED including training in recovery position using a four-stage teaching technique compared to modified course with the same content using a two-stage teaching technique. Participants were tested immediately after training and three months (±five days) later to assess acquisition and retention of recovery position skills. Tests were video recorded and reviewed by two assessors blinded to teaching technique. A skill checklist in accordance with the ERC guidelines representing the eight steps of the recovery position was used. The primary endpoint was passing the test (8 out of 8 skills). Result: In total, 160 participants were included. Total average number of steps of eight performed correctly was 7.3±1.0 (n=70) vs 7.1±1.1 (n=72) (p=0.5) immediately after the course and 4.1 ±2.3 (n=64) vs 3.8 ±2.3 (n=64) (p=0.4) three month later when using the four-stage and the two-stage technique, respectively. Correct final recovery position was obtained by 91% vs 93% immediately after the course and 49% vs 42% three month later. Each separate step of the recovery position is shown in Table 1. Conclusion: There was no difference in skill acquisition and retention when teaching laypersons recovery position using the four-stage and two-stage teaching technique. There was a marked decrease in skill level three months after training, particularly keeping the airway patent by head tilt and checking breathing regularly in both groups.

Use of Internet and online technology expectations during medical conferences among participants of European Resuscitation Council (ERC) Courses. Preliminary data from a questionnaire studyStatus: PendingCategory: Education

Use of Internet and online technology expectations during medical conferences among participants of European Resuscitation Council (ERC) Courses. Preliminary data from a questionnaire studyStatus: PendingCategory: Education

Which digital content should we offer on European Resuscitation Council (ERC) Courses? Results from a survey of Austrian and Croatian ERC Courses participantsStatus: PendingCategory: Education

Purpose of the study: The use of digital materials can enhance learning experiences, and deepen levels of learner's engagement and collaboration.1 Our main goal was to investigate which digital materials would ERC courses participants mostly use for courses.

The progress of European resuscitation council courses in Turkey after five years

Purpose of the study: To evaluate the progress of ERC courses in Turkey after five years.Materials and method: In 2005 the first course (ALS) has been held in Istanbul. Twelve ERC courses (ALS, EPLS, GIC) were held in Turkey in five years. International instructors have been joined to these courses from different countries. All lectures, skill stations, and CAS Tests were given in English except the last five ALS provider courses. In 2008 the ALS courses has been started in Turkish.Results: Totally 328 candidates participated to the courses, which were held in five different course centers. The course directors were foreigner at initial ALS Provider course, and in EPLS and GIC courses. From beginning of 2005 April ALS Provider course the course director was Turkish. The candidates were from different specialties: Anaesthesiology (76.5%), GP (9.45%), senior nurse (3.35%), paramedics (2.43%), internal medicine (2.4%), respiratory medicine (1.82%), emergency medicine (1.5%), family medicine (1.12%), paediatrics (0.3%), paediatric surgery (0.3%), cardiology (0.3%), general surgery (0.3%), and orthopaedics (0.3%). The candidates attended the course from different cities: Istanbul (30%), Ankara (11%), Izmir (9%), Kahramanmaras (9%), Adana (6%), Samsun (6%), Mersin (5%), Malatya (4%), Antalya (2%), and others (18%). In overall of the results 242 candidates passed, 63 candidates selected as an IP, 39 candidates became IC, 8 candidates failed, 19 candidates could not pass the post course MCQ and CAS tests (15, and 4 candidates, respectively).Conclusion: A real cardiac arrest is not the time for learning CPR.1Moore G.P. Ethics seminars: the practice of medical procedures on newly dead patients—is consent warranted?.Acad Emerg Med. 2001; 8: 389-392Crossref PubMed Scopus (18) Google Scholar With the advent of specialized CPR manikins, many of which mimic most medical emergencies, realistic classroom teaching is now possible.2Jevon P. Meet crash max, basic buddy and little Anne.Nursing Times. 1999; 95: 54-56PubMed Google Scholar The overall achievement was good, and the candidates were highly satisfied with the courses. We expect to organize more ERC courses in near future in Turkey. Purpose of the study: To evaluate the progress of ERC courses in Turkey after five years. Materials and method: In 2005 the first course (ALS) has been held in Istanbul. Twelve ERC courses (ALS, EPLS, GIC) were held in Turkey in five years. International instructors have been joined to these courses from different countries. All lectures, skill stations, and CAS Tests were given in English except the last five ALS provider courses. In 2008 the ALS courses has been started in Turkish. Results: Totally 328 candidates participated to the courses, which were held in five different course centers. The course directors were foreigner at initial ALS Provider course, and in EPLS and GIC courses. From beginning of 2005 April ALS Provider course the course director was Turkish. The candidates were from different specialties: Anaesthesiology (76.5%), GP (9.45%), senior nurse (3.35%), paramedics (2.43%), internal medicine (2.4%), respiratory medicine (1.82%), emergency medicine (1.5%), family medicine (1.12%), paediatrics (0.3%), paediatric surgery (0.3%), cardiology (0.3%), general surgery (0.3%), and orthopaedics (0.3%). The candidates attended the course from different cities: Istanbul (30%), Ankara (11%), Izmir (9%), Kahramanmaras (9%), Adana (6%), Samsun (6%), Mersin (5%), Malatya (4%), Antalya (2%), and others (18%). In overall of the results 242 candidates passed, 63 candidates selected as an IP, 39 candidates became IC, 8 candidates failed, 19 candidates could not pass the post course MCQ and CAS tests (15, and 4 candidates, respectively). Conclusion: A real cardiac arrest is not the time for learning CPR.1Moore G.P. Ethics seminars: the practice of medical procedures on newly dead patients—is consent warranted?.Acad Emerg Med. 2001; 8: 389-392Crossref PubMed Scopus (18) Google Scholar With the advent of specialized CPR manikins, many of which mimic most medical emergencies, realistic classroom teaching is now possible.2Jevon P. Meet crash max, basic buddy and little Anne.Nursing Times. 1999; 95: 54-56PubMed Google Scholar The overall achievement was good, and the candidates were highly satisfied with the courses. We expect to organize more ERC courses in near future in Turkey.

Quality of Cardiopulmonary Resuscitation Among Highly Trained Staff in an Emergency Department Setting

Recent reports have highlighted the poor standard of cardiopulmonary resuscitation (CPR) achieved by health care professionals in diverse situations. We explored what can be achieved in an emergency department by highly trained permanent staff. In a prospective observational study conducted from June 1, 2002, to August 31, 2005, 80 of 213 patients requiring CPR and admitted to the emergency department of a tertiary care hospital were eligible for study participation. Owing to several logistic problems with CPR, 133 patients could not be studied. The CPR team consisted of emergency- and critical care-trained physicians with more than 10 years of acute care experience, most of whom were instructors of European Resuscitation Council courses in basic and advanced life support. A specially designed defibrillator was used to assess the quality of CPR. For 80 patients, 95 data sets were available for analysis, yielding a total of 1065 minutes of cardiac arrest time. Chest compressions were performed at a rate of 114 (95% confidence interval [CI], 112-116) per minute, resulting in a mean of 96 (95% CI, 93-99) delivered chest compressions per minute. We further observed a mean hands-off ratio of 12.7% (95% CI, 12.3%-13.1%), and the hands-off ratio was linearly associated with the duration of CPR (R(2) = 0.95; mean, 4.3% increments per 5-10 minutes; P<.001). Patients were hyperventilated with a median of 18 (interquartile range, 14-24) ventilations per minute. Highly trained professionals in an emergency department can achieve appropriate chest compression rates during CPR with a low hands-off ratio. Increased attention must be paid in all situations to the avoidance of hyperventilation.

Progress of European Resuscitation Council (ERC), basic life support/automated external defibrillation (BLS/AED) courses in Poland

European Resuscitation Council (ERC) courses offer the highest standards of education according to the most up-to-date guidelines. The Polish Resuscitation Council (PRC) decided in 2004 that they should introduce ERC BLS/AED courses in Poland in collaboration with the ERC. We started implementing the ERC BLS/AED provider and instructor courses in Poland in March 2004. The first course took place in Kraków on 27–28 March 2004. Our great and loyal friend Sian Davies (Course Director) conducted the first course heading a team of Polish ALS instructors.

Rethinking the Role and Status of Observation in Science Education

The publication of the first English translation of Karl Popper's The Logic of Scientific Discovery in 1959 marked the end of a long period of stability in the philosophy of science and the beginning of a period of rapid development and change, marked by the work of Kuhn, Lakatos, Feyerabend, Laudan, Putnam, and others. The late 1950s also marked the end of a long period of stability in the school science curriculum and the onset of the rapid curriculum developments of the 1960s and 1970s (the Nuffield and Schools Council courses in the U.K., PSSC Physics, Harvard Project Physics, BSCS, CBA, CHEM Study and others in the United States, and ASEP in Australia). Unfortunately, developments in the philosophy of science did not inform and guide developments in the science curriculum. Despite the growing number of books and articles dealing with the curricular implications of issues in the philosophy of science, science teachers and science curriculum developers remain surprisingly ill-informed about fundamental...

Environmental Education in Jamaica: The Gap between Policymakers and Teachers

Abstract A 1984 study of Jamaican teachers found them to be highly supportive of the idea of including environmental studies in the high school curriculum. Eighty-nine percent thought such studies should be incorporated into existing courses, and 74.3 percent indicated that they would attend seminars to prepare them to teach such material. An examination of several course syllabi revealed that a large amount of environmental material was already incorporated into the new Caribbean Examination Council course syllabi, but interviews with curriculum planners and policymakers indicated that widespread teacher training and public education workshops were not planned because of lack of funding and miscommunication between ministries and departments.

Talking Shop: Intercontinental perspectives on communicative language teaching

In July 1984 a British Council course on the development and production of ELT materials was held at St Mary's College, London, under the directorship of Dr Rod Ellis, then Senior Lecturer at the College. From among the thirty-seven participants, four from different continents were invited to take part in an ad hoc recorded discussion on the meaning and implications of the communicative movement in ELT for them in their various different teaching situations. Their discussion is, as one might expect, inconclusive (partly due to time constraints), but is nevertheless an apt reflection of current debate about the principles of communicative language teaching. We are grateful for the time they so generously gave, insufficient as it was, in a hectic two-week course that many participants found offered unique opportunities for comparison and exchange. The participants in the recorded discussion were: Alice M. Da F. Freire, teacher of English at the Catholic University, Rio de Janeiro, Brazil. Apart from her language-teaching duties, Alice is a member of a research group working on materials production. Christine Kiganda, senior specialist at the National Curriculum Development Centre, Kampala, Uganda. Christine is in charge of the Ugandan Secondary School Curriculum in English, and runs in-service courses for teachers. Ivana Mikuli6, teacher at the School for Foreign Languages, Zagreb, Yugoslavia, and author/co-author of textbooks in English for Yugoslavian students. Shihong Yang, lecturer at the English Department, Guangzhou (Canton) Foreign Languages Institute, People's Republic of China. In addition to his teaching, Yang has worked on the CECL (Communicative English for Chinese Learners) materials being produced and piloted at the Institute (see Li Xiao-ju's article ‘In defence of the Communicative Approach’ in ELT Journal 3811:2-13). The following extracts, it is hoped, will serve to indicate the range and main focuses of their brief conversation, one of very many dealing with similar topics which took place among those attending the course.

Book Review: Practical Administration: A Civil Service Teaching Manual for Business and Technician Education Council Courses (pp 199); Public Administration: Civil Service Case Studies for Business and Technician Education Council Courses (pp 205) Cabinet Office, Management and Personnel Office. (HMSO, December 1983, £15 per volume)

Book Review: <b><scp>Practical Administration</scp>:</b> A Civil Service Teaching Manual for Business and Technician Education Council Courses (pp 199); <b><scp>Public Administration</scp>:</b> Civil Service Case Studies for Business and Technician Education Council Courses (pp 205) Cabinet Office, Management and Personnel Office. (HMSO, December 1983, £15 per volume)

The British council course on archive administration

The British council course on archive administration

National Safety Council Courses

National Safety Council Courses

The use of case studies in pre-experience business education part III: The availability of British case studies in business education

Abstract In this article, the final part of a three-part series, the author considers what British case studies are currently available, based on the British business system. A classified bibliography of books of case studies and also material available from the Case Clearing House of Great Britain and Ireland is given, and the author comments on the suitability of this material for use with pre-experience business students. With the development of the new Business Education Council courses and the emphasis on the use of case studies, the article should be of particular interest to all staff teaching on these courses.