In-class Training Research Articles

How EFL students can use Google to correct their “untreatable” written errors

This paper presents the findings of an experiment in which a group of 17 French post-secondary EFL learners used Google to self-correct several “untreatable” written errors. Whether or not error correction leads to improved writing has been much debated, some researchers dismissing it is as useless and others arguing that error feedback leads to more grammatical accuracy. In her response to Truscott (1996), Ferris (1999) explains that it would be unreasonable to abolish correction given the present state of knowledge, and that further research needed to focus on which types of errors were more amenable to which types of error correction. In her attempt to respond more effectively to her students’ errors, she made the distinction between “treatable” and “untreatable” ones: the former occur in “a patterned, rule-governed way” and include problems with verb tense or form, subject-verb agreement, run-ons, noun endings, articles, pronouns, while the latter include a variety of lexical errors, problems with word order and sentence structure, including missing and unnecessary words. Substantial research on the use of search engines as a tool for L2 learners has been carried out suggesting that the web plays an important role in fostering language awareness and learner autonomy (e.g. Shei 2008a, 2008b; Conroy 2010). According to Bathia and Richie (2009: 547), “the application of Google for language learning has just begun to be tapped.” Within the framework of this study it was assumed that the students, conversant with digital technologies and using Google and the web on a regular basis, could use various search options and the search results to self-correct their errors instead of relying on their teacher to provide direct feedback. After receiving some in-class training on how to formulate Google queries, the students were asked to use a customized Google search engine limiting searches to 28 information websites to correct up to ten “untreatable” errors occurring in two essays completed in class. The findings indicate that a majority of students successfully use material from the various snippets of texts appearing on the Google results pages to improve their writing.

Lessons Learned from Teaching the Affordable Care Act of 2010

This is a reflection on the evolution of our market-based focus to teaching students about the Patient Protection and Affordable Care Act of 2010 (ACA). Since March 2010, we have presented 12–15 hours of in-class training for students in public policy and administration or in public health, medicine, social work, gerontology, and psychology. We find that teaching the change associated with the ACA is simpler with a focus on pre- and post-enactment market financing. By dividing insurance into public and private markets, we emphasize the financing sources and requirements of each market. Students find it simpler to identify components of policy as it applies to markets. Each class focuses on the fact of change—not arguing about its utility. We use a case-based approach to illustrate specific policies pre- and post-ACA. Based on our classroom experience, a market-based focus on ACA-related reforms is an effective approach to teaching this complex topic.

Singing well-becoming: Student musical therapy case studies

Much research supports the everyday therapeutic and deeper socialneurophysiological influence of singing songs alone and in groups (Austin, 2008; Cozolino, 2013; Sacks, 2007). This study looks at what happens when Japanese students teach short English affirmation songlet-routines to others out of the classroom (clandestine folk music therapy). I investigate 155 student-conducted musical case studies from 7 semester-long classes (18 to 29 students per class) over a 4-year period. The assignments, their in-class training, and their results are introduced, with examples directly from their case studies. Each class published their own booklet of case studies (a class publication, available to readers online for research replication and modeling). Results show that most primary participants enjoyed spreading these positive songlets as they became “well-becoming agents of change” in their own social networks. “Well-becoming” emphasizes an agentive action or activity that creates better well-being in others, an action such as the sharing or teaching of a songlet. The qualitative data reveals a number of types of well-becoming such as social and familial bonding, meaning-making, teaching-rushes, and experiencing embodied cognition. The project also stimulated wider network dissemination of these well-becoming possibilities and pedagogical insights.

Improving pharmacy staff knowledge and practice on childhood diarrhea management in Vietnam: are educational interventions effective?

BackgroundIn many developing countries, private pharmacies play an important role in providing health information and services to local communities for common health issues. The aim of this study was to ascertain medium-term impact of educational interventions on knowledge and practice of pharmacy staff regarding management of childhood diarrhea in Vietnam.MethodsThis was a pre- and post-intervention study with 32 and 44 months difference from the time of the baseline survey to the conclusion of trainings and the time of the end-line survey, respectively. Interventions included in-class training for pharmacy staff, printed materials at the pharmacy, and supportive supervision. Knowledge/reported practice and actual practice of pharmacy staff were measured before and after interventions.ResultsAfter interventions, significant improvements (p<0.01) were observed for all indexes related to pharmacy staff's knowledge about childhood diarrhea; for instance, 31% and 60% of surveyed staff asked about weight of the child and accompanying symptoms of childhood diarrhea, respectively, an increase from 11% and 45% at the baseline. Oral rehydration solution (ORS) was the most frequently reported product recommended (97% to 99%), but probiotics and antidiarrheals were the products most frequently prescribed at pharmacies. Public health facilities remained the preferred choice for referrals from pharmacies, but the use of private clinics was increasing. Consultations and advice provided to caregivers also improved, but considerable gaps between knowledge and actual practice of staff in real pharmacy settings remained.ConclusionsEducational interventions were effective in improving pharmacy staff knowledge and practice regarding management of childhood diarrhea. Knowledge and actual practice of staff in real pharmacy settings did not always correlate; there is need for a stronger regulatory and law enforcement system. Interventions to improve pharmacy practice in developing countries should be focused, comprehensive, and evidence-based.

Republished: Developing capable quality improvement leaders

Background/objectiveCincinnati Children's Hospital Medical Center created the Intermediate Improvement Science Series (I2S2) training course to develop organisational leaders to do improvement, lead improvement and get results on specific projects.Design methodsEach...

A Place for Reiki in a Music Therapy Practice

has been part of my music therapy practice at UC Davis Children's Hospital since 1999. It provides another tool to use when child is in pain. Before I learned Reiki, I made guided imagery tapes for children in chronic pain, and tried to coach them in relaxation techniques. However, patients with sickle cell anemia are frequently admitted in pain crises, which one described as feeling of ground glass flowing in my veins.'' Their pain is so severe that they cannot concentrate enough to listen to my voice or follow directions for progressive relaxation. Some of these patients have been prone to developing acute chest syndrome: a pneumonia-like illness in sickle cell patients'' (Castro, Brambilla, & Thoring- ton, 1994). For these children, simply taking deep breath causes intolerable pain. Reiki, by contrast, makes no demands on these patients. It has become valuable adjunct to pediatric pain management at UC Davis Children's Hospital, especially for patients who experience objectionable side effects of traditional narcotics, which include hallucinations, constipation, severe itching, and increased anxiety (Schilling McCann, 2005).According to the National Center for Complementary and Alternative Medicine (NCCAM), branch of the National Institutes of Health, belongs to the realm of biofield therapy.'' Biofields are defined as areas of energy that expand past the corporal boundaries of living organisms'' (Jonas, 2005). is Japanese healing technique in which trained practitioner puts his/her hands on or near various locations of fully clothed person. Unlike massage therapy or other types of body work,'' muscles are not manipulated or kneaded in Reiki. Instead, practitioners of this energy work believe that there is universal energy that supports the body's ability to heal itself. We tap into this energy, which flows to the and facilitates healing. Reiki is believed to rebalance the biofield, thus strengthening the body's ability to heal and increasing systemic resistance to stress'' (Miles, 2003).The word is comprised of two Japanese words. Rei can be defined as universal wisdom, God, spiritual energy or ingeniousness. Ki means life force energy (Horan, 1998). This concept of life force energy is commonly understood in Eastern philosophies, but receives scant attention in Western medicine. Nonetheless, an interest in complementary and alternative medicine (CAM) is growing among patient populations. In the 2007 National Health Interview Survey conducted by the NCCAM, approximately 38% of adults reported using alternative healthcare in the previous year (Barnes & Bloom, 2008). This study suggests that the use of complementary and alternative modes of treatment is no longer seen as marginalized, but becoming more part of mainstream health care. Reiki, as part of CAM, offers an attractive option because it is both easy to learn and easy to implement in patient care.Basics of ReikiReiki is taught in three levels of hands-on, in-class training; it cannot be learned from book or the Internet. A Level I practitioner is qualified to do self-care and to work on his/her family members and immediate circle of friends. Students in the Level II classes learn how to increase energy specific to the physical, emotional and mental realms, as well as how to send the energy across space and time. Level II practitioners are qualified to work on patients/clients. Level III provides more ways to increase the energy flow and promotes practitioner to teacher. Also called Masters, Level III practitioners are qualified to train others in Reiki. A time period of two or three months should separate each level of training to allow for the shift of energy that takes place, often unbeknownst to the trainee. Level III requires much larger commitment of time and money; it can take several months to year (or even longer) of apprenticeship to become Master (Miles, 2008). …

Developing capable quality improvement leaders

Background/objectiveCincinnati Children's Hospital Medical Center created the Intermediate Improvement Science Series (I2S2) training course to develop organisational leaders to do improvement, lead improvement and get results on specific projects.Design methodsEach...

New Nurse Turnover Intention and Influencing Factors

The study was done to identify turnover intention in new nurses according to characteristics of the nurses and other factors affecting turnover and to provide data to set up a strategy to reduce the turnover. Data were collected from 1,077 new nurses who had less than 12 months employment experience and worked in one of 188 hospitals. Eight research instruments were used. Data analysis was done using SPSS WIN 15.0 program. Several factors influence new nurse turnover intention. The average score for turnover intention was 2.12. The scores for subscales were self efficacy, 3.76, nursing performance, 3.90, job satisfaction, 2.09, organization commitment, 1.28, stress, 1.32, burnout, 2.82 and nursing organizational culture, 3.29. Turnover intention was related to self efficacy, nursing performance, job satisfaction, organization commitment, stress, burnout, nursing organizational culture, duration of in-class training, duration of on the job training, number of hospital beds, length of employment and duration of employment in current workplace. The predicting factors for turnover intention were burnout, stress, duration of employment in the current workplace, self efficacy and nursing performance. Those factors explained 51.6% of turnover intention. New nurse turnover intention can be reduced by mitigating the factors affecting this intention.

Assessment of Training Needs and Preferences for Geographic Information Systems (GIS) Mapping in State Comprehensive Cancer-Control Programs

Geographic information systems (GIS) mapping technologies have potential to advance public health promotion by mapping regional differences in attributes (e.g., disease burden, environmental exposures, access to health care services) to suggest priorities for public health interventions. Training in GIS for comprehensive cancer control (CCC) has been overlooked. State CCC programs' GIS training needs were assessed by interviewing 49 state CCC directors. A majority perceived a need for GIS training, slightly more than half of state CCC programs had access to geocoded data, and the majority of programs did not require continuing education credits of their staff. CCC directors perceived judging maps and realizing their limitations as important skills and identified epidemiologists, CCC staff, public health officials, policy makers, and cancer coalition members as training audiences. They preferred in-class training sessions that last a few hours to a day. Lessons learned are shared to develop training programs with translatable GIS skills for CCC.

Factors That Influence the Performance of Computer-Based Assessments: An Extension of the Technology Acceptance Model

This paper introduces an exploratory research program on computer-based training and assessment used in different types of hybrid classes to determine efficacy and applicability for training and education. Our objective was to develop and perform an initial test of a new model on the influence of individual and technical characteristics on learning outcomes through their effect on in-class lectures and outside-class computer training phases of knowledge and skills acquisition and testing. The overall research question addressed the factors that influence the performance of computer-based assessments. Thirty-six questions were posed to over 400 students with direct and current experience using computer-based training and computer-based assessments for course credit. The findings suggest there is a strong potential for student as well as corporate benefits in training using traditional lectures and computer-based training and assessment tools. The revised TAM model used in this study was found to be a valid model for investigation and can be useful in understanding some of the factors that can enhance the performance of computer-based assessments.

Decreasing GME training stress to foster residents' professionalism.

The author evaluates current concerns over medical professionalism in residency training. The recent professionalism requirements for residents promulgated by the Accreditation Council for Graduate Medical Education (ACGME) are discussed in relation to the atmosphere of current training. The author first reviews a recent study showing that unprofessional behavior may significantly correlate with burnout, as evaluated by the Maslach Burnout Inventory. Among the elements of that inventory, depersonalization is shown to significantly correspond to unprofessional actions and behavior. Several surveys and studies evaluating residency treatment and stress are reviewed and three sources of training stress are identified: (1) abusive treatment of residents, (2) financial pressures, and (3) pessimism and uncertainty in the medical field. The extent and effects of these stressors are discussed and evaluated in relation to depersonalization, depression, and unprofessional behavior. Each of these pressures is found to correlate with negative effects on residents, such as depersonalization, decreased satisfaction, depression, and burnout. In turn, such effects are found to potentially cause unprofessional behavior among residents. In light of these findings, the author suggests several modifications to the current graduate medical training environment to mitigate such stressors, promote professionalism, and increase morale. Prevention of abusive treatment of residents, alleviation of financial pressure, increased educational opportunities, and role modeling are suggested as beneficial interventions that may foster professionalism and prevent inappropriate behavior. The author indicates that such environmental changes would likely foster professionalism in young physicians more effectively than would ethics seminars or in-class training. Accordingly, the author suggests environmental changes to decrease residency stress as the most effective means of promoting the new ACGME requirements and the ideals of professionalism.

Educational Programs for Hispanics in the New Jersey Landscape Industry

Industry statistics indicate that there are approximately 150,000 people working in the green industry in New Jersey. About 50% to 60% are Hispanic. Nationally, 43% of Hispanics are not proficient in English. The education of Hispanic workers in their own language increases job skills, improves efficiency, and on the job safety. Spanish language horticultural courses were offered to educate members of the landscape community in New Jersey. Spanish language courses included general turf management, pruning of trees and shrubs, plant identification, hazardous tree identification, and basic pesticide training. The landscape classes began with a slide presentation that covered basic concepts, materials, and techniques that the landscaper should be aware of. Whenever possible, the courses were taught in a bilingual (Spanish/English) format to help participants familiarize themselves with English terms. Along with the in-class training, outdoor demonstrations were incorporated into all courses and participants were given the opportunity to practice what they had learned in the classroom. Over one hundred fifty employees registered for the classes between Jan. and Dec. 2003. Certificates of attendance were issued to all participants and were considered as a positive component of the courses. About 24% of the participants attended more than one of the courses and 100% would recommend the courses to their friends and co-workers. Seventy five percent of landscape business owners stated that they would consider sending other employees to future courses. Fifty percent of the participants were interested in attending courses that covered technical information, such as those offered to the English speaking landscape community.

Training in Analogical Reasoning

Two experiments involving a componential approach to analogy training were conducted. The analogy training was organized in two phases: a short-term intensive phase, and an extended period of intermittent instruction. In Experiment 1, direct effects of analogy training and the far transfer to inferential comprehension were assessed for fourth graders of average reading ability. Results demonstrated a significant, positive effect for training on students’ performance of verbal analogy problems of the form A:B::C:?, but no significant effect on students’ inferential comprehension. In Experiment 2, direct effects and near transfer of training were examined. Subjects in Experiment 2 were gifted eighth graders and average-ability tenth graders. Results demonstrated both significant direct effects on students’ performance of verbal analogies of the form A:B::C:? and near transfer to verbal analogies of the form A:B::?:?. Implications for in-class training and for reading/language arts instruction are discussed.

Training in Analogical Reasoning

Two experiments involving a componential approach to analogy training were conducted. The analogy training was organized in two phases: a short-term intensive phase, and an extended period of intermittent instruction. In Experiment 1, direct effects of analogy training and the far transfer to inferential comprehension were assessed for fourth graders of average reading ability. Results demonstrated a significant, positive effect for training on students’ performance of verbal analogy problems of the form A:B::C:?, but no significant effect on students’ inferential comprehension. In Experiment 2, direct effects and near transfer of training were examined. Subjects in Experiment 2 were gifted eighth graders and average-ability tenth graders. Results demonstrated both significant direct effects on students’ performance of verbal analogies of the form A:B::C:? and near transfer to verbal analogies of the form A:B::?:?. Implications for in-class training and for reading/language arts instruction are discussed.

Training for TAs

i n many foreign language departments, the elemen tary and intermediate level language courses are taught by graduate students. In this article, I present the pro gram offered by the French Department at the Univer sity of Virginia to instruct new teaching assistants in the methods of language teaching. This program, which in cludes a pre-semester workshop, in-semester practicum, and observation procedure, coordinates with the graduate students' advanced courses and their research. It benefits the teaching assistants, their students, and, ultimately, the entire department through increased enrollments at all levels. A well-qualified faculty member, designated as language coordinator, must assume responsibility for the training program. To temper and substantiate theoretical knowledge, the coordinator must possess a substantial amount of experience as a language teacher. New teachers require instruction in every aspect of teaching, from using a grade book and understanding group dynamics to presenting new grammar forms and drilling old ones. They can generally handle the mechanical details of good classroom management with just a little direction, but they require detailed instruc tion in the actual methods of language teaching. To learn how to teach a language, the new instructors need in-class training in the fundamentals of the techniques used, observation of experienced teachers, and con structive supervision. In an ideal situation, all new graduate students would receive fellowships or scholarships. During their first