Development Of Online Training Research Articles

PHARM-LC: What role can Community Pharmacy play in supporting people with long Covid? Protocol for a mixed methods study

Background Long Covid is a debilitating multifaceted condition, that is more prevalent in those from deprived areas, females and those with another disorder or disability. Those that live with Long Covid currently must endure a lack of services, support and have also reported being ‘gaslit’ by health care professionals. Primary care services such as GP surgeries are under immense pressure and have limited resources to offer those that live with Long Covid. Community pharmacy could be a localised solution for those that need support and advice for Long Covid as they have already proven to be a reliable source during the COVID-19 pandemic. This study aims to address gaps in research to explore the possible role that community pharmacy teams can play in supporting those living with Long Covid. Protocol A two-phase multi-method study using semi-structured interviews and co-design will be utilised. For phase one: two population groups; those with lived experience of Long Covid and community pharmacy team members will be interviewed to understand their current experiences of community pharmacy supporting those living with Long covid, as well as lived experiences and self-management (people with Long Covid), and training needs, and current practice (Community pharmacy teams). For phase two: a co-design approach will be utilised with key stakeholders to help inform online training via multiple workshops. This training will be then piloted by end users, who will provide post training feedback via a survey. Discussion Understanding the role that community pharmacy can play in supporting those with Long Covid and to facilitate development of this new support pathway to develop online training which provides pharmacy teams with a structured and cohesive approach to care.

Development of Online Training Modules on Dementia Care at Home for Family Caregivers

Introduction To improve the quality of care and reduce the negative effects of caregiving, modules that address the needs of caregivers must be developed. There hasn't been much progress in Indonesia in creating online training programs for dementia care at home. Objective This study aims to develop online training modules on dementia care at home that are especially suited to the needs of family caregivers. Methods The modules were developed using the Sidek Module Development Model (SMDM), which consisted of two stages: [a] developing the module drafts and [b] testing and evaluating the modules. The study involved semi-structured in-depth interviews with fifteen family caregivers caring for older adults with dementia that focused on [i] existing problems and challenges that family caregivers face in caring for older adults with dementia, [ii] the needs of family caregivers in caring for older adults with dementia and self-care, and [iii] strategies to meet those needs. The interview results were analyzed using the collaizi method. Results Seven modules were developed based on the family needs in this study, including aging processes in older adults, dementia and its impact, communication adapted to the older adults’ condition, management of issues arising in older adults with dementia, becoming resilient family caregivers, addressing issues faced by family caregivers, and self-help groups. The module content validity scores ranged between 90.73% and 94.73% based on the respective aspects of the modules, with an overall content validity score of 92.79%. Conclusion The findings suggest that the online training modules on dementia care at home for family caregivers are appropriate and applicable for online training programs aimed to improve the knowledge and abilities of caregivers in providing self-care and care for older adults with dementia.

Designing and Developing Online Training for Diabetes Prevention Program Coaches Using an Integrated Knowledge Translation Approach: Development and Usability Study.

e-Learning has rapidly become a popular alternative to in-person learning due to its flexibility, convenience, and wide reach. Using a systematic and partnered process to transfer in-person training to an e-learning platform helps to ensure the training will be effective and acceptable to learners. This study aimed to develop an e-learning platform for Small Steps for Big Changes (SSBC) type 2 diabetes prevention program coaches to improve the viability of coach training. An integrated knowledge translation approach was used in the first 3 stages of the technology-enhanced learning (TEL) evaluation framework to address the study objective. This included three steps: (1) conducting a needs analysis based on focus groups with previously trained SSBC coaches, meetings with the SSBC research team, and a review of research results on the effectiveness of the previous in-person version of the training; (2) documenting processes and decisions in the design and development of the e-learning training platform; and (3) performing usability testing. Previously trained SSBC coaches and the SSBC research team were included in all stages of this study. Step 1 identified components from the in-person training that should be maintained in the e-learning training (ie, a focus on motivational interviewing), additional components to be added to the e-learning training (ie, how to deliver culturally safe and inclusive care), and mode of delivery (videos and opportunities to synchronously practice skills). Step 2 documented the processes and decisions made in the design and development of the e-learning training, including the resources (ie, time and finances) used, the content of the training modules, and how coaches would flow through the training process. The design and development process consisted of creating a blueprint of the training. The training included 7 e-learning modules, the learning modalities of which included narrated demonstration videos and user-engaging activities, a mock session with feedback from the research team, and a final knowledge test. Step 3, usability testing, demonstrated high levels of learnability, efficiency, memorability, and satisfaction, with minor bugs documented and resolved. Using an integrated knowledge translation approach to the technology-enhanced learning evaluation framework was successful in developing an e-learning training platform for SSBC coaches. Incorporating end users in this process can increase the chances that the e-learning training platform is usable, engaging, and acceptable. Future research will include examining the satisfaction of coaches using the SSBC coach e-learning training platform, assessing coach learning outcomes (ie, knowledge and behavior), and estimating the cost and viability of implementing this training.

Opportunities to Improve Animal Welfare during Transport and Slaughter of Cattle and Pigs through Staff Training-Results of a Delphi Survey.

To improve animal welfare for cattle and pigs during transport and at slaughter, online training modules for all staff including employees in the lairage pen, the slaughter line as well as animal welfare officers are developed at Freie Universität Berlin, Germany. Before starting the development of these modules, an expert elicitation survey using a modified Delphi approach was performed to identify action points considered most relevant for animal welfare during transport and slaughter, and as having the potential for improvement through training. In total, 49 participating experts rated predetermined action points of each step in the transport and slaughter process in two survey rounds. The rating scale included numbers 0 (='not relevant', respectively 'no possibility of improvement') to 10 (='very relevant', respectively 'very high possibility of improvement'). None of the action points were rated with a median score of less than 5. Assessment of fitness for transport, unloading at the abattoir, handling at stunning and exsanguination were amongst the highest rated action points, and were therefore selected to develop online training modules. The Delphi approach was seen as a valuable method to include external expertise to select the most relevant action points for the development of online training modules.

From diagnosis of colorectal cancer to diagnosis of Lynch syndrome: The RM Partners quality improvement project.

The UK National Institute for Health and Care Excellence guideline DG27 recommends universal testing for Lynch syndrome (LS) in all newly diagnosed colorectal cancer (CRC) patients. However, DG27 guideline implementation varies significantly by geography. This quality improvement project (QIP) was developed to measure variation and deliver an effective diagnostic pathway from diagnosis of CRC to diagnosis of LS within the RM Partners (RMP) West London cancer alliance. RM Partners includes a population of 4 million people and incorporates nine CRC multidisciplinary teams (MDTs), overseen by a Pathway Group, and three regional genetic services, managing approximately 1500 new CRC cases annually. A responsible LS champion was nominated within each MDT. A regional project manager and nurse practitioner were appointed to support the LS champions, to develop online training packages and patient consultation workshops. MDTs were supported to develop an 'in-house' mainstreaming service to offer genetic testing in their routine oncology clinics. Baseline data were collected through completion of the LS pathway audit of the testing pathway in 30 consecutive CRC patients from each CRC MDT, with measurement of each step of the testing pathway. Areas for improvement in each MDT were identified, delivered by the local champion and supported by the project team. Overall, QIP measurables improved following the intervention. The Wilcoxon signed rank test revealed significant differences with strong effect sizes on the percentile of CRC cases undergoing mismatch repair (MMR) testing in endoscopic biopsies (p = 0.008), further testing with either methylation or BRAF V600E (p = 0/03) and in effective referral for genetic testing (from 10% to 74%; p = 0.02). During the QIP new mainstreaming services were developed, alongside the implementation of systematic and robust testing pathways. These pathways were tailored to the needs of each CRC team to ensure that patients with a diagnosis of CRC had access to testing for LS. Online training packages were produced which remain freely accessible for CRC teams across the UK. The LS project was completed by April 2022. We have implemented a systematic approach with workforce transformation to facilitate identification and 'mainstreamed' genetic diagnosis of LS. This work has contributed to the development of a National LS Transformation Project in England which recommends local leadership within cancer teams to ensure delivery of diagnosis of LS and integration of genomics into clinical practice.

Workshop on Approaches, Models and Tools for Digitization of Specific Ethnographic Objects

The workshop on Approaches, Models and Tools for Digitization of Specific Ethnographic Objects presents the main outcomes of the international project Europe Ritual Cuisine – Digital Presentation and Preservation (EURICA), funded by the European Union through the Erasmus+ Programme KA2 Strategic Partnerships. The workshop outlines the proposed methodology and model for digital presentation, preservation and promotion of the ritual recipes as specific ethnographic objects and presents the developed online training resources.

International technical cooperation to low- and middle-income countries during the COVID-19 pandemic.

This paper reports on the current status of international technical cooperation, reflecting the views of the Bureau of International Health Cooperation of the National Center for Global Health and Medicine (NCGM) during the COVID-19 pandemic. To appropriately respond to the pandemic, the need for assistance to low- and middle-income countries has increased. Since 2020, there has been a shift from on-site to online international technical cooperation to avoid human contact. While online solutions increased the number of participants in international conferences and training, business travel costs and time were reduced. However, it became necessary to consider not only effective labor-management practices to enable participation in meetings held in different time zones but also quicker ways to develop online training materials, which took a long time. In the future, a hybrid format combining offline and online international technical cooperation will become mainstream.

Identifying researcher learning needs to develop online training for UK researchers working with administrative data: CENTRIC training

BackgroundThe use of administrative data in health and social science research continues to expand, with increased availability of data and interest from funders. Researchers, however, continue to experience delays in access, storage and sharing of administrative data. Training opportunities are limited and typically specific to individual data providers or focussed on the analytical aspects of working with administrative data. The CENTRIC study was funded by the Information Commissioners Office, with the aim of developing a broader training curriculum for researchers working with administrative data in the UK. MethodsA mixed-methods design informed curriculum content, including surveys with researchers, focus group discussions with data providers and workshops with members of the public. Researchers were identified from relevant administrative data networks and invited to participate in an online survey identifying training needs. Data providers were approached with a request to input to a face-to-face or online meeting with two members of the research team about their experiences of working with researchers. Data were analysed within the broad framework of the interview schedule, free text responses in the survey were analysed thematically. Results107 researchers responded to the online survey and four data providers participated in the focus groups. We identified five main themes, relating to research training needs for UK researchers working with administrative data: communication; timelines; changes & amendments; future-proofing applications; and, the availability of training and support. Data providers either provided additional evidence on these learning needs or ways to address identified challenges. Six modules were developed addressing these training needs. Quotes from the survey and focus groups are used anonymously in the online training modules. ConclusionThe CENTRIC online training curriculum was launched in September 2020 and is available, free of charge for UK researchers. CENTRIC specifically addresses commonly identified training needs of researchers working with administrative data.

Identifying researcher learning needs to develop online training for UK researchers working with administrative data: CENTRIC training.

BackgroundThe use of administrative data in health and social science research continues to expand, with increased availability of data and interest from funders. Researchers, however, continue to experience delays in access, storage and sharing of administrative data. Training opportunities are limited and typically specific to individual data providers or focussed on the analytical aspects of working with administrative data. The CENTRIC study was funded by the Information Commissioners Office, with the aim of developing a broader training curriculum for researchers working with administrative data in the UK.MethodsA mixed-methods design informed curriculum content, including surveys with researchers, focus group discussions with data providers and workshops with members of the public. Researchers were identified from relevant administrative data networks and invited to participate in an online survey identifying training needs. Data providers were approached with a request to input to a face-to-face or online meeting with two members of the research team about their experiences of working with researchers. Data were analysed within the broad framework of the interview schedule, free text responses in the survey were analysed thematically.Results107 researchers responded to the online survey and four data providers participated in the focus groups. We identified five main themes, relating to research training needs for UK researchers working with administrative data: communication; timelines; changes & amendments; future-proofing applications; and, the availability of training and support. Data providers either provided additional evidence on these learning needs or ways to address identified challenges. Six modules were developed addressing these training needs. Quotes from the survey and focus groups are used anonymously in the online training modules.ConclusionThe CENTRIC online training curriculum was launched in September 2020 and is available, free of charge for UK researchers. CENTRIC specifically addresses commonly identified training needs of researchers working with administrative data.

Developing online training in using music for carers of people with dementia: A focus group study.

This study aimed to identify the core content and design issues in developing an online training course in the effective use of music for people with dementia. A co-design approach was taken in which focus groups were conducted with aged care staff and family caregivers (n=17; 76.5% female). A general inductive approach was taken to data analysis. The consolidated criteria for reporting qualitative research (COREQ) guidelines were followed to ensure rigour in this study. Participants identified five core concepts for inclusion in the training program including the benefits of music, the need to assess for vulnerability to negative responses, music selection strategies, timing of use and equipment selection. Themes on design and implementation such as the need for role-specific content for care staff at all levels and scenario-based learning were identified. The development of online training in music use for carers of people with dementia needs to consider the demands on carers and develop training that is informative and engaging without placing large time demands on the user. Support at a management and executive level will be important to the implementation of such training in residential aged care contexts.

Developing online training in wound care.

Lesley Newport, Tissue Viability Clinical Lead Nurse, Tissue Viability Skin Team (lesley.newport@merseycare.nhs.uk), and Danny Roberts, Quality Improvement Lead, Centre for Perfect Care, Mersey Care NHS Foundation Trust (danny.roberts@merseycare.nhs.uk), runners-up in the Tissue Viability Nurse of the Year category in the BJN Awards 2021.

The Development of Online Training Curriculum base on Micro Learning and Online Social Network for Teacher in 21st Century in Test Construction Topic

The objectives of this research were 1) to develop the online training curriculum based on Micro Learning and Online Social Network for 21st century teachers on test creation, and 2) to evaluate the effectiveness of the online training curriculum based on Micro Learning and Online Social Network for 21st century teachers on test creation. The methodology was divided into 2 steps:Step 1was the development of the online training curriculum based on Micro Learning and Online Social Network for 21st century teachers on test creation by studying the problems and demands in examination creating including the demand on online training for Bangkok schools’ teachers and executives using questionnaires. After that the information data gained from step 1 was used to design and develop the training curriculum then quality checked by the expert. The result found that the developed online training curriculum was in the highest suitability level. Step 2 was the effectiveness evaluation of the online training curriculum based on Micro Learning and Online Social Network for 21st century teachers on test creation by using the developed training curriculum with 30 Bangkok teachers from simple random sampling from the respondents in step 1 and willing to participate in online training on test creation.
 The result found that 1) the evaluation on the teachers’ test creation ability compared to the ability before and after joining the training from development scores of each trained teacher – 2 teachers (6.67%) performed very high development, 21 teachers (70.00%) performed high development and 7 teachers (23.33%) performed moderate development and 2) the quality evaluation in accordance with the assessment standards of The Joint Committee on Standards for Educational Evaluation which was evaluated by 30 participating teachers and executives of the 30 teachers were in good level for 4 standards. The standard with the highest mean was propriety standards ( ̅̅ = 4.78). The next one was feasibility standards ( ̅= 4.74), Utility standards ( ̅= 4.71) and accuracy standards ( ̅= 4.64), respectively.

Online State of Charge Prediction in Next Generation Vehicle Batteries Using Deep Recurrent Neural Networks and Continuous Model Size Control

This investigation presents a data-driven Long-short Term Memory battery model for predicting State of Charge for lithium-ion batteries LiFePO4 for next-generation vehicle operations. Our modified algorithm builds and updates a model using multivariate inputs that include physical properties, voltage, current, and ambient temperature during operations. The primary research goal is to improve prediction performance on future values from multiple training examples using an online learning scheme. Initial results demonstrate excellent predictions that outperform results from literature and other neural network algorithms. Due to computing constraints in on-board vehicle systems, the authors develop online training with autonomous control of lag (window width). The control algorithm embeds in the model with rules that govern and adjust lag during training. This method ensures the minimization of computational cost and prediction errors with the use of standard computing equipment during driving conditions.

Pengembangan Sistem Pelatihan Jarak Jauh Berbasis Moodle di Balai Diklat Keagamaan Bandung

[MOODLE BASED DISTANCE TRAINING SYSTEM DEVELOPMENT IN BALAI DIKLAT KEAGAMAAN BANDUNG]. Developing online training system is essential to create equalization over training opportunities, enrich learning materials, and increase trainees participation in learning. The development is also a medium to create accessible learning environment. Online training requires learning management system. One of the most widely used applications is Moodle. It has the latest version that can be used to improve online training’s quality, namely Moodle version 3.7.1. This study aims to find out Moodle-based remote training system implementation at Bandung Religious Training Center in 2020. Research and Development waterfall model is applied. Application testing is by using blackbox techniques. The analysis uses SCORM and Haughey theory. The result showed that Moodle-based remote training is considered good based on black box tests. It can be seen from several aspects of websites, such as appearance and content, implementation, institutional readiness, as well as facilities and infrastructure. Moodle 3.7.1 based remote training websites are recommended for socialization and provided remote training manual instructions

Evaluating the impact of a champion on implementation of the Back Skills Training (BeST) programme in Canada: a mixed methods feasibility study protocol

IntroductionThere is global recognition that low back pain (LBP) should be managed with a biopsychosocial approach. Previous implementation of this approach resulted in low uptake and highlighted the need for...

Supporting the Development of Digitally Competent VET Teachers in Serbia and Russia

Introduction. In the modern educational space, an intensive digital transformation is currently taking place, which imposes new requirements for teacher competencies. This determines the relevance of setting goals and solving problems in order to develop up-to-date models for improving the qualifications of teachers of vocational education and training (VET). The paper discusses the current state of the development of digital competencies of teachers and teachers of Serbia and Russia in line with the European Digital Competence Framework (DigComp) and the European Digital Competence Framework for Educators (DigСompЕdu). The paper includes an analysis of the peculiarities of vocational education and training systems, as well as the directions of further training of teachers, conducted by participants in the international project “Professional Development of Vocation Education Teachers with European Practices (Pro-VET)”. In order to better understand national contexts, the content of the reports of the participating countries of the project was analysed in the context of the EU policy and strategy for the development of digital competency of VET teachers. In this article, the authors focus on exploring digital competencies required of VET teachers within the European Digital Competence Framework for Educators (DigСompЕdu) to identify digital competencies and development needs of Serbian and Russian VET teachers when working in online learning environments. The aims of the research are the following: 1) to compare the educational needs of Russian and Serbian VET teachers in the development of their digital pedagogical competencies; 2) to identify the theoretical and practical base for VET teachers’ digitally competent development programme design in the context of online learning according to the best European practices in the field of VET. Methodology and research methods. The development of the model was based on learning theories, didactics and practical approaches to soft skills development in online learning environments. The research has been conducted by the means of document analysis, theoretical analysis and synthesis methods, comparative method, modelling method and expert estimation method. Results and scientific novelty. Key aspects of VET teacher training systems in Russia and Serbia are compared and needs in development of digital pedagogical skills of Russian and Serbian VET teachers are identified. A developed model of VET teachers’ digitally competent development programme design in the context of online learning according to best European practices in this fields is represented by two components: structural and functional. The structural component of VET teachers’ digitally competent development model contains: learning theories and didactics, adult learning theories, soft skills development approaches in online learning, learning outcomes development approaches. The functional component of the model contains: national and European educational policy, strategies in the field of digitalisation of education and the development of digital competencies of teachers, European Union policies related to online learning; pedagogical, psychological and didactical design parameters of the content of advanced training programmes in the context of e-learning. Practical significance. The demonstrated model is being tested in the framework of the implementation of the international Pro-VET project supported by ERASMUS+. Methodological approaches, procedure and tools of VET teachers’ digitally competent development are being developed and tested. The application of digitally competent development programmes ensures the transparency of training and allows for the correlation of national and international training programmes as well as the development of academic and professional mobility of VET teachers. The process of designing such educational training programmes in online environment for VET teachers has begun at some universities in Russia and Serbia (participants of the project). The developed online training programmes can be used as a basis to design more quality online courses beyond the Pro-VET project in the sphere of professional development for VET teachers.

Development and evaluation of Alzheimer’s Disease and Related Dementias (ADRD) best care practices in long-term care online training program

ABSTRACTWe developed online training modules focused on Alzheimer’s disease and related dementias (ADRD) designed to improve best care practices in long-term care settings, such as nursing homes, as a part of a federal grant focused on improving geriatric education for interprofessional (collaboration among different professions providing patient care) team members working in primary care settings. Faculty and clinicians with ADRD-expertise created and implemented an online asynchronous “ADRD Best Care Practices in Long-Term Care” program that includes audio-visual recorded presentations, a threaded case study, and supplemental information. Prior to enrolling in the course, participants complete a demographic survey and a modified 15-item version of the Alzheimer’s Disease Knowledge Scale. After completing the modules, participants complete a satisfaction survey and the ADKS. A total of 94 participants completed both the pre- and post-surveys. Satisfaction evaluation data showed that the majority of participants reported that the information presented was very clear (74.5%), was useful for their work (88.3%), and would improve the care that they provide to their geriatric patients (93.6%). Out of 15 possible.

Evaluation of case studies in European agricultural landscapes - the FEAL project

The FEAL project focused on demonstrating how multifunctional and sustainable agriculture works in practice, compiling twenty-eight case studies (CS) representing best practices. It resulted in the development of online training and educational material for young farmers. The project had ambition to collect a large variety of case studies in different European Agricultural Landscapes (EALs). The article aimed at quantitative data evaluation based on case studies to confirm the variety of EALs, natural conditions as well as the national differences in the state of landscape and nature protection. Case studies data were collected through interview campaigns (from October 2017 to March 2018) in five European countries. A contingency table was used for data processing and evaluation. The following criteria were applied for data classification from case studies: type of EAL, geomorphological characteristics (selected mesoscale landforms), land cover (CORINE Land Cover), a position of a case study inside a protected natural landscape area which pointed out to the importance of the presence of farms in protected areas. Moreover, we found out that the FEAL database of EALs, developed by the Institute for Research on European Agricultural Landscapes (EUCALAND) had to be enriched by a new EAL type. Minor consolidation of the definitions was suggested for a particular EAL.

ВПРОВАДЖЕННЯ У ПРОЦЕС НАВЧАННЯ ФАХІВЦІВ ПЕРВИННОЇ ЛАНКИ МЕДИЧНОЇ ДОПОМОГИ ВОЛИНСЬКОЇ ОБЛАСТІ СУЧАСНИХ ЗНАНЬ З ІНТЕГРОВАНОГО ВЕДЕННЯ ВИПАДКІВ ГІПЕРТЕНЗІЇ ТА ЦУКРОВОГО ДІАБЕТУ

Мета: проаналізувати можливості організації навчання фахівців первинної медичної допомоги Волинської області з питань профілактики неінфекційних захворювань та інтегрованого ведення пацієнтів із гіпертензією та цукровим діабетом.
 Матеріали і методи. У роботі використано комплекс специфічних методів досліджень соціальної медицини, а також наукової педагогіки: системного підходу та системного аналізу, медико-статистичний, моделювання, організаційного експерименту, контент-аналізу, інструментальний, емпіричний, навчально-дидактичний та наукового пізнання.
 Результати. Дводенний навчальний курс «Інтегроване ведення випадків гіпертензії та діабету» розроблено національною групою експертів за технічної підтримки ВООЗ і запропоновано для подальшої імплементації в Україні. Цей курс є оптимальним для підготовки фахівців первинної медичної допомоги.
 Методики тренінгу включають інтерактивні лекції, практичні заняття, розгляд клінічних випадків та відпрацювання практичних навичок. Обов’язковим є оцінювання занять, тренерів, тренінгу в цілому. До навчально-методичних матеріалів входять мультимедійні презентації лекцій, роздаткові матеріали для кожного учасника тренінгу.
 Водночас заплановано запровадити розроблені дистанційні курси з питань неінфекційних захворювань, за успішне проходження яких сімейні лікарі зможуть отримувати бали безперервного професійного розвитку.
 Висновки. Для забезпечення існування висококваліфікованої та якісної медичної допомоги необхідна наявність достатньої кількості професіоналів, навчених її надавати. Ключову роль у системі профілактики неінфекційних захворювань (зокрема гіпертензії та цукрового діабету) відіграють працівники, які працюють на первинній ланці медичної допомоги. Якщо вони пройдуть якісну підготовку з вищезазначених питань, існує реальна можливість того, що це матиме позитивний вплив на результати їхньої роботи з профілактики неінфекційних захворювань у пацієнтів.

Lessons learned from ramping up a Canadian Take Home Naloxone programme during a public health emergency: a mixed-methods study

ObjectivesThis study describes the 2016 expansion of the British Columbia Take Home Naloxone (BCTHN) programme quantitatively and explores the challenges, facilitators and successes during the ramp up from the perspectives...