Health Training Programs Research Articles

Promoting Workplace Health, Safety, and Well-Being Among Essential Agricultural Workers Through Vaccine-Preventable Infectious Diseases Training in the Rio Grande Valley

ABSTRACT Introduction Health, safety, and well-being training programs provide essential education on anticipating, identifying, and mitigating exposures like infectious diseases. Gaps in infectious diseases awareness and education became especially apparent during the COVID-19 pandemic and subsequently were exacerbated by mis- and disinformation. Methods Vaccine-preventable infectious diseases training (influenza, hepatitis A and B, and tetanus infections, including COVID-19) was developed, delivered, and evaluated among 1,043 farmworkers, bodega workers, and production management in the Rio Grande Valley using mobile-learning technologies. The Kirkpatrick Four-Level Training Evaluation Model was utilized to evaluate training satisfaction (Level 1), effectiveness (Level 2), and effect on behavior (Level 3). Results The mean score on the pretest before training was 67.8% (SD 17.5), and the mean score on the same test immediately after the video training was 77.2% (SD 17.9). A paired t-test revealed that knowledge improved significantly from pre- to post-training (p < .05). We observed a difference between mean pre- and post-test scores relative to the pooled standard deviation, resulting in an effect size estimate of 0.53 indicative of a medium learning effect. Conclusion There is no “silver bullet” for training migrating bodega and farmworkers. Our findings suggest that the utilization of m-learning techniques continues to be a successful mechanism for delivering health, safety, and well-being awareness training content to agricultural workers in remote and challenging work environments. There is a long overdue need for offline capable software with features that allow equitable access to training, even in remote farming regions.

Practice Changes 6 Months Following a Physical Therapist Training Program Regarding Opioid Use and Misuse Screening and Assessment: A Qualitative Study.

The U.S. Preventive Services Task Force recommends that all healthcare providers be trained to screen for misuse and/or opioid use disorder. An opioid misuse training program for physical therapists was developed and implemented. The purposes of this research were to (1) understand whether the participants found the training useful, (2) understand if they instituted practice changes that resulted from the training, and (3) understand barriers to implementing the skills learned in the training. Four separate 30-minute virtual training sessions were provided (1 session every 2 weeks). The topics included an introduction to the opioid crisis, screening, assessing, and communicating with patients and with the healthcare team about opioid misuse. A final training manual was distributed after the final training session at which time participants were asked to implement what they learned in the training. Semi-structured interviews were conducted with all training program participants (n = 13) approximately 6 months after the final training session. Rapid content analysis was used to understand the perceptions of and barriers to implementing what the physical therapists learned in the training. Generally, the participants found the training important and useful and strengthened their perceptions of physical therapists' role in screening for opioid misuse. Compared to the opioid misuse-related content of the training, most found it easier to implement general opioid-related content such as asking whether their patients were taking an opioid. Few participants screened any of their patients for opioid misuse. Barriers to implementation included concerns about how the patient might respond to being asked about their opioid use. These findings provide insight into physical therapists' perceptions of an opioid misuse training program and the challenges with implementing what they learned in the program. Future training could incorporate activities such as role-playing to improve participants' comfort with screening for opioid misuse.

Mental health services for the deaf: an exploratory study of the aetiology, sources of information, and access to mental health services among deaf persons in Ghana.

The global burden of mental health disorders is on the increase, which has contributed to discussions on mitigation strategies. While mental health discourses in respect of access to services are still ongoing, there is limited focus on vulnerable groups. Deaf persons are at risk of exclusion from health services due to their unique modes of communication. In order to advocate for the inclusion of deaf persons in mental health services, there is a need for a study eliciting information on their knowledge about mental health and accessibility to services. The study was guided by a mixed-methods design and a two-phase data collection. In phase one, a questionnaire was distributed to 284 deaf persons to gather information on their knowledge of mental health conditions, causes, sources of information, and accessibility of services. Frequencies were used to report the trends identified in the data. Following this, an interview guide was designed based on the trends identified in the first phase to develop an in-depth insight into the experiences of deaf persons (n = 40) in respect of awareness and accessibility to mental health services. The results showed convergences and divergence between the qualitative and quantitative data. For instance, they were convergences between both datasets relative to knowledge on and causes of mental health conditions. The study highlights the need for health policymakers to leverage the information gathered on the study participants' knowledge to develop appropriate mental health training programmes for deaf persons.

Quantitative analysis of pressure levels in manual lymphatic drainage across stages of breast cancer-related lymphedema: implications for optimized treatment protocols.

To quantify the pressure levels necessary for effective Manual Lymphatic Drainage (MLD) in managing Breast Cancer-Related Lymphedema (BCRL) across various stages, and to contribute to the development of standardized protocols for MLD therapy. The study included 42 patients with BCRL (Stages I-III) and 14 certified lymphedema therapists. Forearms and upper arm circumferences were measured pre and post a 21-day MLD intervention. A tactile sensor system recorded the applied pressure during treatment. The data were preprocessed and statistically analyzed to assess pressure patterns and their stage-specific impacts on lymphedema. The mean age of the patients was 52.4years, and that of the therapists was 39.1years. A statistically significant reduction in arm circumference was observed post-MLD treatment (P < 0.05). The pressure applied varied across stages: I forearm 16.5-20.1mmHg, I upper arm 16.1-20.7mmHg; II forearm 16.6-19.8mmHg, II upper arm 19.7-23.8mmHg; III forearm 29.3-34.3mmHg, III upper arm 29.7-34.3mmHg. No statistically significant difference was found between forearm and upper arm treatment pressures within Stages I (P = 0.283) and III (P = 0.08), while Stage II exhibited a significant difference (P < 0.001). Across the same treatment area, pressures for Stages I and II in the forearm were significantly lower than those in Stage III (P < 0.001). The treatment pressure differences between forearm stages I and II were not statistically significant (P > 0.05). Differences in upper arm treatment pressures across Stages I, II, and III were also statistically significant (P < 0.001). The study provides quantitative evidence on the pressure ranges needed for MLD across different stages of BCRL. It highlights the importance for stage-specific pressure adjustments to optimize treatment outcomes. These findings contribute to the existing body of knowledge on MLD and offer valuable data that could inform the development of rehabilitation technologies, including intelligent robots and visualization systems, as well as enhance therapist training programs.

Luton, a Marmot town – using a whole-system approach to tackle health equity

Abstract Issue Luton has high deprivation and health inequalities. We have a borough-wide vision that no one should live in poverty by 2040, and have become a health equity town - committed to Marmot policy objectives and recommendations across all we do. Description Luton is 70th most deprived local authority in England, with stark health inequalities. To deliver the 2040 ambition, 5 pillars have been established, including tackling health inequalities. Luton has become the first Marmot Town in the UK, working with the Institute of Health Equity to develop recommendations and actions relating to the Marmot Policy objectives. Cross-sector system partnership has been key -NHS, businesses, housing, voluntary sector, university. Year 1: we mapped the Marmot recommendations to existing workstreams; completed a mixed-methods evaluation to understand system views of the approach and establish our impact measures. We established steering groups: Children and young people; Housing; Employment and skills; Net zero, they continue to embed recommendations using logic models. We have an overarching strategic approach, alongside smaller scale programmes, to create a movement. Including: grant funding; regular newsletter; training; case studies repository and annual celebration event. Results We have established 15 impact measures across Marmot policy areas to review annually. Qualitative evaluation findings built into work plans include: improved governance and accountability; workforce development across the system; use of logic models; Learning from best practice; sharing knowledge and learning. Lessons The wider agenda of Luton 2040 has enabled health inequalities to be embedded into strategic discussions; improved evidence base and clear narrative to support priorities is helpful; clear focused recommendations helps move work forwards; shared understanding of how we will measure long term impact is vital, communicating to the system is key, and long-term ism challenging. Speakers/Panelists Lee Watson East of England Public Health Training Programme, Luton, UK Ramya Ravindrane East of England Public Health Training Programme, Luton, UK Chimeme Egbutah Luton Borough Council, Luton, UK Nasreen Ali University of Bedfordshire, Luton, UK

MLA Research Training Institute (RTI) 2018 and 2019: participant research confidence and program effectiveness.

The article reports on an assessment of the effectiveness of the MLA Research Training Institute (RTI) for the years 2018 and 2019. The RTI is a year-long continuing education research methods training and support program for health sciences librarians. The study focuses on assessing RTI participants' research confidence after program completion and compares these results with their perceptions of workshop/program performance and learning outcomes. In addition, the authors discuss how the findings were applied to inform and improve the program. The study used a 26-item questionnaire, RTI Research Confidence Questionnaire, to gather information on participants' self-reported research confidence before the workshop, immediately after the workshop, and one year after the workshop to determine statistically significant differences. Differences in research confidence were identified by using three nonparametric statistical tests. Additional workshop and program surveys were used to corroborate the research confidence findings. Post-workshop and one-year-after-workshop research confidence ratings were significantly higher than pre-workshop levels for years 1 and 2. A comparison of median ratings between years 1 and 2 showed significant increases in research confidence for nine items in year 2. Participants' positive perceptions of workshop/program effectiveness and learning outcomes corroborated these findings. Overall assessment findings indicated that RTI training helped participants understand, use, and apply research skills to conduct research. Findings also revealed that participants' heightened research confidence persisted at least 12 months postintervention. The RTI Research Confidence Questionnaire proved effective for rigorously assessing and improving the RTI program. This study enhances the currently limited evidence on evidence-based approaches for assessing and improving research instruction for librarians.

Development and Implementation of an Evidenced-Based Practice (EBP) Educational Program for a Multidisciplinary Rehabilitation Department.

Describe the development and implementation of an evidence-based practice (EBP) training program for occupational and physical therapists in a large pediatric hospital. EBP is valued, but a known knowledge-to-practice gap between academic training and clinical practice limits routine use. This gap was addressed through an academic-clinical partnership to develop an EBP training program. Sixty-one therapists completed the program. Therapists demonstrated improved EBP skills, knowledge, and confidence following training and a positive trend in change score for clinical outcomes and decision-making scores was noted. Academic-clinical partnerships have a unique and valuable role to support professional EBP knowledge and skill development. Stakeholder support and engagement supported program development, execution, and meaningful outcomes. The knowledge-to-practice gap for EBP is a challenge to regular EBP use. The described program addressed this challenge and improved therapists' knowledge, skills, and confidence. It provides a model for professional development.

A Remotely Delivered, Aerobic And Resistance Exercise Training Program For Mental Health In Women Living With And Beyond Breast Cancer

A Remotely Delivered, Aerobic And Resistance Exercise Training Program For Mental Health In Women Living With And Beyond Breast Cancer

Strengthening the military stoic tradition: enhancing resilience in military service members and public safety personnel through functional disconnection and reconnection.

This paper addresses operational stress injuries (OSIs) among military service members (SM) and public safety personnel (PSP) resulting from prolonged exposure to potentially psychologically traumatic events (PPTEs). While psychotherapeutic interventions for post-traumatic stress injuries (PTSIs) are well established, there is a significant gap in evidence-based mental health training programs addressing proactive mitigation of negative outcomes from PPTEs. Building on the Functional Disconnection/Functional Reconnection (FD/FR) model, we introduce FD/FR 2, emphasizing early identification and management of psychological risks. FD/FR 2 discusses the practice of emotional suppression, or "pseudo-stoicism," and its potential negative impact on mental health. By integrating authentic Stoic principles, FD/FR 2 offers practical exercises to enhance resilience and well-being, addressing a critical need in current training approaches for military SM and PSP.

Public safety personnel’s perceptions of mental health training: an assessment of the Emotional Resilience Skills Training

ABSTRACT Public safety personnel (PSP) work experiences necessitate diverse and frequent exposures to potentially psychologically traumatic events (PPTEs) and other occupational stressors, which may explain the higher prevalence of mental health disorders and suicidal ideation among PSP relative to the general population. Consequently, PSP require emotional coping skills and evidence-informed mental health training to navigate arduous situations. The Emotional Resilience Skills Training (ERST) is a pilot 13-week mental health training program led by a peer and based on the robustly evidenced Unified Protocol for the Transdiagnostic Treatment of Mental Disorders. The study assessed whether PSP: perceived the ERST as improving their mental health or their management of stressors; applied the associated knowledge and skills; and would recommend ESRT to other PSP. Data were collected using a self-report survey and focus groups. A total of 197 PSP (58% male) completed a self-report survey and 72 PSP (33% female) participated in a sector-specific focus group to assess the ERST. The results indicate that PSP perceived ERST as helpful when applied. Almost all participants would recommend the training to other PSP. PSP expressed the ongoing need for mental health skills and knowledge, but also identified mental health training gaps during early-career training and stages.

A Rapid Review of Mental Health Training Programs for School Nurses.

There is an urgent need for improved school-based mental health services to address students' increasing mental health needs. School nurses are often at the frontlines of youth mental health, but report feeling unprepared to manage student needs due to limited training. We conducted a rapid review to identify evidence-based mental health educational interventions for school nurses and evaluate program characteristics. Eleven studies met the inclusion criteria. While the literature evaluating mental health training programs for school nurses is limited, it suggests that training may improve school nurse knowledge, confidence, and preparedness to address student mental health needs and improve the management of student mental health. Additionally, it highlighted the importance of support, resources, and policies that foster mental health promotion. Future research should focus on obtaining a current assessment of school nurse mental health education needs, evaluating existing interventions, and developing more evidence-based mental health training programs for school nurses.

Digital Competencies and Training Approaches to Enhance the Capacity of Practitioners to Support the Digital Transformation of Public Health: Rapid Review of Current Recommendations.

The COVID-19 pandemic highlighted gaps in the public health workforce's capacity to deploy digital technologies while upholding ethical, social justice, and health equity principles. Existing public health competency frameworks have not been updated to reflect the prominent role digital technologies play in contemporary public health, and public health training institutions are seeking to integrate digital technologies in their curricula. As a first step in a multiphase study exploring recommendations for updates to public health competency frameworks within the Canadian public health context, we conducted a rapid review of literature aiming to identify recommendations for digital competencies, training approaches, and inter- or transdisciplinary partnerships that can enhance public health practitioners' capacity to support the digital transformation of public health. Following the World Health Organization's (2017) guidelines for rapid reviews, a systematic search was conducted on Ovid MEDLINE, Ovid Embase, ERIC (Education Resources Information Center), and Web of Science for peer-reviewed articles. We also searched Google Scholar and various public health agency and public health association websites for gray literature using search terms related to public health, digital health, practice competencies, and training approaches. We included articles with explicit practice competencies and training recommendations related to digital technologies among public health practitioners published between January 2010 and December 2022. We excluded articles describing these concepts in passing or from a solely clinical perspective. Our search returned 2023 titles and abstracts, of which only 12 studies met the inclusion criteria. We found recommendations for new competencies to enable public health practitioners to appropriately use digital technologies that cut across all existing categories of the core competencies for public health framework of the Public Health Agency of Canada. We also identified a new competency category related to data, data systems management, and governance. Training approaches identified include adapted degree-awarding programs like combined public health and informatics or data science degree programs and ongoing professional certifications with integration of practice-based learning in multi- and interdisciplinary training. Disciplines suggested as important to facilitate practice competency and training recommendations included public health, public health informatics, data, information and computer sciences, biostatistics, health communication, and business. Despite the growth of digital technologies in public health, recommendations about practice competencies and training approaches necessary to effectively support the digital transformation of public health remain limited in the literature. Where available, evidence suggests the workforce requires new competencies that cut across and extend existing public health competencies, including new competencies related to the use and protection of new digital data sources, alongside facilitating health communication and promotion functions using digital media. Recommendations also emphasize the need for training approaches that focus on interdisciplinarity through adapted degree-awarding public health training programs and ongoing professional development.

Identifying implementation barriers and facilitators in an integrated behavioral health training program to improve workforce development.

Integrated behavioral health (IBH) in pediatric primary care settings can improve access to needed care and outcomes. Behavioral Health Workforce Education and Training (BHWET) programs can better prepare the workforce and support improved care access. This case study identified factors that impede and facilitate the implementation of practice-based training in a BHWET program using the Exploration, Preparation, Implementation, Sustainment (EPIS) framework. Surveys were administered to BHWET trainees and primary care partners to assess stakeholder perspectives on field-based training processes. Qualitative data were extracted from surveys and trainee clinical logs. Providers reported high levels of satisfaction with IBH care training experiences. Data analysis identified several implementation facilitators and barriers. Implementation facilitators were associated with two EPIS outer context factors (leadership and collaboration) and one inner context factor (partner staffing). Identified barriers were associated with two inner context factors (organizational characteristics and data collection). Although the facilitators and barriers identified in this study were program specific, they have relevance for similar programs. Barriers identified at the organizational level reflect those identified in the research literature and provide insights for university programs regarding factors that must be considered when integrating IBH training components in primary care settings.

The right care in the right place: a scoping review of digital health education and training for rural healthcare workers

BackgroundDigital health offers unprecedented opportunities to enhance health service delivery across vast geographic regions. However, these benefits can only be realized with effective capabilities and clinical leadership of the rural healthcare workforce. Little is known about how rural healthcare workers acquire skills in digital health, how digital health education or training programs are evaluated and the barriers and enablers for high quality digital health education and training.ObjectiveTo conduct a scoping review to identify and synthesize existing evidence on digital health education and training of the rural healthcare workforce.Inclusion criteriaSources that reported digital health and education or training in the healthcare workforce in any healthcare setting outside metropolitan areas.MethodsWe searched for published and unpublished studies written in English in the last decade to August 2023. The databases searched were PubMed, Embase, Scopus, CINAHL and Education Resources Information Centre. We also searched the grey literature (Google, Google Scholar), conducted citation searching and stakeholder engagement. The JBI Scoping Review methodology and PRISMA guidelines for scoping reviews were used.ResultsFive articles met the eligibility criteria. Two case studies, one feasibility study, one micro-credential and one fellowship were described. The mode of delivery was commonly modular online learning. Only one article described an evaluation, and findings showed the train-the-trainer model was technically and pedagogically feasible and well received. A limited number of barriers and enablers for high quality education or training of the rural healthcare workforce were reported across macro (legal, regulatory, economic), meso (local health service and community) and micro (day-to-day practice) levels.ConclusionsUpskilling rural healthcare workers in digital health appears rare. Current best practice points to flexible, blended training programs that are suitably embedded with interdisciplinary and collaborative rural healthcare improvement initiatives. Future work to advance the field could define rural health informatician career pathways, address concurrent rural workforce issues, and conduct training implementation evaluations.Review registration numberOpen Science Framework: https://doi.org/10.17605/OSF.IO/N2RMX.

Influence of Art Therapy on Emotional Expression in Trauma Survivors in Turkey

Purpose: The aim of the study was to analyze the influence of art therapy on emotional expression in trauma survivors in Turkey. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: Art therapy has been found to help individuals process and express complex emotions related to their traumatic experiences, providing a non-verbal outlet for emotional release. Participants in these studies reported improved emotional regulation, reduced symptoms of anxiety and depression, and enhanced overall emotional well-being. The creative process facilitated by art therapy allows survivors to explore and articulate their feelings in a safe and supportive environment. Unique Contribution to Theory, Practice and Policy: Expressive arts therapy theory, trauma-informed care theory &amp; cognitive-behavioral theory (CBT) may be used to anchor future studies on the influence of art therapy on emotional expression in trauma survivors in Turkey. There is a need to expand training programs for art therapists to include specific techniques for working with trauma survivors. Policymakers should advocate for the integration of art therapy into standard trauma care practices in healthcare settings, including hospitals, mental health clinics, and community support programs.

Mental health training for physicians supervising resident physicians: a cluster randomised controlled trial.

To evaluate an online training program for physician supervisors with the aim of promoting a mentally healthy workplace by improving their use of both responsive and preventive mental health support strategies. Cluster randomised, waitlist-controlled trial. Royal Australasian College of Physicians fellows who were supervising at least one resident physician in any of the 31 primary health networks in Australia and 20 district health boards in New Zealand (health network clusters). A brief online skills-based mental health training program, comprising twelve modules grouped into three topics: common mental illnesses; helping trainees you are concerned about (responsive strategies); and minimising mental health risks at work (preventive strategies). Change between baseline and the 3-month assessment in self-reported recommended supervisor behaviours; differences between intervention and control groups in recommended behaviour scores three weeks, three months, and six months after the program. Ninety physicians from 20 health network clusters were allocated to the intervention group, 88 physicians from 22 clusters to the control group. Intervention group participants reported greater positive change in behaviour across the study period than those in the control group (mixed model repeated measures analysis, group × time interaction: P < 0.001). The mean change in self-reported supervisory behaviour score was higher for the intervention than the control group at the 3-week (mean difference in score, 1.6; 95% confidence interval [CI], 0.8-2.4), 3-month (0.9; 95% CI, 0.2-1.6), and 6-month assessments (1.9; 95% CI, 1.1-2.7). The mean change in self-reported responsive behaviour score was also greater for the intervention group at the 3-week (mean difference, 2.3; 95% CI, 1.5-3.1), 3-month (1.0; 95% CI, 0.2-1.9), and 6-month assessments (2.0; 95% CI, 1.1-2.9); differences in the mean change in preventive behaviour scores were statistically significant at the 3-week (mean difference, 1.1; 95% CI, 0.1-2.2) and 6-month assessments (1.8; 95% CI, 0.8-2.8), but not the 3-month assessment (0.8; 95% CI, -0.1 to 1.7). Brief online mental health training for senior physicians can lead to changes in their self-reported behaviour for supporting the mental health needs of resident physicians. Whether this leads to better mental health for resident physicians should be investigated. Australian New Zealand Clinical Trials Registry, ACTRN12619001496101 (prospective).

Supporting Timor-Leste midwives and nurses through an educational program: An evaluative study

Little is currently known about the impacts of participation in a five-week Australian maternal and newborn health training program for Timorese midwives and nurses. BackgroundThe maternal mortality rate in Timor-Leste is estimated to be around 204 per 100,000 live births, and there is a correlation between safe and quality maternal and newborn health services. Hence, there is a need to develop the nation’s maternity workforce. Whilst numerous training programs have been geared towards improving the knowledge and skills of Timorese midwives and nurses, to date, no published study has evaluated their impact on participants. AimTo describe satisfaction of an Australian maternal and newborn health training program for Timorese midwives and nurses and its impact based upon the participants survey and qualitative evaluations. MethodsAn evaluative study was conducted using a survey to explore the impacts of a five-week Australian residential training program on 12 Timorese midwives and one nurse. FindingsThe survey data demonstrated an increase in the participants knowledge and skills required to provide enhanced maternal and newborn care; post-training, most participants demonstrated increased knowledge of obstetric emergencies. The participants showed the most pronounced increase in Advanced Clinical Skills in the subjects of fetal assessment, neonatal resuscitation and obstetric emergencies.The qualitative data identified two main themes and six subthemes related to professionalism, communication, and connections. ConclusionAn Australian residential training program, provided in collaboration with local Rotary clubs can enhance the development of maternal and newborn healthcare skills for midwives and nurses from Timor-Leste.

The 4Ms of an age-friendly health system in behavioral health: pilot test of an educational framework

Objectives This pilot test of the 4Ms-Behavioral Health (4Ms-BH) training program was designed to assess knowledge gains, clinical behavior change, and acceptability among mental health clinicians and compile lessons to guide widespread implementation of the framework. The ultimate future goal is to improve care for older adults by expanding the 4Ms framework for behavioral health providers. Method Fifteen mental health clinicians from Community Mental Health Centers in three states completed eight hours of live session training over six months: one three-hour introduction followed by five monthly application sessions. Clinicians completed knowledge and clinical behavior measures before and after training, along with follow-up discussion regarding acceptability and sustainability. Results Although knowledge gains were not significant in the overall 4Ms knowledge assessment, knowledge in the Medication and Mobility domains improved at 17% and 15%, respectively. Participants completing the program demonstrated an increased frequency of clinical behaviors pertinent to older adult care with large effect sizes in each of the 4Ms assessment and action activities from pre-training to post-training (Cohen’s d range = 0.82 − 1.66, p ≤ 0.01). Conclusion The 4Ms-BH framework was well-received by participants, who demonstrated some significant knowledge gains and clinical behavior change. These pilot data suggest that this framework has strong potential to effectively train mental health clinicians with little geriatric training.

The BaMidbar Mental Health training program for educators: a Mixed Methods case study

The purpose of this study was to examine the BaMidbar Mental Health Training program and the influence the training had on community educator populations. This was a mixed method exploratory case study which utilized observational data and five interviews. A survey which examined the possible impacts of the trainings (through relevance and confidence variables) was utilized. We found that participants’ confidence had a higher correlation to the likelihood of implementing training materials than the relevance the training had to participants’ job placements. We also found categories of perceived skill development articulated by the participants interviewed. These skills included: checking in, changing spaces, giving students choices, giving feedback and identifying behaviors. There were concerns that the training programs did not create enough knowledge retention of specific therapeutic terms or scaffolding skills for educators to embed the training content into their job placements. Suggestions for further research and training programs are listed in the conclusion.

108 Beyond the books. A specialised training program for new graduate Radiation Therapists

108 Beyond the books. A specialised training program for new graduate Radiation Therapists