Evaluation Of In-service Training Research Articles

Instructor Views on Technology Use and Coding Training

With the inclusion of the Information Technology and Software course in elementary and middle school curricula in Turkey, the Ministry of National Education has started to offer Technology Use and Coding courses. In this study, opinions of 12 instructors who taught Technology Use and Coding courses were consulted. The study aimed to determine the level of comprehension of the trainees through the evaluation of in-service training. The study was conducted as a case study, one of the qualitative research designs, and the data were collected using a semi-structured interview form. The data were analyzed using the MaxQDA 2020 software. As a result, it was determined that the trainees who attended the courses voluntarily were more willing to learn. The trainees who voluntarily attended these courses stated that they preferred these courses due to the popularity of coding training. While the duration of the course was found to be sufficient, it was determined that offering the courses after work hours caused a decrease in the motivation of the trainees. Inconvenience of training centers, lack of educational materials and insufficient number of instructors were stated as problems encountered in courses. It was observed that the attendees of the course liked the algorithm and block-based coding subjects, and that the instructors did not give enough importance to the subject of coding without computers.

In-service training argumentation application for elementary school teachers: Pilot study

Science Course Curriculum was revised in Turkey in 2013 and some methods and strategies were suggested to be included such as argumentation. This study includes the evaluation of in-service training applied as pilot study for introducing argumentation to elementary school teachers. The study consists of applying needs analysis, preparing and applying programme and then evaluating the effectiveness of in-service training programme. After the application we made suggestions for main implementation according to the findings of pilot study.

Evaluation of In-Service Training and Staff Qualifications and Education in Kurdistan University of Medical Sciences

The purpose of this study was to evaluate the status of Kurdistan University of Medical Sciences regarding international standards of in-service training and Staff Qualifications and Education (SQE). This is an applied, descriptive-analytical, and cross-sectional study; it is performed by two questionnaires of “SQE standards” and “measurable standards of SQE” in 10 hospitals affiliated to Kurdistan University of Medical Science. Validity of the questionnaire “SQE standards” was confirmed by Cronbach’s alpha 0.87 and the questionnaire “measurable standards of SQE” 0.88. Analysis was done using the software SPSS v.18 and Kruskal-Wallis, Mann-Whitney tests and Error bar chart. A total of 300 questionnaires were distributed and 209 questionnaires were collected (response rate = 69.6%). The highest average score of SQE standards was related to Tohid Hospital (148.8) and the lowest score to Sina hospital (137.5). The mean scores were close to each other (137.5 to 148.8), but standard deviation of scores had great differences that the highest standard deviation (SD) was in Besaat Hospital (30.7). Functionality of SQE standards in hospitals under study was confirmed (57.5% to 94%) and current status in the hospitals under study for different areas was assessed as above average (79.6%).

Tennessee Master Horse Owner Program: Evaluation of In-Service Training

In Vietnam, needs to update medical and public health research capacity, but advanced training in research methodology in universities is still very limited. The first university-certified research training course aimed at physicians was conducted in Ho Chi Minh City in 2000. This paper describes the processes, outcomes and lessons learned from the project, to enable the training course to be repeated to increase research capacity among health professionals in Vietnam and other developing countries. Based on needs assessment, the 9-month, part-time course offered advanced training in practical research skills, including epidemiology, biostatistics and qualitative research methods. Thirty-seven trainees (teaching staff, interns and clinicians) completed the course, which included four group research projects. With active support from university management, the course was rigorous and participation was excellent. Trainees's knowledge of research methodologies increased, and their self-evaluation of achievement of the training objectives was high. The total score of the epidemiology and biostatistics test improved from 56% (median) in the pre-course test to 83% in the post-course test. The group research project results were disseminated through a conference and publication in peer-reviewed journals. The course has since been repeated twice as a 1-month intensive course to accommodate trainees from distant regions. This type of rigorous in-service research training at universities and teaching hospitals in developing countries appears to be an effective, sustainable approach. It also holds promise for producing research data that are responsive to a country's own needs and which are likely to be applied in health policy and practice. Further evaluation of the impact and cost of such models is indicated.

Evaluation of in-service training in using the ICF and ICF version for children and youth

To study the effects of in-service training on staff's self-reported knowledge, understanding use of the International Classification of Functioning, Disability and Health (ICF) and ICF Children and Youth version (ICF-CY). Quasi-experimental with a questionnaire prior to training and another one year after training. Intervention was in-service training in using the ICF and ICF-CY. Subjects were 113 professionals working in habilitation services. Two subgroups were compared: (i) subjects who reported one year after the training that they had used the ICF and ICF-CY in daily practice; and (ii) subjects who had not used these frameworks. The gender, age, and years of work experience of the members in the subgroups were similar. The professionals who used what they learnt from the training, and who already had knowledge about and a positive attitude to the ICF/ICF-CY prior to the training, were found to benefit most from the training. They also increased their ability to apply it to statements about everyday work. These professionals should focus on increasing their understanding and use of the ICF/ICF-CY in their everyday work and in assessment, while those who have limited prior knowledge of the ICF/ICF-CY should focus on gaining knowledge and understanding the purpose, terms and components of the framework. It is recommended that in-service training in using the ICF and ICF-CY is tailored to different groups of professionals depending on their degree of knowledge of the ICF/ICF-CY.

Evaluation of an Initiative to Raise Reading Attainment in Key Stage One National Tests

An intervention is described which had the twofold aims of increasing the literacy teaching skills of teachers and raising the achievement in Key Stage 1 national tests of selected groups of Year 2 children. The theoretical framework for the intervention is discussed. The training course for and delivery and success of the intervention are evaluated. The training course was valued highly by the participants, there was evidence that what teachers learned was put into practice and the intervention was judged to be successful since the outcomes for the children were higher than anticipated. The evaluation of in-service training is discussed in general.

National evaluation of in-service training by child welfare practitioners

National evaluation of in-service training by child welfare practitioners

Adult Learning Principles and Methods for Enhancing the Training Role of Supervisors

The training role of supervisors is an increasingly salient one in many social welfare agencies. In support of this heightened emphasis, adult learning principles and supervision-appropriate teaching methods are presented. One-to-one teaching, brainstorming, roleplaying, modeling behavior, and guided reflection are discussed in the context of two adult learning principles, facilitation and social reinforcement. Data from an evaluation of inservice training focused on the above skills indicates their practice utility.

Refuge from violence: establishing shelter services for battered women.

This paper reports an evaluation of an ambitious, year-long staff development program in which an attempt was made to disseminate a short-term, goal-oriented service approach-the task-centered model- throughout a state welfare department. The program includes workshops with line staff and supervisors, and a more intensive training component with a group of volunteer staff members who applied the model in the field. The impact of training was assessed by independent judges who analyzed samples of case records from periods prior to and following the program. In addition to prepost comparisons, changes in the practice of staff who had received more intensive training were compared with changes in the practice of remaining staff. Although some evidence of a training effect was found, the findings faied to demonstrate that the program had made a substantial impact on staff practice. Recommendations are offered that might help trainers avoid pitfalls in conducting programs of this type.