Future Training Research Articles

Comparing the effectiveness of AR training and slide-based training: The case study of metro construction safety

Metro construction poses significant risks and is prone to severe safety accidents. Safety training is critical to mitigate risks and reduce the number of accidents, as it allows workers to enhance their skills in risk identification, risk assessment, and risk response and ultimately reduce accidents. However, traditional training methods used today, such as slide presentations, videos, or text-based materials, provide a passive learning environment, which can limit their effectiveness in knowledge transfer. Augmented Reality (AR) has emerged as a promising tool for training, allowing trainees to have an active learning environment. Nevertheless, research on assessing the effectiveness of AR safety training while comparing it with traditional methods is still limited. This study aims to compare the short-term and long-term effects on objective performance measures and subjective evaluations of both traditional and AR training. This is done by developing a new AR safety training for metro construction and comparing it with an equivalent slide-based safety training with 72 participants divided into two training groups. The selected safety case study covers the entire safety risk management process, including risk identification, risk assessment, and risk response. Results indicate that AR training is more effective than traditional training in terms of short-term knowledge acquisition of risk identification and long-term knowledge retention of risk identification, risk assessment, and risk response. These findings can have implications for the design of future safety training guidelines and recommendations.

Education and training in neurology: developments and future challenges.

Training and education is essential for best practice medicine and is especially important in a rapidly evolving field such as neurology. Due to improved imaging techniques and laboratory testing, there is a better understanding of the pathophysiology of diseases. As a result more treatments have become available. The most important developments in neurology over the last two decades and their effect on training and education are described. In addition, how future training should be aware of the challenges ahead of us is described. This is a narrative review describing developments and challenges based on personal experience and the literature. Due to major developments in radiological and immunological testing, major changes have been seen in different subspecialties of neurology, including but not limited to, the treatment of ischaemic stroke, the development of new entities in the field of demyelinating diseases and auto-immune encephalitis, and diffuse glioma. These developments challenge the education and training in neurology with, ahead of us, technological developments, an aging population, and potentially more superspecialization. Although there are differences in the training curricula between European countries, the developments and future challenges within the field of neurology are very similar. In the development of future curricula it is important to face these developments and challenges and to adapt to them.

"Time is a Big Factor": Aged-Care Workforce Perspectives on Communication Partner Training for Working With Residents With Dementia.

Many individuals who reside in permanent residential aged care (RAC) have a diagnosis of dementia, with the majority experiencing a communication disorder. Existing literature has placed an emphasis on the need for staff to undertake communication partner training. This study aimed to investigate the preferences of RAC staff, and their perceived barriers and facilitators to workplace training. Through an exploratory cross-sectional online survey, a sample of RAC workers in Australia were recruited (n = 104). Descriptive statistics revealed that the majority of participants preferred training to be delivered face to face and being paid for participation. Through content analysis of open-ended questions, seven categories were identified regarding perceived barriers and facilitators for communication partner training in the workplace. These included staff shortages, time pressures, remuneration and training delivery method, and quality of the educators. Additionally, management attitudes were pertinent. These findings may inform the development and outcomes of future communication partner training in RAC.

Cross-sectional study on the epidemiological investigation ability of professional staff from Centers for Disease Control and Prevention in Guizhou Province.

This study aims to evaluate the qualifications and identify skill enhancement areas for epidemiological investigators in Centers for Disease Control and Prevention (CDCs) in Guizhou's, informing future training and policy initiatives to strengthen public health responses. A cross-sectional survey was conducted in August 2022, and an online, self-designed questionnaire on the Epidemiological Dynamic Data Collection platform was administered to evaluate the professional staff in CDCs. The responses were scored and presented using descriptive statistical methods, and the factors influencing the total score were analyzed by one-way ANOVA and linear regression. A total of 1321 questionnaires were collected, yielding an average score of 14.86±3.49 and a qualification rate of 29.9%. The scoring rate of ability of individual protection and coordination in epidemic control was high (87.25%). Meanwhile, improvements in further training were needed in areas such as data analysis ability (23.67%), knowledge of site disinfection (40.40%), and epidemiological investigation skills (42.50%). No significant difference was observed between the scores of city and county CDCs, (t = 1.071, p =0.284). The effects of gender and age could be disregarded, and the experience in epidemiological work and training (including investigation on COVID-19 cases and contacts), educational background, and professional title partially explained the survey outcome (R Square of the linear regression model was 0.351). The survey indicated the need for additional well-trained epidemiologic investigators in Guizhou. Specified training was effective in improving epidemiologic investigation, and enhancement in data analysis ability and knowledge of field disinfection are recommended in professional staff cultivation.

To Assess Knowledge of the Parents and Teachers Regarding Sexual Offences among School Children

Background and Objectives: Child sexual abuse (CSA) is a critical global issue that significantly impacts children's physical and psychological health. Parents and teachers play vital roles in preventing and addressing CSA. This study aims to assess the knowledge levels of parents and teachers regarding sexual offenses among school children in the Sheopur district, identifying gaps to inform future educational and training programs. Methods: A cross-sectional survey design was employed, involving 200 participants from various clusters within the Sheopur district. A structured questionnaire assessed demographic variables and knowledge of CSA. Results: The study revealed that 67% of teachers had poor knowledge of CSA, with none exhibiting good knowledge, whereas 71% of parents had average knowledge and 11% had good knowledge. Demographic analysis indicated differences in awareness levels, influenced by age, gender, education, and occupation. Teachers, despite higher educational qualifications, demonstrated inadequate CSA awareness, highlighting a need for specialized training. Conclusion: Significant knowledge gaps exist among parents and teachers regarding CSA, with teachers particularly lacking adequate understanding. These findings underscore the necessity for comprehensive, targeted educational programs and training initiatives to enhance CSA awareness and prevention. Effective implementation of the Protection of Children from Sexual Offenses (POCSO) Act, 2012, through practical training and ongoing assessment, is crucial to safeguard children's well-being and rights.

Teaching policy capacity: A collaborative and constructivist workshop

This article presents an approach for teaching policy capacity to civil servants based on a workshop that took place in 2018 under the auspices of the Government of Prince Edward Island’s Policy Capacity Learning Series. It argues that workshops which introduce civil servants to the concept of policy capacity can enhance skills-based training and knowledge of the policy environment. Through a learner-focused, collaborative and constructivist pedagogy, the workshop involved a group activity where civil servants constructed a visual diagram of their policy environment by categorizing actors, skills, resources, institutions and concepts according to a policy capacity framework. This article discusses the workshop’s planning and delivery requirements which can be used, adapted and improved by practitioners in other jurisdictions. It also provides considerations for future training and education in public administration.

Frequency of deployed emergency donor panel use prior to implementation of the low titre group O whole blood program

IntroductionThe US military has frequently used a ‘walking blood bank’, formally known as an ‘emergency donor panel’ (EDP) to obtain warm fresh whole blood (WFWB) which is then immediately transfused...

US National Park Service and concession staff perceptions regarding waste management in Yosemite, Grand Teton, and Denali National Parks

Each year, over 45,000 metric tons of waste are generated in US national parks through a variety of means, including park operations, visitation, and other sources. In an effort to address these impacts, the National Park Service (NPS) has partnered with commercial and non-profit organizations to implement the Zero Landfill Initiative (ZLI). The goal of the ZLI is to realize a steady decrease in waste generated in parks, and an increase in materials being sent for recycling. Through this initiative and aligning research, efforts to mitigate waste and recycling issues with visitors is underway; however, to date there have been no attempts to understand the perspectives of those individuals who manage these parks on a daily basis. This study explored Theory of Planned Behavior-based constructs regarding disposal of waste and recycling using surveys with NPS employees and park concession staff in Yosemite, Grand Teton, and Denali National Parks. Results indicate that perceived difficulty and moral norms related to disposal of waste and recycling are significant drivers of self-reported behavior and intent with NPS and concession staff. Generally, concession staff perceptions align with the goals of ZLI more than those of NPS staff. This research adds to the limited understanding of land mana­ger perceptions, and results provide justification for future messaging and trainings that could improve sustainable management of these and other NPS units in the future. Keywords: Park Management; Visitor Use; Recycling; Waste Management; Communication; Human Behavior; Leave No Trace

A deep learning-based quantitative prediction model for the processing potentials of soybeans as soymilk raw materials

Current technologies as correlation analysis, regression analysis and classification model, exhibited various limitations in the evaluation of soybean possessing potentials, including single, vague evaluation and failure of quantitative prediction, and thereby hindering more efficient and profitable soymilk industry. To solve this problem, 54 soybean cultivars and their corresponding soymilks were subjected to chemical, textural, and sensory analyses to obtain the soybean physicochemical nature (PN) and the soymilk profit and quality attribute (PQA) datasets. A deep-learning based model was established to quantitatively predict PQA data using PN data. Through 45 rounds of training with the stochastic gradient descent optimization, 9 remaining pairs of PN and PQA data were used for model validation. Results suggested that the overall prediction performance of the model showed significant improvements through iterative training, and the trained model eventually reached satisfying predictions (|relative error| ≤ 20%, standard deviation of relative error ≤ 40%) on 78% key soymilk PQAs. Future model training using big data may facilitate better prediction on soymilk odor qualities.

Development of a market-driven training model for rural women in Iran by using a qualitative paradigm.

Training programs aimed at empowering rural women in Kurdistan, Iran, have fallen short of their goals. This study offers a unique understanding of how contextual factors and cultural nuances impact the effectiveness of market-driven training programs for rural women in Kurdistan. This study explored factors affecting the effectiveness of market-driven training programs for rural women in Kurdistan. A qualitative approach using grounded theory methodology was employed. Interviews were conducted with 23 key informants, including rural women and experts. Data analysis with MAXQDA software identified seven categories and a core category related to market-driven training. The study revealed that successful implementation of market-driven training hinges on various external and internal factors. These include access to markets, facilities, and funding, along with effective monitoring of business activities. Additionally, rural community culture and the purchasing power of women were identified as key intervening conditions impacting program success. When implemented effectively, market-driven training programs have the potential to empower women, reduce rural migration, and improve product quality. The research suggests that future training programs should adopt a multi-dimensional approach that addresses the identified factors to achieve sustainable positive outcomes for rural women in Kurdistan.

An Empirical Study on Offensive and Defensive Ability of College Men's Football Teams Based on TOPSIS-RSR Comprehensive Evaluation Method

This study aimed to explore the characteristics and rationality of ranking offensive and defensive abilities of 32 college football teams and their division into tiers, as well as the application effects in teaching and training experiments. A combination of literature review, questionnaire survey, TOPSIS method, RSR method, and experimental method were primarily employed. The objective was to furnish a more extensive theoretical reference basis for future college football team training. The findings revealed that the TOPSIS-RSR method was capable of assessing each team's outcomes objectively and quantitatively. However, potential errors were identified in the evaluation process stemming from the final match results, necessitating multifaceted considerations between teams and players. Numerous internal and external uncertain factors, such as time, individuals, and coaches, were acknowledged. The application of the TOPSIS-RSR comprehensive evaluation method to football training technology was found to assist college students with specific football skills in enhancing their technical proficiency. It was concluded that for athletes with variable factors such as age, athlete level, and training years at different phases, the rational arrangement of training cycles must be thoroughly considered.

Assessing the State of Training in Congenital Interventional Cardiology: A Global Survey of Program Directors.

This study aimed to evaluate the current state of congenital interventional cardiology training worldwide, with a focus on case volumes, competency assessment, and the need for ongoing mentorship during early career stages. A survey was conducted among program directors (PDs) of congenital interventional training programs across the globe. The survey gathered data on training pathways, case volumes, types of procedures performed, trainee competency assessment, and the role of ongoing mentorship. Of the 79 PDs who completed the survey, it was observed that training pathways and case volumes varied significantly, particularly between the United States and other countries. Most PDs reported an annual laboratory case volume of >500 congenital cardiac cases, with most cases being interventional. While trainees demonstrated competency in simple procedures (diagnostic cases, simple ASD closure), complex interventions (such as patent ductus arteriosus closure in premature infants) require ongoing mentorship for graduates. PDs recommended a minimum case volume of 400 total cases for trainees, including 250 interventional cases. In addition to case volumes, assessing trainee competency was deemed important, with clinical reasoning, judgment, skillset, teamwork, and complication management being key areas of evaluation. The study highlights the variability in congenital interventional cardiology training and the need for ongoing mentorship during the early career years. External mentorship programs, facilitated by national and international societies, are proposed to provide critical support for early career interventionalists thus enhancing patient care for congenital heart disease. Ultimately, the findings of this survey may serve as a framework for future training standards and guidelines in this specialized field.

The Development of a Combined Pediatric Emergency Medicine and Point-of-Care Ultrasound Curriculum.

Point-of-care ultrasound (POCUS) use has grown rapidly in the field of pediatric emergency medicine (PEM). Despite its growth, there continues to be a need for leaders in PEM POCUS to support ongoing education and advancement of providers within this field. We have developed a novel combined PEM POCUS fellowship that has successfully produced one graduate and a second will graduate in June 2023. We describe the implementation of this model as a potential option that institutions could use as a framework to support other trainees. This could alleviate some barriers for future trainees who seek advanced POCUS training and advance this growing field.

A Comparison of Myoelectric Control Modes for an Assistive Robotic Virtual Platform.

In this paper, we propose a daily living situation where objects in a kitchen can be grasped and stored in specific containers using a virtual robot arm operated by different myoelectric control modes. The main goal of this study is to prove the feasibility of providing virtual environments controlled through surface electromyography that can be used for the future training of people using prosthetics or with upper limb motor impairments. We propose that simple control algorithms can be a more natural and robust way to interact with prostheses and assistive robotics in general than complex multipurpose machine learning approaches. Additionally, we discuss the advantages and disadvantages of adding intelligence to the setup to automatically assist grasping activities. The results show very good performance across all participants who share similar opinions regarding the execution of each of the proposed control modes.

Learning to Implement Dialogic Reading Through Video-Based Online Training: A Preliminary Study.

Dialogic reading (DR) is an evidence-based method for reading with young children that is associated with improvements in children's oral language skills. There is, however, a lack of consensus on (a) how to train educators to deliver the intervention and (b) methods for assessing implementation fidelity. We designed this study to provide preliminary data about the viability of online video modules as an initial training option within a future tiered training model. We employed a within-subject repeated-measures group design to evaluate educators' (N = 20) implementation of DR after viewing training videos. Educators filmed themselves reading three storybooks with a child "as they would typically" to establish pretest reading behaviors. After being given access to a series of DR training videos, the educators recorded themselves reading three storybooks with the child using DR strategies as a posttest measure. Educators improved their use of individual strategies included in the DR instructional sequence at posttest; however, most participants did not consistently follow the entire instructional sequence as designed. Only one educator delivered the complete DR instructional sequence in > 80% of opportunities at posttest. Modifications to video training modules and additional coaching support may be warranted for many educators to achieve the level of implementation fidelity needed to improve the child's oral language skills from the intervention. https://doi.org/10.23641/asha.25749387.

Evaluation on the Level of Functional Movement Screen (FMS) and Functional Training VIS-À-VIS Sprint Performance of College Track and Field Athletes

This study selected 56 sprint student-athletes from the track and field team of Hechi University in Guangxi, China, as test subjects. Before the experiment, all athletes were assessed with the Functional Movement Screen (FMS) test, and a detailed analysis and comparison of the athletes' FMS scores were conducted from an objective perspective. After 12 weeks of functional training intervention, a second FMS test assessment was carried out on the participating athletes. The survey results showed that before the training, the movement quality and functional movement ability of the student-athletes were average. Among them, the scores for core stability, lower limb explosive power, and multi-joint movement tests were evaluated as 3 points, showing excellent core stability and lower limb strength. However, the scores for agility, upper limb coordination, and the 100-meter test were rated as 2, which was average. Before and after training, the overall average score of the Functional Movement Screen (FMS) for the student-athlete respondents increased from 15.4500 to 18.1786, and the t-value was -14.140, indicating a significant difference in functional movement levels before and after training. Participants showed noticeable improvements in flexibility, stability, and overall movement quality after the training intervention. Data from the 100-meter test showed that the average score before training was 2.3571 and post-training was 2.9464, with a calculated t-value of -8.883, indicating a significant difference in sprint performance before and after the training. Therefore, introducing this new theory of FMS into future sprint teaching and training practice can not only help correct athletes' physical function deficits and cultivate correct movement patterns, but it can also serve as an effective complement to track and field training methods, providing a theoretical basis for scientifically-informed coaching.

تقييم أثر البرامج التدريبية على رفع الكفاءة الإنتاجية بجامعة نجران من وجهة نظر أعضاء هيئة التدريس والهيئة المعاونة

The study aimed to evaluate the impact of training programs on raising the employee’s productive efficiency at Najran University from the Staff viewpoint. The sample included all active staff at Najran University. The study relied on a comprehensive survey method. An electronic questionnaire was distributed collecting data from the respondents. The study findings showed that the training sessions provided by the Skills Development Unit in the Deanship of Development and Quality are appropriate in terms of time and content, and that the training sessions are effective in terms of contribution. Raising the productive efficiency of faculty members and supporting staff, and that the results of training programs have a clear impact on raising the productive efficiency of the staff. The study recommended the need to strengthen the role of staff members and supporting staff at Najran University and their participation in identifying training needs and building future training strategies.

Precision medicine within health professions education: Defining a research agenda for emergency medicine using a foresight and strategy technique (FaST) review

AbstractBackgroundPrecision medicine, sometimes referred to as personalized medicine, is rapidly changing the possibilities for how people will engage health care in the near future. As technology to support precision medicine exponentially develops, there is an urgent need to proactively improve our understanding of precision medicine and pose important research questions (RQs) related to its inclusion in the education and training of future emergency physicians.MethodsA seven‐step process was employed to develop a research agenda exploring the intersection of precision and emergency medicine education/training. A literature search of articles about precision medicine was conducted first, which informed the creation of future four scenarios in which trainees and practicing physicians regularly discuss and incorporate precision medicine tools into their discussions and work. Based on these futurist narratives, potential education RQs were generated by an expert panel. A total of 59 initial questions were subsequently categorized and refined to a priority list through a nominal group voting method. The top/priority questions were presented at the 2023 SAEM Consensus Conference on Precision Medicine, Austin, Texas, for further input.ResultsEight high‐value education RQs were developed, reflecting a holistic view of the challenges and opportunities for precision medicine education in the knowledge, skills, and attitudes relevant to emergency medicine. These questions contend with topics such as most effective pedagogical methods; intended resulting outcomes and behaviors; the generational differences between practicing emergency physicians, educators, and future trainees; and the desires and expectations of patients.ConclusionsEmergency medicine and emergency physicians must be prepared to understand precision medicine and incorporate this information into their “toolbox” of thinking, problem solving, and communication with patients and colleagues. This research agenda on how best to educate future emergency physicians in the use of personalized data to provide optimal health care is the focus of this article.

Undergraduate Learning Assistants’ Understanding and Practices of Equity

Undergraduate learning assistants (LAs) are near-peer instructors that facilitate learning by engaging in student-centered, active pedagogies, and often engage in more direct contact with students than faculty. Despite their important role in STEM classes, little is known about how ULAs understand and practice equity. Instructors’ understanding of ‘equity’ directly impacts their teaching practices. Instructors with ‘equality’ based conceptions of equity that prioritize fairness and treating each student the same are more likely to adopt didactic, instructor-centered teaching practices that have been shown to less effective than other approaches, with disproportionate impacts on students from minoritized backgrounds. Further, in making sense of racial disparities in their classes or disciplines, STEM faculty often draw on color-evasive narratives that explain racial phenomena without explicitly naming race or racism as a cause of oppression and these beliefs are associated with a reduced ability to notice racist events in the classroom and with the adoption of harmful equality-based approached to teaching and mentoring. STEM faculty are not alone in drawing on color-evasive narratives. Undergraduates also hold these beliefs, and those that do are less likely to recognize microaggressions or to find them problematic. Thus, we ask (a) How do STEM ULAs at a Mid-Western primarily white institution conceptualize equity in their role as educators? (b) How do ULAs conceptions of equity influence their self-reported teaching practices? We hypothesized that a majority of LAs will draw on color-evasive ideologies, and those that do will be less likely to notice racist events in classes, more likely to perpetuate inaccurate descriptions of their classes as neutral and objective and more likely to endorse teacher-centered practices. Drawing on frameworks of color-evasive racism, Haynes’ White Racial Consciousness and Faculty Behavior model and the four approaches to equity proposed by NASEM, we qualitatively coded the data from surveys and interviews to assess LAs’ understanding and practices of equity. We find that LAs engage with color-evasive in several ways: They explain racist classroom events without naming race or racism, ascribe to equality-based understandings and practices of equity or inclusion-based understandings and practices that focus on individuals’ characteristics and needs while ignoring historical, sociopolitical and systemic causes of inequities. By delving deeply into how STEM ULAs perceive and implement equity, our work informs future interventions and training programs to enhance equitable teaching practices in STEM education. This work is supported by a Creating Inclusive Excellent Grant from Michigan State University. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Increasing confidence in mentoring strategies for predoctoral and postdoctoral scholars through implementation of a mentoring academy

In support of the development of undergraduate researchers and the mentor development of predoctoral and postdoctoral scholars (Near Peers), a targeted near peer mentor training program was developed. Innovative and highly impactful early training experiences in research play a key role to inspire and motivate the next generation of scientists. Predoctoral and postdoctoral trainees are often asked to assist in the training and mentoring of short-term summer undergraduate researchers. Previous studies have shown that the efforts of these “near peers” to educate, train, and develop the summer undergraduate scholars have a positive impact on the undergraduate researchers. However, many near peer mentors have limited mentor training/experience and lack confidence in their ability to mentor undergraduate scholars. Thus, developing avenues and opportunities to train near peers on mentoring is vital to enhancing the experience of both the undergraduate researchers and near peers. The Kidney Undergraduate Research Experience (KURE) at the University of Alabama at Birmingham (UAB) engages undergraduate summer scholars with a wholistic research experience which includes an involved team of near peer mentors. A near peer mentor training program was developed with input from near peer focus groups, based on their interest in expanding their mentoring abilities and developing confidence in their role as a near peer mentor. The aim of this study was to determine whether this mentoring program was effective in increasing near peer mentoring abilities and confidence levels through quantitative and qualitative measures. Evaluations were given to near peers prior to, during, and at the end of the 6-month program (44 scholars started the program in Fall 2022 and 33 scholars completed all activities). We found that 83% of near peers expressed increased confidence in mentoring (n=24). Improvement in specific mentoring abilities were also assessed, such as “confidence in effectively communicating expectations” (pre- 4.02, ±0.82, n=44; post- 4.83 ±0.37, n=24; using a scale from 1 = not at all to 5 = very confident). We also identified the most impactful elements of the program including facilitation, topics, and platforms. Through assessing these aspects of the program, we determined essential and sustainable elements for future near peer mentor training programs. We conclude that a near peer mentor training program builds confidence and enhances the ability of predoctoral and postdoctoral scholars in their roles as near peer mentors. NIH R25DK115353 — 05S1. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.