Formal Training Courses Research Articles

Number training in simultaneous interpreting: A corpus-assisted longitudinal study

Numbers are regarded as a common problem trigger in simultaneous interpreting (SI). Their low predictability and high information density can generate additional cognitive loads for interpreters, especially for trainees. The data of this study were collected from the English into Mandarin Chinese SI performances by trainees over a semester-long period of training to explore if there was a correlation between training and the accuracy with which numbers are rendered in SI. Specifically, this study adopts a longitudinal approach to investigate the impact of a 13-week formal training course on trainees’ ability to render numbers, and to determine the accuracy of different number types in renditions using six accuracy indicators. Two research questions were answered: (a) The 13-week formal training course did not significantly improve trainees’ accuracy in rendering numbers; (b) among number types, part of name, ranges, and small and whole numbers led to the poorest performance, which were attributed to source-text factors and lack of visual reference points. These results suggest that SI training could combine numbers with additional challenges, such as accents or fast speech delivery, and focus more on ranges and small numbers. Future studies could further control the influential variables identified in this research to validate their impact on the rendition of numbers.

Basic Surgical Skill Training before a Vascular Course Improves the Quality of Vascular Anastomoses: A Randomized Controlled Trial

ObjectivesDuring the past decade simulation has become standard in most surgical training programs, but objective evaluation of the performance has been a challenge. The optimal components of open surgery's simulation have also been questioned. The goal of this study was to evaluate the benefit of adding a hands-on exercise prior to a formal vascular training course. The participants’ performance was objectively evaluated using Computional Fluid Dynamics (CFD) assessment of vascular anastomoses. MethodsIn this study 51 residents participated in an on-line surgical hands-on training course, performing six end-to-side anastomoses. The residents were randomly divided into two groups. Group 1. also underwent basic surgical skill training (BSST) before starting the vascular course. The groups were compared based on CFD assessment of vascular anastomoses, combined with on-line personalized feedback. ResultsAmong measured parameters of functional assessment, the mean of six anastomoses showed significantly better results in Group 1. when compared with control Group 2 (Oscillatory Shear Index: 0,022 vs. 0,025 p=0,002; Maximum pressure: 7939 vs. 7971 p=0,00037; Velocity: 0,12 vs. 0,12 p=0,0000; Helicity: 297 vs. 393 p=0,0065; Vorticity: 5258 vs. 6628 p=0,0019; Wall Shear Stress: 1,83 vs. 1,97 p= 0,000047). These results showed no significant correlation between participants' experience level, specialization, and workplace. ConclusionsBSST before a formal vascular simulation course positively affects the anastomosis quality, independent of experience level, specialization, and workplace. BSST is suggested before a vascular course to improve performance and progress. Further studies are needed to analyse the impact of this combined simulation training on performing anastomoses.

Uncovering how in-service teachers are learning about technology in language teaching and learning

As emerging technologies rapidly evolve, language teachers in the 21st century face an increasing challenge in determining how to integrate them in their language classrooms. A crucial element for successful technology integration is for teachers to hold sufficient proficiency in technology and adopt active attitudes towards their own professional learning. While an abundance of learning resources is currently available, much still remains unknown about what language teachers are doing to enhance their knowledge and skills in technology. The current study therefore examined how in-service language teachers are learning about technology for instructional purposes and their reasoning behind using specific learning methods. Data were collected through an initial wide-scale questionnaire (n=179), in-depth interviews (n=19), and a post-interview questionnaire (n=19). The findings suggest that the language teachers were relying on a wide variety of online materials and tools—searching the web, reading mailing lists, connecting with teachers via social media, and watching videos, among others. Due to reasons related to finances, geographical locations, time, prevailing social situations, and attitudes, they appeared to be choosing to use informal and self-directed modes of learning over formal teacher training courses. Based on the findings, the current challenges facing language teachers who are learning about technology were identified, and implications for future technology preparation in language teacher education are suggested.

Point of Care Ultrasound in Pediatric Surgery across the European Region-European Pediatric Surgery Association Endorsed Survey.

Our purpose was to assess the state of training, clinical practice, and barriers to use point-of-care ultrasound (POCUS) in pediatric surgery in Europe. An electronic survey was disseminated among European pediatric surgeons utilizing the European Pediatric Surgery Association network and other existing networks. There were 186 respondents from 27 European countries and 7 non-European countries. In most countries (86.6%; N = 161), the initial ultrasound for acute admissions is performed by radiologists, with 1 to 6 hours turnover in 62.9% (N = 117) of urgent cases. Ultrasound by pediatric surgeons (point-of-care ultrasound/POCUS) is performed by 48.4% (N = 90) of respondents, with 29% (N = 54) using it at least once per week. The most common indications for POCUS include abdominal focused abdominal sonography in trauma (53.8%; N = 100), diagnosis of appendicitis (41.9%; N = 78), and intussusception (44.6%; N = 84). In malrotation-volvulus, 28.5% (N = 53) used ultrasound for its diagnosis, while 27.5% (N = 51) would not see an indication here. Training in POCUS occurred informally for 55.4% (N = 103) of participants, while 31.2% (N = 58) attended formal training courses. Almost all respondents wanted to attain further POCUS training (89.3%; N = 166), only 7% (N = 13) did not think this would be useful. For 73.1% (N = 136), POCUS is not currently part of the pediatric surgery training curriculum in their country. Perceived barriers to POCUS use include a lack of training opportunities (26.3% [N = 49]) and a paucity of portable ultrasound machines (17.8% [N = 33]). There is a wide spectrum of POCUS use in pediatric surgery across Europe. For those surgeons who practice POCUS, it is most used for the diagnosis of abdominal conditions. There are differing views among clinicians concerning the most useful applications of POCUS. The extent to which ultrasound is taught during pediatric surgery training differs substantially across European curricula.

Leadership in a military context: The case of the Dubai Police

Leadership is among the critical factors in any police force that helps them to achieve their goals. However, limited studies have focused on police leadership and those studies were conducted in western countries. Thus, this study aims to explore police leadership in a military context in non-western countries. Qualitative research methodology was used to achieve the aim of this study and to answer the research questions. Dubai Police which focuses on fostering human capital including leaders, was selected as a sample for military context. Semi-structured interviews were conducted with ten leaders working in the Dubai Police force who were asked about police leader conceptualisation, whether police leaders are born or made, what are the most important traits for police leaders and, finally, leadership development strategies in the police forces. NVivo Software (version 14) was used to analyze the data. The interviews have obtained the aim of the study and answered the research questions. The findings provided a more complete in-depth description of the leadership in a military context. The results showed that; 1) Police leadership conceptualization is defined as influencing others and also it is process. 2) Police leaders are born and made. 3) Strong communication skills, decision making and integrity were observed to be among the most important traits for police leaders. 4) Police leadership development strategies included formal education, training courses, experience and learning in practice. The study had extended police leadership literature, and confirmed the applicability of results of studies conducted in western countries on those of non- western ones that give priority to police leaders and focuses on achieving organizational strategic direction. Concerning practical contributions, this study serves as foundational research for other researchers who are interested in this field in a new regional context, especially in the Dubai Police.

The informal way to success or failure? Findings from a comparative case study on video consultation training and implementation in two Danish hospitals

BackgroundThis study evaluated an attempt to implement video consultations through a novel education intervention in telehealth training and implementation in two middle-sized hospitals in Denmark. Three units tested the education intervention along with a regional decision to strengthen multidisciplinary and cross-sectoral collaboration through technology to improve service delivery by making the process more coherent and saving time and resources. This study aims to identify what contextual factors enable workplace learning, skills acquisition, and utilization of new digital skills to use and routinize video consultations in workplace practice.MethodsThis qualitative case study draws on the principles of the realist evaluation framework using cross-case comparisons to test and refine program theories by exploring the complex and dynamic interaction among context, mechanism, and outcome. The methods in this study include participant observations, document analysis, semi-structured individual interviews, and focus groups. We performed an interpretive cross-case analysis, which explored the context-mechanism-outcome relationship using the guiding question, “What works, for whom, under what circumstances, and why?”.ResultsTwo broad mechanisms appeared to enable skills acquisition and routinization of video consultations: informal workplace learning and adjusting video consultations to professional judgment. The three units had different approaches to the implementation and training and, as such, had different outcomes. First, the skills acquired in the units differed; therefore, how and with whom they used video consultations varied. Second, video consultation use was more likely to be adjusted to workflows if unit managers were responsive to staff’s professional judgments regarding patients, as was evident in all three units.ConclusionOur study shows that a formal training course alone is insufficient to provide healthcare professionals with the skills needed to use video consultations in workplace practice. Informal workplace learning with support on the spot and continuous follow-up seems to equip healthcare professionals with the skills to use video consultations. Video consultations are more likely to be used confidently if novel workflows are adjusted to health care professionals' knowledge, skills, and judgment and their concerns regarding patient soundness.

The effect of micro-learning on trauma care knowledge and learning satisfaction in nursing students

BackgroundDespite the fact that there are few formal trauma training courses for nurses, they play an important role in the care of trauma patients. This study aims to investigate the effect of micro-learning on the knowledge of managing trauma patients and learning satisfaction in nursing students.MethodsThe convenience sampling method was used to enroll 30 final-year nursing students from Alborz University of Medical Sciences in this quasi experimental One-group pretest -posttest design. The educational content was created and repeated 4 times over the course of 36 days using a micro-learning approach through whiteboard animations, video casts, and live videos. MCQ scenario-based exam was used to assess participants’ knowledge of trauma in three phases: pretest, immediately following the intervention, and one month after the end of the educational program. An e-learning satisfaction psychometric questionnaire was used to measure satisfaction.ResultsThe mean knowledge score 1 month after the intervention did not differ significantly from the score immediately after the intervention (p = 1), but there was a significant relationship between the mean knowledge score immediately after the intervention and before that (p = 0.047). Demographic variables and knowledge of trauma management did not differ statistically significant. The majority of students were pleased with how the course was implemented (5.64).ConclusionThe use of micro-learning has a positive effect on the promotion and retention of knowledge of trauma care, as well as increasing nursing students’ satisfaction. Micro-learning is proposed as a new educational approach that can be used as a complementary or as a stand-alone method to convey important educational concepts and increase learner satisfaction.

Hearing Loss in Children: Critical Medical Education Delivered as Massive Open Online Course (MOOC).

Although early identification of pediatric hearing loss is crucial, a formal online training course has not been freely accessible to a global audience. In response, we created a novel course for health professionals worldwide. Course development occurred from February 2019 to May 2020. Seventeen multidisciplinary experts provided video lectures and demonstrations, including a tour of ear anatomy, operating footage of cochlear implant insertion, and demonstrations of children undergoing hearing testing. Content also included steps for interpreting audiograms, an overview of early screening programs, interviews with Deaf/Hard of Hearing children, and an introduction to public health/educational infrastructure. The course was hosted on Coursera and launched on May 4, 2020. The course was approved for 11.5 Continuing Medical Education (CME) and American Board of Pediatrics Maintenance of Certification (MOC)-Part 2 credits and spanned five modules comprised of 50 video learning segments: 1) Ear Anatomy, 2) Hearing Loss and Assessments, 3) Hearing Loss Diagnosis and Impact on Speech and Language Development, 4) Interventions for Hearing Loss, 5) Pediatric Vestibular System and Balance. Since its launch, 6,556 learners have enrolled and 1,540 have fully completed the course; Fifty percent were 25-34 years old, 62% were female, and 43% were from Asia. Average rating was 4.9/5 (n=180 reviews). We created a freely accessible course for a global audience that provides a broad overview of pediatric hearing loss. Our multidisciplinary approach addresses an educational gap and can serve as a model for developing other online courses.

Curriculum for training in endoscopic mucosal resection in the colon: European Society of Gastrointestinal Endoscopy (ESGE) Position Statement.

Endoscopic mucosal resection (EMR) is the standard of care for the complete removal of large (≥ 10 mm) nonpedunculated colorectal polyps (LNPCPs). Increased detection of LNPCPs owing to screening colonoscopy, plus high observed rates of incomplete resection and need for surgery call for a standardized approach to training in EMR. 1 : Trainees in EMR should have achieved basic competence in diagnostic colonoscopy, < 10-mm polypectomy, pedunculated polypectomy, and common methods of gastrointestinal endoscopic hemostasis. The role of formal training courses is emphasized. Training may then commence in vivo under the direct supervision of a trainer. 2 : Endoscopy units training endoscopists in EMR should have specific processes in place to support and facilitate training. 3: A trained EMR practitioner should have mastered theoretical knowledge including how to assess an LNPCP for risk of submucosal invasion, how to interpret the potential difficulty of a particular EMR procedure, how to decide whether to remove a particular LNPCP en bloc or piecemeal, whether the risks of electrosurgical energy can be avoided for a particular LNPCP, the different devices required for EMR, management of adverse events, and interpretation of reports provided by histopathologists. 4: Trained EMR practitioners should be familiar with the patient consent process for EMR. 5: The development of endoscopic non-technical skills (ENTS) and team interaction are important for trainees in EMR. 6: Differences in recommended technique exist between EMR performed with and without electrosurgical energy. Common to both is a standardized technique based upon dynamic injection, controlled and precise snare placement, safety checks prior to the application of tissue transection (cold snare) or electrosurgical energy (hot snare), and interpretation of the post-EMR resection defect. 7: A trained EMR practitioner must be able to manage adverse events associated with EMR including intraprocedural bleeding and perforation, and post-procedural bleeding. Delayed perforation should be avoided by correct interpretation of the post-EMR defect and treatment of deep mural injury. 8: A trained EMR practitioner must be able to communicate EMR procedural findings to patients and provide them with a plan in case of adverse events after discharge and a follow-up plan. 9: A trained EMR practitioner must be able to detect and interrogate a post-endoscopic resection scar for residual or recurrent adenoma and apply treatment if necessary. 10: Prior to independent practice, a minimum of 30 EMR procedures should be performed, culminating in a trainer-guided assessment of competency using a validated assessment tool, taking account of procedural difficulty (e. g. using the SMSA polyp score). 11: Trained practitioners should log their key performance indicators (KPIs) of polypectomy during independent practice. A guide for target KPIs is provided in this document.

Assessment of Disaster Preparedness Levels of Emergency Department Physicians in Kuwait

Introduction:Global disasters have increased over the last century, with growing numbers of people affected. In the Middle East and North Africa, natural disasters have tripled since the 1980s. Education and training for disaster preparedness for healthcare providers can help reduce vulnerability to disasters by improving their knowledge and response effectiveness. Physicians working in the emergency department are integral members of the response to those incidents. Currently, no studies describe how much training or experience in disaster preparedness exists for physicians working in the emergency departments in Kuwait. However, comparable studies in different regions have illustrated the importance of researching this field. This paper aims to assess the disaster preparedness levels of emergency department physicians in Kuwait.Method:An online survey will be sent to the physicians working in the emergency departments of the seven general hospitals in Kuwait. This survey consists of four domains:1)Demographics: personal and professional characteristics of participants.2)Education and training: exploring the involvement of participants in prior formal training courses or exercises in disaster preparedness.3)Experience: assessing the involvement of participants in the mitigation or response to previous disasters.4)Knowledge and perception: participant awareness of local hospital plans and systems as well as their attitudes and opinions about disaster preparedness.Results:Data collection and analysis are planned for completion by March 31, 2023.Conclusion:The needs assessment is essential to developing educational curriculums for any discipline. In disaster medicine, tailoring the training curriculum is especially important because learners might not have experience in the field due to the high acuity and low frequency of disasters. The results can be used to develop a roadmap for Emergency Physician training in disaster preparedness in Kuwait. In addition, the approach adopted in this paper can be used to assess further disciplines for disaster preparedness.

Pediatric Pulmonology Training in India: Current Status and Future Directions.

Respiratory illnesses are common causes of morbidity and mortality in children. Postgraduates in Pediatrics spent significant time in learning to manage respiratory disorders. Improved survival of preterm neonates, improved diagnosis and survival of chronic respiratory problems, and advances in diagnosis and therapeutics have increased the need for specialists trained in managing these patients. Training programs in Pediatric Pulmonology are evolving over the past few decades. In India, super-specialty training in Pediatric Pulmonology has grown over the past few years. There is a need to modify the training structure used in industrialized countries due to differences in patient population, priorities, and limited available resources and expertise. Formal training courses have been started in a limited number of institutions. There is a large gap between the need for a trained workforce and the available specialists in the limited number of institutions. The Indian Academy of Pediatrics National Respiratory Chapter (IAPNRC) has initiated a fellowship program to bridge the gap. Comprehensive training involving academic and hands-on training may go a long way to improve the care of children with acute and chronic respiratory problems. For sustainable development of the super specialty, there is a need to work towards creating Pediatric Pulmonology service departments in various institutions that may be responsible for comprehensive training and research activities to answer common research questions.

Training and teaching of vagus nerve stimulation surgery: Worldwide survey and future perspectives

ObjectiveVagus nerve stimulation (VNS) therapy has been used for more than two decades to treat drug resistant epilepsy and depression and most recently received FDA approval for stroke rehabilitation. Expanding indications will renew the interest in the technique and increase the number of surgeons to be trained. The aim of this study was to survey surgeons with substantial expertise on optimal teaching and training approaches. MethodsAnonymous forms comprising 16 questions were sent by e-mail to surgeons with substantial expertise. Statistical analyses were used to compare the answers of the most experienced surgeons (>5 years) with the less experienced ones (<5 years). ResultsFully-completed forms were collected from 57 experts from 20 countries. The placement of the helical coils was deemed to be the most difficult step by 36 (63.2%) experts, and the use of optical magnification during this step was deemed necessary by 39 (68.4%) experts. Vocal cord palsy should be largely avoidable with proper surgical technique according to 44 (77.2%) experts. The teaching tool considered the most useful was mentoring (38, 66.7%). The future of VNS surgery teaching was deemed to be in anatomical workshops (29, 50.9%) and surgical simulation (26, 45.6%). Overall, answers did not vary significantly according to experience. ConclusionsVNS surgery should be mastered by actively participating in dedicated practical training courses and by individual mentoring during actual surgery, which is still the best way to learn. This study highlights the need for a formal training course and possible specific accreditation.

Immersive virtual reality and passive haptic interfaces to improve procedural learning in a formal training course for first responders

One key aspect for the safety and success of first responders’ operations is the compliance, during the intervention, with all the safety procedures and prescribed behaviors. Although real-world simulation exercises are considered as the best way to verify if operators are ready to handle emergency situations, they are not always a viable approach. Firefighting courses, for example, do not usually include this kind of activities, due to the numerous hazards related to deploying controlled fires for the simulation. However, traditional training approaches based on class lessons and multimedia learning material may not be particularly effective for teaching practical skills and procedural behaviors. In this work, the use of a Virtual Reality Training Simulation (VRTS) combined with passive haptic interfaces and a real-time fire simulation logic is investigated as a complement to a traditional video-based training approach used in the context of forest firefighting. The teaching of safety concepts and correct use of individual firefighting tools was selected as a use case, and a user study involving 45 trainees was carried out in the context of an existing training course. One third of the trainees attended the traditional video-based lessons of the course, whereas the remaining ones also took part to a practice training session, half of them with the devised VRTS, the others in the real world. Experimental results showed that the additional use of the devised VRTS improved the trainees’ procedural learning, as well as their motivation and perceived quality of the overall learning experience.

COVID-19 and Virtual Nutrition: A Pilot Study of Integrating Digital Food Models for Interactive Portion Size Education.

Background and aims: Digital food viewing is a vital skill for connecting dieticians to e-health. The aim of this study was to integrate a novel pedagogical framework that combines interactive three- (3-D) and two-dimensional (2-D) food models into a formal dietetic training course. The level of agreement between the digital food models (first semester) and the effectiveness of educational integration of digital food models during the school closure due to coronavirus disease 2019 (COVID-19) (second semester) were evaluated. Method: In total, 65 second-year undergraduate dietetic students were enrolled in a nutritional practicum course at the School of Nutrition and Health Sciences, Taipei Medical University (Taipei, Taiwan). A 3-D food model was created using Agisoft Metashape. Students’ digital food viewing skills and receptiveness towards integrating digital food models were evaluated. Results: In the first semester, no statistical differences were observed between 2-D and 3-D food viewing skills in food identification (2-D: 89% vs. 3-D: 85%) and quantification (within ±10% difference in total calories) (2-D: 19.4% vs. 3-D: 19.3%). A Spearman correlation analysis showed moderate to strong correlations of estimated total calories (0.69~0.93; all p values < 0.05) between the 3-D and 2-D models. Further analysis showed that students who struggled to master both 2-D and 3-D food viewing skills had lower estimation accuracies than those who did not (equal performers: 28% vs. unequal performers:16%, p = 0.041), and interactive 3-D models may help them perform better than 2-D models. In the second semester, the digital food viewing skills significantly improved (food identification: 91.5% and quantification: 42.9%) even for those students who struggled to perform digital food viewing skills equally in the first semester (equal performers: 44% vs. unequal performers: 40%). Conclusion: Although repeated training greatly enhanced students’ digital food viewing skills, a tailored training program may be needed to master 2-D and 3-D digital food viewing skills. Future study is needed to evaluate the effectiveness of digital food models for future “eHealth” care.

A New History of Social Work: Values and Practice in the Struggle for Social Justice, John H. Pierson

What can a historical perspective teach us? Pierson argues that taking a ‘social justice’ perspective to history uncovers social work’s past prejudices and examines its relationship to a changing society. The risk is to assume that current attitudes are the ideal and to apply them to the past without properly considering the historical context but Pierson takes a more judicious approach—he’s alive to the prejudices and oppressions of the past whilst acknowledging that our progress to a more socially equitable society still has a long way to go. It’s worth noting that Pierson’s is a history of British social work—there is nothing inevitable about the way the profession has developed in the UK and some comparative case studies from other countries might have been illuminating. Pierson argues that his approach focuses on ‘street level engagement’ between professionals and service users, highlighting common themes between social work in the past and today. He begins in the post-Napoleonic period and the relatively generous provisions of the Poor Law before the 1834 Amendment. Welfare, he argues, was embedded in British society long before the post-1945 welfare state. The early chapters are the most engaging: Pierson uses historical records and case studies to bring these sections alive. Highlights for me were a balanced discussion of the Charity Organisation Society, showing how its often excellent practical and theoretical work was undermined by a rigidly individualistic philosophy of personal responsibility and a fascinating chapter on the womens’ settlement movement from which grew the first formal training courses (because, unlike with mens’ settlements, there were no subsequent career paths for the women to follow). The pioneering course at Liverpool University, established in 1905, faced dilemmas that many educators today will find familiar as—in a later chapter—did the expansion of social work courses at the London School of Economics in the 1950s. Should they be generic? Should they be dominated by a psychiatric approach? There is much to consider and reflect on in these earlier chapters as Pierson discusses the rise of psychoanalytic casework, the ‘mental hygiene’ movement, debates over exactly what sort of ‘guidance’ Child Guidance Clinics ought to offer.

Improving the effectiveness of embedded behavioral health personnel through situational judgment training

ABSTRACT Embedding behavioral health (EBH) personnel into operational units has emerged as a major trend within the US military. These positions require skillsets in addition to those needed in a clinic setting. Little or no empirically based training has yet been developed to ensure preparedness to serve in EBH roles. Based on the demonstrated effectiveness of situational judgment tests (SJT) in training for other domains, we developed and evaluated 60 SJT scenarios for use in the US Air Force’s formal EBH training course. SJTs were based on real-world experiences of seasoned EBH professionals, and were used for structured, scenario-based discussions during training as well as a 30-item pre- and posttest to assess learning. Use during training was associated with significantly improved scores in six EBH competencies (ethical decision-making, leadership consultation, balancing professional relationships, unit engagement, triage to correct services, and teaming). In a follow-up survey, students reported scenario-based discussions were very helpful, and reported improved abilities and confidence. This study demonstrates the potential utility of the SJT methodology to prepare mental health professionals to serve in EBH positions. Further development and possible applications are discussed, such as expansion to other training venues, job candidate screening, and assessment for readiness for EBH practice.

Assessment of knowledge and awareness of forensic odontology among dentists in Tamil Nadu - A systematic review.

Aim:The aim of the study is to analyze the knowledge, attitude and practice of forensic odontology among dental practitioners in Tamil Nadu.Materials and Methods:Forensic odontology has immense importance in examining dental evidence and in the identification of victims of mass disaster, abuse or organized crimes. Hence, a cross-sectional survey study was conducted in a sample of 252 dental practitioners practicing in various cities in Tamil Nadu. A questionnaire comprising 22 questions (both open ended and close ended) was prepared, and the survey was conducted to analyze the knowledge and attitude of dentists toward forensic odontology.Results:Many of the practicing dentists had a basic knowledge about forensic odontology, but only 22% knew about the existence of a national association for forensic odontology. Forty-five percent of them knew about cheiloscopy. Seven percent of them only knew about the forensic courses available in India. Ninety-eight percent of them did not have any formal training related to forensic odontology. Seventy-two percent of them were not confident about giving an opinion for a forensic case. Most of them felt that our country has very limited resources for forensic odontology.Conclusion:This study showed that the branch of forensic odontology is still in the infant stage in the state. This condition, however, could be improved if more formal training courses are conducted by the specialist associations imparting knowledge and training in the field.

Knowledge and Perception Among Gynecologists Regarding Screening of Domestic Violence against Women

&lt;p&gt;&lt;strong&gt;Background and Objective:&lt;/strong&gt;&lt;/p&gt;&#x0D; &lt;p&gt;Domestic violence has been identified as a very serious problem that affects women and children at all levels of society, regardless of race, financial status, religion, and level of education. Domestic violence in Pakistan is a very sensitive issue keeping in mind the psychological, religious, and social aspects. The aim of the study was to assess the level of knowledge and perception about domestic violence amongst gynecologists working in the tertiary care teaching hospitals of Lahore city, Pakistan.&lt;/p&gt;&#x0D; &lt;p&gt;&lt;strong&gt;Methods:&lt;/strong&gt;&lt;/p&gt;&#x0D; &lt;p&gt;It was a cross-sectional survey study carried out among the doctors working in the Gynecology departments in different tertiary care teaching hospitals of Lahore. A total of 154 doctors of the Gynecology departments participated in this study.&lt;/p&gt;&#x0D; &lt;p&gt;&lt;strong&gt;Results:&lt;/strong&gt;&lt;/p&gt;&#x0D; &lt;p&gt;Most of the participants (53.4%) had suboptimal knowledge regarding the screening tools for domestic violence against the women reporting in Gyneacology clinics. A significant association was found between awareness regarding domestic violence and an agreement for introducing a formal training course (P&amp;lt;0.05). &amp;nbsp;&lt;/p&gt;&#x0D; &lt;p&gt;&lt;strong&gt;Conclusion:&lt;/strong&gt;&lt;/p&gt;&#x0D; &lt;p&gt;The knowledge and perception of health care providers to screen the cases of domestic violence is the basic key to identify such victims. However, a proper training of the staff handling such patients needs to be implemented at Government level.&lt;/p&gt;

Evaluation of MEB Formal Education Support and Training Courses by Mathematics Teachers and Students

Bu çalışmada Milli Eğitim Bakanlığı bünyesinde açılan örgün eğitimi destekleme ve yetiştirme kurslarının matematik dersi bağlamında öğretmen ve öğrenci görüşleri ve beklentileri incelenmiştir. Araştırmada karma yöntem yakınsayan desen uygulanmıştır. Araştırmaya Doğu Karadeniz Bölğesinde Milli Eğitim Bakanlığı örgün eğitimi destekleme ve yetiştirme kurslarında görev alan 15 matematik öğretmeni ve bu kurslara devam eden 376 ortaöğretim öğrencisi dahil edilmiştir. Araştırmada öğretmenlerin görüşlerini belirlemek için yarı yapılandırılmış görüşme formu ile yüz yüze görüşmeler yapılarak bu görüşmeler kayıt altına alınmıştır ve öğrenciler için öğrenci görüşme formu uygulanmıştır. Veriler betimsel analiz yöntemi ile analiz edilmiştir. Bu kurslara katılan öğretmenlerin görüşlerine göre devamsızlık, kursların ücretsiz olması devamsızlığa neden olduğunu, 12. Sınıflar için ATY ve TYT sınavlarına hazılık, arasınıflar için dersteki eksiklikleri tamamlama ve öğrencinin matematiğe karışı motivasyonunu artırma, kurslardan verim alınabilmesi için kurslara belirli düzenlemelerin gelmesini ifade etmektedirler. Destekleme ve yetiştirme kurslarının okuldaki derslere destek anlamında yeterli olduğu fakat merkezi sınavlara hazırlanması konusunda yeteri kadar desteklemediği katılımcılar tarafından belirtilmiştir. Destekleme ve yetiştirme kursların MEB tarafından sunulan kaynakların katılımcılar tarafından yetersiz olduğu ifade edilmiştir. Katılımcı öğrenciler kurs saatlerinin az olduğunu, derslerin hızlı işlendiği, sınıfların kalabalık olduğu, kurslarda seviye gruplarının oluşturulması, sadece soru çözümünün değilde eksik konuların saptanıp o konuların tekrar anlatılmasını, 11.sınıf öğrencileri kursların derse takviye amaçlı değil ATY-TYT sınava yönelik de olmasıgerektiğinin ifade etmektediler. Destekleme ve yetiştirme kurslarının okuldaki derslere destek anlamında yeterli olduğu fakat merkezi sınavlara hazırlanması konusunda yeteri kadar desteklemediği katılımcılar tarafından belirtilmiştir. Destekleme ve yetiştirme kursların MEB tarafından sunulan kaynakların katılımcılar tarafından yetersiz olduğu ifade edilmiştir.

Curriculum for ERCP and endoscopic ultrasound training in Europe: European Society of Gastrointestinal Endoscopy (ESGE) Position Statement.

The European Society of Gastrointestinal Endoscopy (ESGE) has recognized the need to formalize and enhance training in endoscopic retrograde cholangiopancreatography (ERCP) and endoscopic ultrasound (EUS). This manuscript represents the outcome of a formal Delphi process resulting in an official Position Statement of the ESGE and provides a framework to develop and maintain skills in ERCP and EUS. This curriculum is set out in terms of the prerequisites prior to training; recommended steps of training to a defined syllabus; the quality of training; and how competence should be defined and evidenced before independent practice. 1: Trainees should be competent in gastroscopy prior to commencing training. Formal training courses and the use of simulation in training are recommended. 2: Trainees should keep a contemporaneous logbook of their procedures, including key performance indicators and the degree of independence. Structured formative assessment is encouraged to enhance feedback. There should be a summative assessment process prior to commencing independent practice to ensure there is robust evidence of competence. This evidence should include a review of a trainee's procedure volume and current performance measures. A period of mentoring is strongly recommended in the early stages of independent practice. 3: Specifically for ERCP, all trainees should be competent up to Schutz level 2 complexity (management of distal biliary strictures and stones > 10 mm), with advanced ERCP requiring a further period of training. Prior to independent practice, ESGE recommends that a trainee can evidence a procedure volume of > 300 cases, a native papilla cannulation rate of ≥ 80 % (90 % after a period of mentored independent practice), complete stones clearance of ≥ 85 %, and successful stenting of distal biliary strictures of ≥ 90 % (90 % and 95 % respectively after a mentored period of independent practice). 4: The progression of EUS training and competence attainment should start from diagnostic EUS and then proceed to basic therapeutic EUS, and finally to advanced therapeutic EUS. Before independent practice, ESGE recommends that a trainee can evidence a procedure volume of > 250 cases (75 fine-needle aspirations/biopsies [FNA/FNBs]), satisfactory visualization of key anatomical landmarks in ≥ 90 % of cases, and an FNA/FNB accuracy rate of ≥ 85 %. ESGE recognizes the often inadequate quality of the evidence and the need for further studies pertaining to training in advanced endoscopy, particularly in relation to therapeutic EUS.