Foundation Training Research Articles

Solihull Approach training in undergraduate midwifery education: a pilot study

Background/Aims To date, Solihull training for midwives in Northern Ireland has been facilitated as continuing professional development; however, incorporating Solihull Approach Antenatal Foundation Training in undergraduate midwifery education has been recommended. The aim of this pilot study was to evaluate the provision of this training for undergraduate midwifery students. Methods This mixed-method evaluation study used pre- and post-test questionnaires with a purposive sample of 24 final year midwifery students. The data were analysed using descriptive statistics with thematic analysis of free text comments. Results Four themes emerged: perceived benefits in clinical practice; increased knowledge and confidence; increased recognition of the public health role of the midwife; and integration and timing of the training. Conclusions The innovative initiative was positively evaluated and considered an enhancement to current education provision. However, the initiative would have been welcomed earlier in the education programme. Implications for practice Solihull Approach training will be provided at undergraduate level and introduced earlier in the programme, with the subsequent potential to incrementally build on this foundation and include further tiers of training. The impact of students' application of the Solihull Approach in clinical practice warrants further investigation.

OPTIMISING EFFORT CAPACITY IN TRIATHLON

Background. My personal triathlon practice inspired the creation of a specialized training regimen to improve triathlon training in Romania. This program aims to enhance performance, well-being, and injury prevention for athletes. At the INTERDISCIPLINARY RESEARCH CENTRE (CCI) “Dr. Alexandru Partheniu” of UNEFS, we used AEROSCAN technology to assess exercise capacity, measuring heart and breathing rates with the Bruce Protocol for precise physiological monitoring. Objectives. This research demonstrates that tailored training cycles for swimming, cycling, and running can significantly enhance triathlon performance. The goal was to create a customizable, comprehensive training program to maximize the overall training process and provide a scientific foundation for triathlon training in Romania. This research aims to demonstrate that tailored training cycles can significantly enhance triathlon performance. Methods. We used observation, experimental, statistical-mathematical, and bibliographic study methods to interpret the experiment's outcomes. The bibliographic study provided the theoretical basis, while observation and experimental methods enabled real-time data collection. Statistical analysis was crucial for interpreting the data. Results. Using AEROSCAN and the Polar system, we evaluated exercise capacity and tracked heart rate. The Bruce protocol was applied for both initial and final tests. The data showed significant improvements in endurance, speed, and overall performance, supported by statistical analysis, after implementing the customized training program. Conclusion: Our research indicates that tailored athletic training regimens for each triathlon discipline can significantly enhance performance and promote athletes' health and longevity. The results highlight the importance of individualized training plans and suggest potential improvements in Romanian triathlon training practices. Individualized training programs lead to notable improvements in performance and athlete well-being.

Navigating transitions into, through, and beyond peer worker roles: insider insights from the Supporting Harm Reduction through Peer Support (SHARPS) study

BackgroundPeer workers are individuals who draw on their personal experiences in a professional capacity to support clients. Existing research on the role of peer workers in mental health, homelessness, and substance use services has primarily focused on their impact on client outcomes. This paper describes the development of peer workers as they transition into, through, and beyond this role. Utilising data from the Supporting Harm Reduction through Peer Support (SHARPS) study, where Peer Navigators supported people experiencing homelessness and substance use challenges, this paper explores the sense-making involved in an intensive peer support worker role, adaptation to organisational culture, and engagement with opportunities for professional advancement.MethodsSemi-structured interviews with three Peer Navigators were conducted by two SHARPS study researchers at four time points in 2018 and 2019 corresponding with the beginning, middle, and end of the intervention. These data were analysed along with entries from the three Peer Navigators’ reflective diaries. Analysis followed a multi-stage approach to thematic analysis utilising both inductive and deductive processes. The Peer Navigators’ personal reflections have also been incorporated into the recommendations.ResultsThe foundational training provided to the Peer Navigators before taking up their role helped to ensure readiness and build confidence. This training illuminated the dynamics of supporting individuals with complex health and social challenges. Integrating into diverse organisational environments, the Peer Navigators adapted to new professional expectations and consistently advocated for harm reduction and psychologically informed approaches, sometimes encountering resistance from other professionals. Establishing effective relationships with participants and professionals was essential and involved dealing with challenges such as overcoming personal biases and navigating systemic obstacles. the Peer Navigators benefitted from the specially designed training to support career progress with personal and professional development opportunities which enabled successful transitions beyond the SHARPS study.ConclusionsPre-work training, coupled with support and adherence to key principles, enabled the Peer Navigators to integrate effectively into diverse organisations. Quality relationships were vital in achieving client outcomes and supporting the professional growth of the Peer Navigators. These findings are important for services employing peer workers and underscore the importance of a commitment to training and continuing professional development.

Assessing oncology nurses’ knowledge and practices in safe cytotoxic drug handling and waste management in a Moroccan tertiary centre

ABSTRACT Because of the rising burden of cancer worldwide, cytotoxic drugs have become a significant threat to health and the environment. This investigation assessed the level of knowledge of oncology nurses regarding the risks associated with handling cytotoxic drugs and the management of cytotoxic waste and their impact on health and the environment. A qualitative study was conducted among oncology nurses at a Moroccan oncology centre. Most demonstrated a good understanding of cytotoxic drugs and their handling. But, there were notable deficiencies in foundational training. Occasional training sessions were offered, but they were considered insufficient in frequency and depth. The workload was identified as a major obstacle to proper safety protocol implementation. Although all participants recognised the dangers of improper disposal of cytotoxic waste, none had detailed knowledge of the specific environmental impacts. Improved training programmes and a reduced workload are critical to enhancing safety and efficiency in oncology centres.

Constructing a Competency Training Index System in Public Health Emergencies for Community Nurses.

A competency training index system was designed in public health emergencies for community nurses. The purpose of this approach is to provide community nurses with guidelines for standardized training programs on how to respond to public health emergencies. Through semi-structured interviews, a literature review, and team discussion, the first draft of competency training index system in public health emergencies for community nurses was formed. The Delphi method was used for two rounds of expert consultation to screen, modify and determine indicators. Finally, the analytic hierarchy process was utilized to calculate the weights of indicators at all levels. A total of 15 expert consultants were included. The effective recovery rate of the two rounds of expert consultation questionnaire was 100%, the expert authority coefficient was 0.880, 0.887, and the Kendall coordination coefficient was 0.172 and 0.171 (p < 0.001). Expert opinions have determined that the final revised competency index system in public health emergencies for community nurses training consists of 2 primary indicators, 10 secondary indicators, and 46 tertiary indicators. The study has developed a competency training index system in public health emergencies for community nurses. This system can serve as a foundation for standardized training in community health service institutions. It is characterized by its high demand, scientific approach, reliability, and rationality.

Rethinking Field School Delivery and Addressing Our Biases

Abstract Field schools are foundational training for archaeologists and the corresponding methods for instruction are largely consistent within the discipline. The expectation is that at some point early in their careers students will enroll in a field school. To participate, students must pay summer tuition, dedicate a minimum of four weeks (usually longer) to full-time fieldwork, and in many cases travel to remote locations. The reality is that for many students such expectations make field school participation an impossibility—and ultimately make archaeology a nonviable career option for students from historically underrepresented backgrounds. Offering local field opportunities within the context of a regular school year alleviates those problems. A recent field school in north Idaho demonstrated how traditional field school structure excludes many students and how archaeologists can adjust instruction to make field training more accessible to students.

Exploring the role of postgraduate foundation training in advancing dental therapist careers.

Exploring the role of postgraduate foundation training in advancing dental therapist careers.

Preparing for Patient Care: A Pre-clerkship Curricular Thread to Improve Learners’ Knowledge, Attitudes, and Confidence Treating Patients at Risk for Suicide

AbstractSuicide is a leading cause of death. Unfortunately, stigma still surrounds depression and mental health treatment. Many health care providers are uncomfortable broaching the topic with patients. There is an urgent need to better equip future physicians to compassionately identify and treat patients at risk for suicide. To address this problem, we created a novel suicide prevention spiral curricular thread for advanced pre-clerkship medical students. Mixed methods surveys were administered before and after the curriculum. Following completion of the curriculum, learners’ confidence identifying and treating patients at risk of suicide significantly increased. Attitudes including professional confidence, therapeutic optimism, and generalist perspective measured by the Revised Depression Attitudes Questionnaire also increased, indicating reduced stigmatizing attitudes and increased knowledge and confidence. Participants reported that engaging in the standardized patient encounter was the most impactful event, although the prior events provided necessary foundational training. This study demonstrates the feasibility and effectiveness of a curricular thread approach during the pre-clerkship phase for training medical students in suicide prevention to prepare them for patient care. Other medical schools can use this framework to design and integrate suicide prevention training into their own curricula.

Combined Diabetes Education/Skills Training and Social Needs Resolution Intervention for Older African Americans with Poorly Controlled Type 2 Diabetes (DM Social Needs): Study Protocol for a Randomized Controlled Trial.

Approximately 11.3% of the US population has diabetes. The burden of diabetes is higher in older adults and African Americans (AAs), such that 40% of adults aged 50 years and older have diabetes; African Americans are 60% more likely to be diagnosed with diabetes compared to non-Hispanic Whites (NHWs). Structural racism has resulted in fewer economic and educational opportunities for AAs, higher social risks, and unmet basic needs, which result in financial instability, housing instability, food insecurity, and a lack of transportation compared to NHWs. The presence of these unmet basic needs is a driver of poor adherence to diabetes self-management in older AAs. To test the preliminary efficacy of a nurse case-manager, telephone-delivered intervention that provides foundational diabetes self-management education and skills training, while also addressing and resolving the unmet social needs of older AAs with poorly controlled type 2 diabetes mellitus (T2DM). The primary hypothesis is that older AAs with T2DM randomized to the DM Social Needs intervention will have significantly lower hemoglobin A1C (HbA1C), blood pressure, and LDL levels compared to the usual care arm at 6 months post randomization. This is a three-year prospective, randomized clinical trial that will enroll 100 AAs aged 50 and older with type 2 diabetes (T2DM) and HbA1C ≥ 8% into one of the following two groups: (1) a nurse case-manager, telephone-delivered intervention that provides foundational diabetes self-management education and skills training, but also addresses and resolves unmet social needs; or (2) an enhanced usual care group that will receive mailed diabetes education materials. Participants will be followed for 6 months to determine the effect of the intervention on HbA1C, blood pressure, and low-density lipoprotein (LDL) cholesterol levels. Baseline characteristics will be presented by study group, and within- and between-group changes in primary outcomes from baseline to 6 months will be reported. The results from this study will provide insights into the efficacy of a combined diabetes education and skills training and social needs resolution intervention for older African Americans with poorly controlled type 2 diabetes and will inform strategies to improve diabetes outcomes for this vulnerable population.

Preparing Physician-Scientists for the Future of Academic Medicine.

The changing field of academic medicine presents unique challenges for physician-scientists, who intricately weave the complexities of research and patient care. These challenges have significantly lengthened the time needed for scientific discoveries to be applied in clinical practice. In response to these escalating demands, the training trajectory for physician-scientists has notably expanded over recent decades. In anticipation of and preparation for future training requirements, the National Pediatrician-Scientist Collaborative Workgroup facilitated a series of convenings with a diverse array of stakeholders vested in physician-scientist training. The framework Strategic Foresight was used to explore possible future scenarios and develop strategic plans. Seven pivotal themes, termed "performance zones," emerged from this endeavor: (1) revolution in education through technology-enhanced learning, (2) educational outcomes beyond content mastery, (3) artificial intelligence-empowered research portfolios and expansive networks, (4) evolution of high-performance inclusive, equitable, distributed, and agile teams, (5) evolution of antifragile systems, (6) a multiparadigmatic program of research, and (7) interdependence and commitments to a common agenda for collective impact. These identified zones underscore the imperative for physician-scientists to acquire novel skill sets essential for navigating the impending shifts in the health care landscape. These findings are poised to steer policy initiatives and educational advancements, fortifying the foundation for future physician-scientist training needs.

Digital Drone Education in Sarawak: Enhancing STEM Learning through Hands-on Training for School Students

In Sarawak, concerns about low STEM enrolment, digital inclusivity gaps for rural children, and the transition from digital consumption to digital creation led to the introduction of the Drone Education Program. Participants began with foundational drone operation training, advancing to capturing images and videos. Subsequently, they were acquainted with elementary photo and video editing techniques, enabling them to enhance their drone-generated content. The aim of this research is to gauge the impact of the Drone Education Program on refining drone operations, bolstering digital editing competencies, and stimulating STEM engagement in students. In our methodology, we employed tailored pre- and post-surveys for evaluation, and younger students provided feedback via an emoji-based survey. Further analytical methods encompassed non-parametric tests, Exploratory Factor Analysis (EFA), and linear mixed-effect modelling. Results indicated significant post-intervention improvements in the targeted skills. The EFA grouped 21 Likert items into five distinct learning domains. Notable insights include district-wise variances in learning outcomes and the influential role of gender. The initiative showcases promise in confronting Sarawak's educational barriers, championing digital inclusivity, and preparing a digitally proficient generation.

THEORETICAL ASPECTS OF PROFESSIONAL TRAINING OF FUTURE INSTRUMENTALISTS-PERFORMERS IN INSTITUTIONS OF PROFESSIONAL HIGHER EDUCATION

The article describes the state of research on the problem of professional training of future instrumentalists-performers in institutions of professional higher education.The norms of the Law of Ukraine “On Professional Higher Education”, which defines the procedure, conditions, forms and features of obtaining professional higher education, types of institutions and their main tasks, are analyzed.It is noted that at present, institutions of professional higher education are implementing a number of educational programmers for the professional junior bachelor’s degree in the specialty 025 Musical Art, namely: “Instrumental Performance, “Instrumental Performance (Orchestral Strings, Winds and Percussion, Folk, Variety Instruments)”, “Instrumental Performance (Folk, Variety, Winds and Percussion Instruments)”, etc.The scientific value of comparative studies of modern approaches to the organization of the educational process in institutions of professional higher education is indicated. Based on the analysis of the works of domestic researchers, it is stated that there is a steady scientific interest in the problem of professional training of students in colleges and institutions of professional higher education. Scientists have outlined the professional priorities of instrumentalist students; studied the theory and methods of forming the performance reliability of instrumentalists; characterized the principles and methods of teaching future instrumentalists-performers; and identified the peculiarities of professional training of instrumentalists-performers in higher education institutions of various types.It is stated that in the modern scientific discourse there is a lack of research on the theoretical and practical foundations of professional training of future instrumentalists-performers in institutions of professional higher education.Prospects for further research are the characteristics of innovative forms of professional training of future instrumentalists-performers in institutions of professional higher education.

Why More Biologists Must Embrace Quantitative Modeling.

Biology as a field has transformed since the time of its foundation from an organized enterprise cataloging the diversity of the natural world to a quantitatively rigorous science seeking to answer complex questions about the functions of organisms and their interactions with each other and their environments. As the mathematical rigor of biological analyses has improved, quantitative models have been developed to describe multi-mechanistic systems and to test complex hypotheses. However, applications of quantitative models have been uneven across fields, and many biologists lack the foundational training necessary to apply them in their research or to interpret their results to inform biological problem-solving efforts. This gap in scientific training has created a false dichotomy of "biologists" and "modelers" that only exacerbates the barriers to working biologists seeking additional training in quantitative modeling. Here, we make the argument that all biologists are modelers and are capable of using sophisticated quantitative modeling in their work. We highlight four benefits of conducting biological research within the framework of quantitative models, identify the potential producers and consumers of information produced by such models, and make recommendations for strategies to overcome barriers to their widespread implementation. Improved understanding of quantitative modeling could guide the producers of biological information to better apply biological measurements through analyses that evaluate mechanisms, and allow consumers of biological information to better judge the quality and applications of the information they receive. As our explanations of biological phenomena increase in complexity, so too must we embrace modeling as a foundational skill.

Dental Therapy Foundation Training; A dental therapist's view

Dental Therapy Foundation Training; A dental therapist's view

Exploration on the Teaching Practice of Color Foundation of Painting Majors in Colleges and Universities

Color foundation teaching is the main content of the color expression ability in the painting major of colleges and universities. The traditional color training methods are prone to being misunderstood as the cultivation of the representation techniques of objects of varying difficulties, thereby neglecting that the fundamental purpose of color foundation training is for creative expression. Compared with the traditional course model, the creative consciousness and concept guidance model is a reliable approach to address the expression issues during students' color foundation training at all stages. The traditional color teaching method of combining sketching from life and silent drawing often leads students to form passive, indiscriminate, and emotionless simulations of objects, causing the objects themselves to lose their significance of being depicted. The color lacks directionality and expressive purpose. Works overly rely on the accidental effects produced by unconscious object projection or the meticulousness of work processing, resulting in "sketching" becoming "stifled sketching". The creative consciousness and concept guidance model emphasizes extracting the characteristics of objects. Educators attach importance to discovering and affirming the accidental writing and incompleteness that occur during students' color practice, helping students create their own color imagery based on the objects they are representing at any stage of color learning.

Experiences as a clinical teaching fellow: interviews with clinical teaching fellows in the West Midlands

BackgroundThe majority of junior doctors in the UK do not proceed directly into specialty training after completing mandatory foundation training but instead take a year out of training. A common post undertaken during a year out of training is a clinical teaching fellow (CTF) role which is used to provide undergraduate medical student teaching. There is only a small amount of literature available regarding CTF posts, and very little of this explores experiences or reasons for taking up such as post. An understanding of the reasons why doctors are choosing to work as CTFs and what their experiences are in post will contribute to how the role is further developed and utilised within the NHS. This study aimed to explore the experiences of CTFs employed in the West Midlands at NHS hospital Trusts.MethodsCTFs working in Trusts in the West Midlands region registered as students on the Education for Healthcare Professionals Post Graduate Certificate course at the University of Birmingham in August 2019 and 2020 who were enrolled in a longitudinal study were invited to take part in an individual interview asking about their experiences as CTFs.ResultsNine CTFs participated in an interview. Five main themes were identified which related to their experiences in post and plans for future careers. Participants reported choosing to undertake a CTF role due to wanting a break from clinical work and having previously enjoyed delivering teaching. Positive experiences in post included lifestyle related benefits and self-development opportunities. Challenges identified with the role included the impact of COVID-19 and volume of students.ConclusionThis is the first study to use interview methodology to explore experiences of CTFs, and has provided a valuable insight into the experiences of those in post in the West Midlands region. Understanding why doctors chose this job and what their experiences are could help to further develop and refine the role. To guarantee demands for teaching staff are met those employing CTFs should be aware of reasons why doctors apply for the post and ensure the post remains a desirable option.

Improved determination of the S-wave velocity of rocks in dry and saturated conditions: Application of machine-learning algorithms

The determination of S-wave velocity (Vs) is of significant importance in various engineering disciplines, including mining, civil, and geotechnical engineering. It is beneficial to indirectly determine Vs under both dry and saturated conditions and to understand its relationship with influencing input variables: coring depth (H), durability index (DI), water content (Wa), dry density (ρd), saturated density (ρs), and porosity (n). In this study, we evaluate these relationships using three multiple machine-learning algorithms (MLAs): artificial neural network (ANN), fuzzy inference system (FIS), and gene expression programming (GEP), alongside a linear regression method (LRM) and predict both dry S-wave velocity (Vs-dry) and saturated S-wave velocity (Vs-sat) of rocks. The research involves the analysis of 90 datasets derived from samples of schist, phyllite, and sandstone rocks collected from Azad and Bakhtiari dam sites in Iran. The diversity of these datasets is a key advantage of this study, providing a solid foundation for models training and testing while enhancing the models’ generalizability. Model optimization techniques are employed in the Python, MATLAB, GenXProTools, and SPSS environments to identify the most effective versions of ANN, FIS, GEP, and LRM models, respectively. The prediction performance analysis reveals that all applied models yield acceptable levels of accuracy for predicting Vs-dry and Vs-sat. However, GEP emerges as the best model for predicting both Vs-dry and Vs-sat. The ANN and FIS models also achieve high levels of accuracy, while LRM performs comparatively less well. Additionally, sensitivity analysis conducted using the cosine amplitude method (CAM) highlights the influence of different variables on Vs-dry and Vs-sat. The ρd is found to be the most influential parameter on Vs-dry, whereas DI exhibits the least impact. Conversely, the ρs significantly affects Vs-sat, while Wa shows the lowest impact. The exceptional performance of these proposed MLAs confirms their applicability in real-world rock engineering and geotechnics projects, offering precise determination of Vs. The diversity of studied rock types and datasets, along with the use of cost-effective and easy measurable inputs, the determination of Vs in both dry and saturated status, and the application of robust MLAs for Vs determination are the main novelties of this study. However, further researches involving additional datasets and more rock types are required to validate these findings.

Training the Medical Writers of the Future Using a Structured Entry-Level Program: A Life Sciences Communications Agency Perspective

Ensuring that associate medical writers are set up for success requires a well-planned entry-level program that integrates training sessions with on-the-job experience. We describe how we have crafted our program for entrylevel candidates starting from our interview process and moving to our training program, how we embed them into teams and provide on the-job training, how our support network is structured, and how we measure success. Feedback from recent participants in our training program offers valuable hands-on insights. A robust foundation of publication training is key to the development of our medical writers, providing skills and helping them develop many of the key attributes that underpin success, including attention to detail, effective storytelling, and industry compliance. Our profession is not static, and training programs need to be agile and pivot quickly to accommodate evolving industry standards, new technologies, and fluctuating client and audience needs and challenges. Staying up to date with future developments in medical writing is crucial, and we do our utmost to train and support our team and futureproof our training, so our junior writers are well equipped to excel and have fulfilling careers in the life sciences communication industry.

FP5.13 - Implementing a Lumbar Puncture Teaching Course at a General District Hospital

Abstract Aim Prior to our course, there had been no formal lumbar puncture (LP) teaching at the hospital. Furthermore, a pre-course questionnaire had determined 50% of respondents (9/18) were “not so familiar” OR “not at all familiar” in describing the steps involved in performing an LP. 72% (13/18) were “not at all” confident in conducting the procedure. As the need for practical LP teaching was noted, a course was devised to familiarise trainees with LPs and improve confidence. Method The course was implemented with supervision from the anaesthetics department at the hospital. This included an E-module, face to face simulation of consenting and practicing LPs on a back model. The course was offered to foundation trainees and medical students from several universities in the region. Results From the post-course questionnaire the following results had been gathered 1) 7 out of 9 participants reported that they were “very familiar” in performing the steps of an LP (78%) 2) 5/9 were now “moderately” confident in performing an LP 3) 78% were “very familiar” with the indications and contraindications of LPs. Conclusion The course had led to a significant improvement in the understanding and confidence in performing LPs among the participants. Simulated learning is an effective method of teaching complex practical skills to junior trainees. Further work includes inviting trainees from within the region and implementing an online demonstration as part of the E-module.

WP6.10 - Factors Impacting Success in The Intercollegiate Membership of The Royal College of Surgeons Examinations

Abstract Aims We have witnessed within surgical training schools, that the attainment of the Intercollegiate Membership of the Royal College of Surgeons iMRCS examinations Part A and Part B continues to be one of the greatest challenges within core surgical training. This study aims to explore a trainee’s examination experience and factors influencing success and examination challenges. Methods A voluntary electronic survey including demographic factors, preparation specific approaches and adjuncts, challenges and barriers was sent to Northern Ireland core surgical trainees. Results were correlated with their examination outcomes. The results were collated using Microsoft excel software. Statistical analysis was completed using SPSS and thematic analysis of free text responses carried out. Results Twenty-seven trainees responded to the survey. The modal age category was 25-34 years with a male to female preponderance of 16 males to 11 females. English language was the first language of 60% of respondents. Statistical significance was demonstrated between age and first-time pass rate in the Part B. No statistical significance was demonstrated between first time pass rate and gender, English language, or background. Forty eight percent of those surveyed attributed personal attitude as a major contributor to success. Conclusion Those who undertook Part A closer to foundation training appeared to require fewer attempts to be successful in Part A, and the hours of preparation and study undertaken, correlated to feeling of preparedness. Part B success correlated to clinical experience.