Current Training Programs Research Articles

Assessing emergency physicians' competency gaps in caring for acute psychiatric emergencies: a comparative analysis of self-perceived confidence and performance against training program expectations

BackgroundThe increasing trend of patients with mental health conditions seeking emergency care is a global phenomenon. Numerous studies have emphasized the importance of emergency physicians' ability to recognize and manage psychiatric emergencies, both for patient well-being and societal safety nets. With the growing demand for emergency care related to mental health conditions, it is crucial to assess whether emergency physicians possess sufficient confidence and capabilities to adapt to these changes. Against this backdrop, our study aimed to explore the factors influencing emergency physicians' management of acute psychiatric emergencies and to critically evaluate whether current training programs adequately align with societal expectations for psychiatric emergency care.MethodsA cross-sectional survey, disseminated online by the Taiwan Society of Emergency Medicine, targeted 936 attending physicians and 449 residents in 43 Resident Review Committee approved training hospitals in winter 2021. The questionnaire covered participant demographics, skill requirements, and confidence in managing acute psychiatric patients independently. Statistical analyses included descriptive statistics, chi-square tests, medians (IQRs), and Wilcoxon rank-sum tests.ResultsOut of 229 participants, 63.8% were attending physicians, and 81.7% were affiliated with medical centers. Psychiatrists led 69.9% of emergency psychiatric training curricula, and 66.8% reported that their clinical psychiatric training outcomes were assessed by psychiatrists. Clinical seniority, training hospital level, and the average number of patients with an acute psychiatric presentation seen in a daily shift influenced physicians' self-reported confidence in managing acute psychiatric patients independently. Medical center training improved capability in managing psychiatric emergencies in the elderly, while encountering a higher average number of patients with an acute psychiatric presentation seen in a daily EM shift was associated with better performance, especially in managing specific populations.ConclusionsOur nationwide study highlights how clinical seniority, training hospital level, and patient volume per shift influence emergency physicians' confidence in managing acute psychiatric patients. However, there remains room for improvement, particularly in addressing the needs of specific patient populations. These findings underscore the importance of refining training curricula to bridge these gaps and enhance the quality of psychiatric emergency patient care.

Digital Technologies in Primary Mathematics Education: Insights from Future Teachers’ Portfolios

The integration of digital technology in education has become an essential competency for primary school teachers, particularly in mathematics education, where innovative tools can enhance learning outcomes and student engagement. This paper investigates the extent and nature of digital technology utilization among future mathematics teachers, focusing on tools like dynamic geometry software (GeoGebra), e-testing platforms (e.g., Kahoot), learning applications (e.g., Learning Apps), and immersive technologies such as augmented and virtual reality. Our research centers on the analysis of final portfolios submitted by graduating students from the Faculty of Education at the University of Ostrava in 2024. These portfolios, which are a culmination of the students’ educational strategies and experiences, offer a unique lens through which to assess the preparedness and innovation potential of future educators. Additionally, we surveyed the views of these students through questionnaires on the use of digital technologies in mathematics teaching. We specifically examined how these candidates plan to integrate digital technologies into their teaching practices and the innovative methods they propose to engage primary school students in mathematics. Through a qualitative study of 24 portfolios and a questionnaire survey of 15 students, we identified prevalent trends and inventive approaches in the use of digital tools. Our analysis highlights not only the variety of digital technologies incorporated into teaching strategies but also the depth of pedagogical integration, reflecting a sophisticated understanding of how to enhance learning environments effectively. The findings underscore the importance of digital literacy in teacher education and suggest that current training programs are effective in equipping future educators with the necessary skills to implement advanced technological tools. This study contributes to the ongoing discussion about digital competence in education, providing evidence of emerging trends and the transformative potential of digital technologies in primary mathematics education.

Beyond formal training: insights into cabin crew learning for emergencies

ABSTRACT This paper provides a sociocultural understanding of how airline cabin crew negotiate their learning for emergencies and challenges the conventional approach of relying solely on formal training. Drawing on ethnographic methods, our research offers insights into the learning trajectory of the cabin crew of a regional airline operating in the Tasman Sea Region. While learning occurs as new cabin crew members engage with routine work practices and share experiences with their peers, performing in emergencies – a core cabin crew duty – is not situated within their everyday work. Nevertheless, we argue that learning for emergencies shows characteristics of sociocultural learning in sharing stories and negotiating the meaning of their role. By acknowledging and integrating contextualised narratives in their learning for emergencies, cabin crew can develop a deeper understanding of their role in the interplay of knowledge, values, beliefs, and stories. The study’s findings prompt a reconsideration of current aviation training programmes, and they highlight the need for a more holistic, contextually rich approach to cabin crew learning for emergencies.

OTHR-12 INCIDENCE, CLINICAL PRESENTATION, MANAGEMENT AND ONE- AND TWO-YEAR SURVIVAL OF PATIENTS WITH MEDULLOBLASTOMA AT INKOSI ALBERT LUTHULI CENTRAL HOSPITAL, KWAZULU NATAL PROVINCE: A TEN YEAR REVIEW

Abstract OBJECTIVE Epidemiology, clinical presentation, stage and multidisciplinary treatment modalities for Medulloblastoma (Mb) at Inkosi Albert Luthuli Central Hospital (IALCH) for the 10 year period from 2003 to 2012. It also evaluated the 1 and 2 year survival rate. Methodology: Single center- retrospective study of Mb patients below the age of 18 years in a low and middle income country (LMIC) setting. RESULTS The 30 patients included in the study, median age was 9 years. Male to female ratio of 1.3:1. 70% were black race. Average incidence was 14 per 1000 children years. Headache was most common symptom in 70% of the patients. Majority presented with advanced non metastatic disease (T3b). All patients had shunt insertion prior to debulking surgery and 60% had gross total resection. More than half of the cases had reduced dose irradiation (30.6Gy) to the cranial and spinal compared to 36% who had 36Gy. 96% received concurrent vincristine with radiotherapy. 89.7% received adjuvant chemotherapy and 82.8% completed 6 cycles. There was not enough data to determine any trends in the different modalities of treatment offered over the period of 10 years. One year survival rate was 83.33% [95% CI 64.55; 93.70%] and probability of surviving two years was 80.00% [95% CI 60.87%; 91.60%]. CONCLUSION Children present with advanced stages requiring multi-level surgeries. Dedicated multi-disciplinary approach to treatment conferred decent survival outcomes despite the advanced stages at presentation. Similar successes were reflected in the only other study on the subject in Cape Town in a 3 decade retrospective study between the years 1985-2005. These studies highlight the importance of implementing multidisciplinary team management in parallel with modern radiotherapy techniques to improve survival for children with medulloblastoma. Current training programs like Access to Care Capetown could further improve the outcome in countries establishing or transitioning to new radiotherapy techniques.

Rapid foresight: Information technologies in Physics lessons

Abstract This research, conducted as part of the curriculum in the discipline of Modern Learning Technologies, explores strategies for improving the training of future teachers in response to the dynamic educational landscape. The discipline is an integral component of the educational program designed for students aspiring to become educators. A total of 12 students participated in the study, engaging in a collaborative and iterative process to identify key areas for enhancement in teacher training. The rapid evolution of learning technologies necessitates a proactive approach in preparing future teachers for the challenges and opportunities in the educational landscape. In this study, students enrolled in the educational program for prospective teachers played an active role in the research process. The objective was to leverage the insights and perspectives of these students to identify areas for improvement in teacher training. Twelve students participating in the study were enrolled in the Modern Learning Technologies course. This cohort engaged in a rapid foresight approach, involving activities such as focus group discussions, brainstorming sessions, and collaborative workshops. The methodology aimed to gather diverse opinions on emerging trends in education and technology and to envision potential future scenarios. The findings of the study highlighted key trends in modern learning technologies, including advancements in educational technology, shifts in learning preferences, and evolving classroom dynamics. Students actively contributed to scenario-building exercises, providing valuable input into the skills and competencies they deemed essential for future teachers. The assessment of current teacher training programs revealed areas where adjustments and enhancements were deemed necessary. The active involvement of students in the research process proved to be instrumental in gaining firsthand insights into the needs and expectations of future educators. Collaborative workshops facilitated a co-creation of strategies for improving teacher training programs, ensuring that the enhancements were aligned with the dynamic nature of the educational environment. This research, conducted within the framework of the Modern Learning Technologies course, emphasizes the significance of involving students in the foresight process for enhancing teacher training. The collaborative and iterative nature of the approach ensures that the strategies developed are responsive to the evolving trends and needs in education. As the educational landscape continues to evolve, incorporating student perspectives into teacher training becomes imperative for fostering effective and adaptive educators.

Disaster management training for environmental health: A narrative literature review.

The review suggests that with proper basic training for disaster responders, more lives can be saved during and after disasters. It highlights the insufficiency of current training programmes and emphasises the need for advanced role-specific training for environmental health practitioners. The review emphasises the need for advanced role-specific training, community assessment skills and focused disaster response strategies to enhance environmental health practitioners' ability to respond to disasters and improve public health resilience. Enhanced training, capacity building and collaboration are necessary to improve the competencies, skills and knowledge of environmental health practitioners in disaster risk management and public health emergencies.

Current state of education in venous diseases within vascular surgery training programs in Italy: A national web-based survey among residents

Background To analyze the perception of vascular surgery trainees from Italian schools of Vascular Surgery regarding the level of practical and theoretical education in venous diseases. Methods An anonymous electronic survey was sent to Italian vascular surgery residents affiliated with 19 universities, asking about their training and experience in the management of venous diseases. The survey gathered information on the residents’ personal and demographic details, their university’s teaching program, operative experience in phlebology, as well as their confidence levels in performing various venous procedures, with the goal of analyzing the training and learning programs provided by Italian vascular surgery schools. Results The analysis showed that 28% of programs do not include phlebology in the curriculum, and more than 40% of residents are unable to independently perform venous duplex ultrasound or treat venous ulcers. Additionally, most residents (over 70%) have limited weekly exposure to phlebology cases, with only 5% having access to a dedicated phlebology operating room. The vast majority of residents (96%) expressed a strong desire to deepen their knowledge and skills in this field, particularly in areas such as endovascular ablation techniques, venous duplex ultrasound, and management of deep venous disease. Conclusions The survey reveals significant limitations in phlebology education and hands-on experience within the current training programs, highlighting the need to standardize and enhance venous disease management education in order to ensure that future vascular surgeons are adequately equipped to provide high-quality care for patients with a wide range of venous disorders.

Tourism Education in Greece: An Overview of Current Trends and Training Programs

Tourism education is crucial for developing a competent workforce capable of meeting the everchanging needs and demands of the tourism sector. The quality of services in the tourism industry is directly linked to the education and training of human resources, which ultimately enhances the industry's competitiveness. This article presents the various options available to individuals considering studying tourism in Greece. Specifically, it outlines the tourism specializations offered at the secondary, post-secondary, and tertiary levels. Furthermore, it evaluates the current situation and explores the potential for the future internationalization of Greek tourism education and training.

Neonatal Resuscitation and Delivery Room Care: A Changing Global Landscape.

With 98% of neonatal deaths occurring in low- and middle-income countries (LMICs), leading health organizations continue to focus on global reduction of neonatal mortality. The presence of a skilled clinician at delivery has been shown to decrease mortality. However, there remain significant barriers to training and maintaining clinician skills and ensuring that facility-specific resources are consistently available to deliver the most essential, evidence-based newborn care. The dynamic nature of resource availability poses an additional challenge for essential newborn care educators in LMICs. With increasing access to advanced neonatal resuscitation interventions (ie, airway devices, code medications, umbilical line placement), the international health-care community is tasked to consider how to best implement these practices safely and effectively in lower-resourced settings. Current educational training programs do not provide specific instructions on how to scale these advanced neonatal resuscitation training components to match available materials, staff proficiency, and system infrastructure. Individual facilities are often faced with adapting content for their local context and capabilities. In this review, we discuss considerations surrounding curriculum adaptation to meet the needs of a rapidly changing landscape of resource availability in LMICs to ensure safety, equity, scalability, and sustainability.

Enhancing The Excellence of Quality Management System Auditors: A Competency-Based Training Model with Instructional Design Strategic Approaches and Measurable Outcomes

The development and implementation of a competency-based training model for Quality Management System (QMS) auditors are crucial for enhancing audit quality and organizational performance. This study identifies and addresses gaps in current auditor training programs through a structured approach that includes clear instructional goals, effective assessment tools, and robust instructional strategies. The research utilizes Training Needs Analysis (TNA) data and aligns training objectives with industry expectations through Occupational Standards and Competency Standards. Learning outcomes are formulated using the ABCD method (Audience, Behaviour, Condition, Degree) to ensure clarity, measurability, and achievability. The training program employs Outcome-Based Learning and Teaching (OBLT) methodologies, ensuring that the focus remains on achieving specific competencies. Self-assessment based on competency standards encourages reflective learning and self-improvement, while competency-based assessments measure the effectiveness of the training and the skills acquired by participants. The program culminates in the awarding of Micro Credentials and Certificates of Competency, which are traceable to national and international standards, thereby validating the skills and knowledge gained. Through rigorous testing and evaluation involving experts, educators, and participants, the study refines the training model to ensure its effectiveness and relevance. The findings indicate that the competency-based training model significantly improves the skills and performance of QMS auditors, leading to more effective audits and continuous quality improvement within organizations. This research contributes to the field by providing a comprehensive, evidence-based approach to developing high-quality training programs for QMS auditors.

Análisis de prácticas y protocolos de formación de equipos obstétricos en distocia de hombros en hospitales españoles

IntroductionShoulder dystocia (SD) is an emergency with risks for mother and newborn. The training of professionals in its resolution is essential to reduce morbidity and mortality and simulation is considered a useful strategy to improve the training of obstetric teams. The aim of this study was to determine the training status of obstetric interprofessional teams in the resolution of shoulder dystocia in hospitals belonging to the Spanish Obstetric Safety Group (GESO). Materials and methodsA specific survey was carried out between June and December 2023 in hospitals belonging to the GESO group to assess training in SD, addressing protocols, case registry and training programs. ResultsOf the 71 hospitals surveyed, 94,4% responded. These hospitals, mostly public (88%) performed 121,141 deliveries during 2022, representing 37,5% of births in Spain. The incidence of SD was 1.79% and the incidence of obstetric brachial palsy at discharge was 1,08/1000 vaginal deliveries. Regarding the management of SD, 85,1% of the hospitals follow a specific protocol and 88,1% record these cases. Regarding simulation training, 55,2% have programs, 35% of which are voluntary and annual, 5.4% are mandatory and biannual and 2.7% are mandatory and annual. 73,1% have accredited instructors (219 in total between midwives and obstetricians) and 85,1% have their own simulators. ConclusionThe survey has revealed hitherto unavailable information on the training of obstetric teams and on the frequency and management of SD. Protocols exist in practically all the hospitals surveyed and the number of available SD simulation instructors in the country is noteworthy. Nevertheless, current training programs have room for improvement in order to meet international standards.

The Relevance of Curriculum for Pre-Service Teachers in Addressing Dynamic Classroom Changes in South Africa

In South Africa, the educational landscape is characterised by constant evolution and dynamic classroom changes, driven by technological advancements, diverse student populations, and evolving pedagogical approaches. Pre-service teachers are crucial in navigating these changes and fostering effective learning environments. This systematic literature analysis explores the relevance of curriculum for pre-service teachers in addressing the challenges posed by dynamic classroom contexts in South Africa. Drawing upon a comprehensive review of existing literature, this study examines the alignment between pre-service teacher education curricula and the evolving needs of classrooms in South Africa. Key themes explored include integrating technology, cultural responsiveness, inclusive education practices, and pedagogical flexibility. The analysis also considers the efficacy of current pre-service teacher training programmes in preparing teachers to meet the diverse needs of students in dynamic classroom settings. Furthermore, the study investigates the perceptions and experiences of pre-service teachers regarding the adequacy of their curriculum in equipping them for the realities of South African classrooms. By synthesising findings from various sources, this research aims to inform curriculum development efforts and enhance the preparation of pre-service teachers for the multifaceted challenges of teaching in South African schools.

The role of physical therapists in the early detection of skin melanoma: insights from an anonymous survey.

Skin melanoma is the most severe form of skin cancer. Recent years have seen an increase in melanoma incidence. Melanomas often appear on the back, a hidden area, leading to late diagnoses. Physical therapists, who frequently treat patients with lower back pain, could play a crucial role in early melanoma detection. An anonymous online survey was conducted among 254 Israeli physical therapists to assess their perspectives on melanoma detection, their knowledge in identifying suspicious lesions, and their referral patterns. The survey included sections on demographics, professional perspectives, melanoma knowledge, personal or family experiences with melanoma, and referral frequency for dermatological evaluation. The survey revealed that 75.2% of physical therapists viewed melanoma detection as part of their professional duties, yet 59.1% reported insufficient knowledge in identifying suspicious lesions. Despite this, 94.1% expressed a desire to improve their knowledge. However, only 44.1% actively referred patients with suspicious lesions to dermatologists. There was a significant positive correlation between professional experience and referral rates (p-value < 0.001), indicating that more experienced therapists were more likely to refer patients. The study highlights the critical need for incorporating melanoma detection training into physical therapy education and professional development. Enhancing physical therapists' knowledge and skills in this area could improve early detection and patient outcomes. Despite the potential role of physical therapists in melanoma detection, current training programs lack emphasis on this aspect, underscoring the importance of revising educational curricula to include skin cancer detection techniques. The findings suggest that while physical therapists recognize their role in melanoma detection, there is a significant knowledge gap. Addressing this through targeted education and training could enhance early detection efforts and improve patient care.

Promoting multicultural and social justice counselling competency of international counselling students

AbstractThe enrolment of international students in US counselling programmes has been increasing steadily over the past decade. These international counselling students, as an emerging international workforce, can contribute to the decolonisation of counselling practice through the development of their multicultural and social justice counselling competency (MSJCC)—an essential counselling competency to improve counselling outcomes across culturally diverse clients. However, current US counsellor training programmes often fail to adequately address the unique challenges faced by international counselling students, which can impede their progress in enhancing MSJCC. This article explores specific challenges international counselling students encounter in developing MSJCC, underscoring the importance of culturally sensitive pedagogies. By focusing on the intersectional identities of international counselling students, this article proposes targeted pedagogical strategies that align US counsellor education with the lived experiences and challenges faced by these students. Case studies are provided to illustrate the application of these pedagogies. Promoting international counselling students' MSJCC can help prepare an international workforce capable of effectively working with a diverse global population and contribute to the decolonisation of counselling practices.

Pre-service geography teachers from normal universities in China: what do their master’s degree theses focus on and imply?

Master’s degree-level graduates in Subject Teaching (Geography) (hereinafter referred to as STG) in Chinese normal universities form a valuable pool of pre-service secondary school geography teachers. These graduates provide a comprehensive picture of the quality, focus and outcomes of current geography teacher training programs. However, there is a relative dearth of research appertaining to their research capabilities and the quality of their educational development. To address this gap, the present study adopts bibliometric and comparative analysis to shed light on the overall trends and specific characteristics of STG master’s theses from 2016 to 2022. The findings indicate that universities with divergent levels of subject assessment prioritize different research emphases, leading to variations in the depth of investigation into new teaching materials and the level of alignment with frontline geography teaching. Furthermore, in comparison with cutting-edge international and domestic research, the master’s theses of STG students are characterized by microscopic scale and insufficient depth. A three-pronged collaborative framework has therefore been advocated with the aim of enhancing the quality of STG graduates as pre-service geography teachers. This comprises close interactions among on-campus and off-campus tutors and learners, a partnership between universities and secondary schools, and inter-university cooperation.

Enhancing Pre-Service Teacher Education Curriculum for English Language Instruction in South African Classrooms: Navigating Technological Advancements and Cultural Diversity

The educational environment in South Africa is characterised by linguistic diversity and technological advancements, which present particular difficulties and opportunities for pre-service teacher education programmes. This systematic literature review explores the effectiveness of current pre-service teacher training programmes in addressing the demands of teaching the English language in South African classrooms. Drawing upon a synthesis of empirical studies, theoretical frameworks, and policy documents, this review critically examines how existing teacher education curricula prepare educators to navigate the complexities of English language instruction within diverse cultural and linguistic contexts. The review follows the PRISMA guidelines, systematically searching and synthesising relevant literature published between 2000 and 2022. The findings reveal a range of insights into the strengths and limitations of current pre-service teacher education programmes in South Africa concerning English language instruction. Key themes emerge around the integration of technology in language teaching, strategies for addressing linguistic diversity, and the alignment of curriculum with the needs of diverse learners. The review highlights the importance of incorporating pedagogical approaches that leverage technology to enhance English language learning outcomes while fostering intercultural competence among pre-service teachers. Furthermore, it underscores the need for a culturally responsive pedagogy that acknowledges and respects the linguistic diversity present in South African classrooms.

Exploring barriers and enabling factors for surgical task sharing with physician assistants in Liberia: a qualitative pre-implementation study

ObjectivesThis study explores potential barriers and enabling factors that may influence the acceptance of implementation of a surgical task-sharing initiative targeting physician assistants (PAs) in Liberia.DesignA qualitative, pre-implementation study using...

EXPLORING THE RELATIONSHIP BETWEEN SELF-REGULATION AND TEACHING PERFORMANCE: A SEQUENTIAL EXPLANATORY STUDY

The performance of pre-service teachers has become a central issue in education for it implicates the effectiveness of their future. The current pre-service training programs have been evaluated for improvement in areas like mentoring, curriculum, and system-wide coordination, which should be addressed to help prepare pre-service teachers for successful careers. Report says that pre-service teachers contributed a lot in delivering the teaching-learning process. Thus, the purpose of this sequential exploratory study is to explore the relationship between self-regulation and the teaching performance of pre-service teachers at a local college in the southern part of the Philippines. This study was conducted with the pre-service teachers of a local college in the southern part of the Philippines enrolled in SY 2023-2024 where the self-regulation questionnaire was used and adapted. Moreover, in measuring the level of teaching performance of pre-service teachers, this research adapted and utilized the Checklist for Pre-Service Teachers Actual Teaching issued in January 2016 by one of the local colleges of the southern part of the Philippines. This study also applied qualitative research to explore and validate the self-assessment made by the pre-service teachers. The research instrument was validated by an expert and utilized by the cooperating teachers to evaluate the validity and reliability of the results from the pre-service teachers. The accounts from the informants underwent thematic analysis and triangulation to formulate themes that were discussed and elaborated on, supported by the related literature. The ethical considerations and ethical guidelines were also considered. The level of self-regulation obtained a mean of 3.81 with a descriptive equivalent of often which implies a high level of self-regulation. In addition, the level of teaching performance obtained the mean of 4.24 with a descriptive equivalent of often which implies a high level of teaching performance. There is a significant relationship between the two variables. The study revealed that the r-value is 0.467 which implies moderate correlation, and the p-value is 0.000, indicating that the p-value is less than 0.05 level of significance. This study will help the students improve their self-regulation skills, which can affect their teaching performance. It will assist the institution in initiating and implementing programs and creating meaningful activities that will enhance teaching performance and self-regulation among students. The discrepancies between pre-service self-regulation and their actual performance can highlight areas needing targeted intervention. A pre-service teacher may believe they possess excellent time management skills, but classroom observations might reveal difficulties in maintaining lesson pacing. This gap indicates the necessity for enhanced training and reflective practices. Constructive feedback from cooperating teachers plays an essential role in guiding pre-service teachers to align their self-perceptions with reality. In addition to actionable feedback and reflective dialogue, pre-service teachers can develop more accurate self-awareness and implement strategies to improve their self-regulation and teaching practices. KEYWORDS: Self-Regulation, Teaching Performance, Pre-service Teacher, Sequential Exploratory

Mapping Science Communication in Higher Education in Portugal: A Systematic Evidence Analysis of PhD and Master’s Programs

Science communication training plays a crucial role in enabling scientists to effectively connect with the public, emphasizing essential skills such as building trust in scientific and technological advancements. Despite significant progress, some studies show a notable deficiency in higher education (HE) institutional structures and mechanisms dedicated to science communication training, addressing a diverse audience including researchers, teachers, and science monitors. This study delves into the key characteristics of current science communication postgraduate training programs within the HE landscape of Portugal. Our analysis is based on a comprehensive examination of the curricula of five science communication doctoral programs offered by four public universities in Portugal. The research involves a meticulous review of course documents and insights gathered from five directors through a detailed questionnaire. The primary objectives of this research are to discern the specific goals pursued by each course, uncover the content and development of competencies within their curricula, and explore the market opportunities envisioned by each offering. The results underscore that these programs equip students with the necessary competencies to effectively address challenges in science communication, notably enhancing public understanding of science. Significant findings suggest that Portugal’s current higher education scenario predominantly emphasizes cultivating postgraduate training activities in authentic settings, fostering collaborative partnerships with society. This article is a foundational resource for further exploration into the discipline-specific applications of science communication, aiming to elevate academic engagement with society.

A 21st Century Principle-Based Training Approach to Psychotherapy: A Contribution to the Momentum of Transtheoretical Work.

Despite the finding that the majority of psychotherapists adopt a rather process-oriented and integrative stance, it is uncommon that psychotherapy trainings are transtheoretical and transdiagnostic. Considering principles of change that cut across different schools of therapy holds promise for developing truly research-informed psychotherapy trainings. Common principles of change may answer the question what should be trained. Another important question is how to train. In current psychotherapy training programs, transfer of theory into practice relies mainly on role-playing exercises and supervised practice, both of which have their limitations. A fantasy for the future would be the development, implementation, and evaluation of a complementary 21st century online principle-based and marker-led psychotherapy training: incorporating the concepts of deliberate practice as well as expert training, the huge potential of technologies, and considering the importance of (context) responsiveness. To illustrate this idea, we present a training that we are currently developing, an online Alliance-Focused Training.