Inductive Programming Research Articles

631 Designing an Oral and Maxillofacial Trauma Assessment Proforma for Dental Core Trainees in Northern Ireland

Abstract Aim The dental core training (DCT) scheme is an optional postgraduate training pathway for dental graduates who have completed their foundation training and wish to undergo further specialist training. The majority of posts available in Northern Ireland (NI) are within oral and maxillofacial surgery (OMFS) units and include on-call commitment. Dental core trainees (DCTs) are expected to examine and assess OMFS trauma patients and often have limited experience of this prior to post commencement. This project outlines the development of an OMFS trauma assessment proforma designed for DCTs working in NI. Method An initial OMFS trauma proforma was designed alongside senior staff. This was introduced to 6 DCTs and 2 trust SHOs within a tertiary OMFS unit. 34 proformas were recorded within month 1, following which a feedback survey was completed by the 8 trainees. A revised proforma was redistributed and 33 recorded over month 2, followed by a repeat feedback survey. Results The revised proforma was found to be successful amongst trainees within the unit to act as an aid memoir and provide systematic structure to trauma examination. 100% of trainees recorded the revised proforma as useful. As a result, the proforma was introduced as part of the national induction programme for new DCTs commencing training posts in NI. Conclusions Progressing from general practice dentistry to the role of an OMFS DCT can be a challenging transition for many trainees. The proforma aids to guide junior clinicians in how to structure and record oral and maxillofacial trauma whilst ensuring thorough and comprehensive examination.

453 Introduction of A Novel Online Learning Platform Increases Junior Doctors Confidence Prior To Starting Trauma & Orthopaedic On-Calls

Abstract Aim Trauma and Orthopaedic (T&O) junior doctors are expected to manage on-calls involving a high volume of patients presenting with a wide variety of complex conditions. Despite this, many junior doctors feel poorly prepared at the start of their placements with individual hospitals providing variable levels of induction. We therefore aimed to provide a free ‘Introduction to T&O on-calls’ course for junior doctors. Method The online platform ‘Zoom’ was used to provide 13 interactive lectures by T&O trainees and consultants over a single day in July 2020. In total, 280 UK junior doctors attended with 91.1% completing feedback. Pre- and post-course questionnaires were used to establish improved knowledge. Results Only 7.4% of participants either had or were aware of a local trust induction covering T&O on-calls. The course had an overall satisfaction rating of 90%, with participants showing a 15.3% improvement in on-call knowledge from pre-course to post-course (p<0.05). Prior to the course only 35% of participants felt prepared to perform an on-call which increased to 77% after the course. Almost all participants (90%) agreed that similar courses in other surgical specialties (General surgery (79%), Urology (60%), Vascular surgery (60%), ENT 55%)) which are commonly cross covered by junior doctors would be hugely beneficial. Conclusions Our principal focus moving forward is to establish a formal national induction programme for T&O junior doctors that is recognised by the relevant T&O organisations. This will instil confidence in the junior doctors whilst achieving patient safety and excellence during busy T&O on-calls.

69 Initiation of an Emergency Department Buprenorphine Induction and Medication-Assisted Treatment Referral Program in the COVID-19 Pandemic

The prevalence of Opioid Use Disorder (OUD) has been rising in the United States. Buprenorphine induction for OUD in the emergency department (ED) setting has been shown to be a safe and effective treatment. The COVID-19 pandemic has strained the limited outpatient resources and access to care for patients with OUD. We report 1-year results on implementation of an electronic medical record (EMR) based Screen, Brief Intervention and Referral to Treatment (SBIRT) program with ED-based peer recovery coaches to assist with warm handoffs to treatment.

Prospect and Practice of Teacher Induction in Nepal

The process of converting pre-service teaching into an in-service teacher is known as induction and this technique of teachers’ professional growth has been gaining momentum in the world of teacher education throughout the world. Nepal is a developing country and it has not started the teacher induction program formally yet. This study is an attempt to investigate the role and prospect of teacher induction. The study employed a descriptive method and used secondary sources to make arguments. For the argumentation, the study at first makes a claim and it is supported by already published literature. Those secondary sources of data comprise previous researchers, journals, and other standard publications. The study found that using induction, teachers around the world developed their professional abilities and their inhibitions and disappointments were removed since they got an opportunity to collaborate with professional teachers, it has become a life-long experience and different features and components of it made it more reliable and valid. The study suggests that it is extremely necessary to introduce a teacher induction program in all levels of education and if can be done teachers’ professional development can be practically achieved.

The Influence of School Context Factors on the Induction Support as Perceived by Newly Qualified Teachers

This study explores the relationship between school demographic characteristics and the amount of provided induction activities, as perceived by beginning teachers (BTs), with special attention for Professional Development Schools and non-Professional Development Schools. The aim is to provide information that is useful to improve induction arrangements to particular school contexts. Data were collected in a Dutch national induction program in which qualified BTs are supported in their first 3 years of professional practice. The support monitor measures multiple induction activities with regard to the implementation of workload reduction, school enculturation, professional development plans and lessons support. 1,670 BTs working in 195 schools reported on these activities. Linear regression analyses revealed that less induction activities were associated with schools with multiple locations, more enrolled students and number of BTs employed, and with schools with older male teaching staff. No significant differences were found between the amount of support perceived by BTs in PDSs and non-PDSs. Yet school characteristics revealed stronger predictive values for the amount of support provided in non-PDS settings. These insights are relevant for mapping school differences in induction arrangements in order to enhance the equity of support across schools to assure the development of teaching skills of BTs.

An eLearning program to prepare residents for a rotation in pediatric emergency medicine: A qualitative study

Background: To meet ACGME-I (Accreditation Council for Graduate Medical Education–International) training and duty hour requirements, we converted our 3-week-long pediatric emergency medicine induction program to an eLearning program. Objectives: The study aimed to identify areas of the eLearning program residents perceived useful and the components that helped them prepare for clinical work. Methods: The qualitative study took place in a tertiary pediatric emergency department. Twenty-seven residents from family medicine, emergency medicine, and pediatric medicine participated in focus group discussions to explore how they perceived the eLearning program helped prepare them for work. The interviews were audio-recorded, and transcripts were analyzed and coded into categories and themes. Results: Four themes emerged from the data analysis: residents’ access to the eLearning program, instructional methods, eLearning design elements, and supplementary learning. Residents valued autonomy to control their pace of learning and use online features that matched their preferred learning styles. Design features such as the use of questions and quizzes helped stimulate learning, but attention had to be paid to the order of questions in the modules and the format of the questions. Written guidelines served as a good reference for learners and face-to-face sessions accompanying the eLearning program helped reinforce knowledge and offered opportunities to interact with faculty members to clarify questions. Conclusion: Systematic planning focusing on access, instructional methods, and design is essential when creating eLearning programs for residency training. eLearning programs can be enhanced by the incorporation of team-based learning and having accompanying written content to reference.

A trio of teacher education voices: developing professional relationships through co-caring and belonging during the pandemic

PurposeThis research is situated at a metropolitan university in Melbourne (Australia) where the authors work in initial teacher education programs within the same faculty. The purpose of this study is to raise awareness that collegial, collaborative and “co-caring” environments can foster an improved sense of belonging, acceptance and inclusion in the academy. They also argue that communities of practice may foster an improved sense of belonging that enhances empowerment and harmony among all staff in academia in pandemic times and beyond.Design/methodology/approachThe authors draw on case study methodology as a qualitative approach to understand and illuminate the phenomena under study. Case study methodology provides an in-depth understanding of their trifocal voices, as it allows them to voice their stories through collaborative autoethnography. The authors use self-narratives to unpack their sense of belonging in academic spaces. Collaborative autoethnography (CAE) enabled them to work together as a team of women and as a community of researchers.FindingsThe findings foreground the responsibilities of casual staff while concomitantly articulating the challenges faced by both permanent and casual staff to create a “sense of belonging” in the academy. The authors found that social connection engenders a sense of belonging and inclusion within a space that is often beset by neoliberal ideologies of competitiveness and individual achievement. They articulate their stress, pressure and uncertainty as permanent and as casual academics working supportively to develop and maintain identity in very difficult circumstances. They share how they developed professional relationships which bring unforeseen benefits and personal friendship at a time of especially restrictive practices.Research limitations/implicationsThe paper includes three voices, a limitation in itself, thus generalisations cannot be made to other academics or institutions. Employing CAE offers the possibility of delving more deeply into the emotional complexities inherent within this method for further research. They recommend a sense of “co-caring” as a form of pastoral care in the “induction program” for all academics including casual staff. While this may not “strategically” fit in with many because of power imbalances, the journey of co-caring and sharing and building friendships within the academy has a limited presence in the literature and calls for further investigation.Practical implicationsThe authors draw attention to the need for higher education institutes to recognise the role permanent staff play when working with casual academics.Social implicationsThe authors draw attention to the need to be inclusive and collaborative as a way to improve the divide and strengthen connections between permanent and casual academics at university worksites. This is imperative given the shifting demographics within Australia and its workforce. They also highlight issues of race in the academy.Originality/valueThis is an original work carried out by the authors. It raises concerns about a sense of belonging in the academy, job certainty and the place of people of colour as these issues may also be experienced by other full-time and casual academics.

Education Reform as a Platform to Improve Interactions of the Engineering Students During Online Teaching and Learning at Higher Education Amidst Covid-19 Pandemic

The objective of this study was to outline the education reform approaches which could implement during online teaching and learning activities. The approaches consisted with online teaching, online mentoring /student induction programmes, online examinations and online guest lectures/webinars. The approaches practiced, were discussed in activity 1 to 7 in the methodology section. In addition, the outcome assessed using 4Rs model for reflection and PDCA cycle at the results and discussion section. In conclusion, this study showed that the approaches implemented assist to improve the interaction of the students.

EFL Teachers' Efforts in Developing Their Pedagogical Competence

The aims of this study were to find out investigate what EFL teachers do to developing their pedagogical competence in teaching implementation. The participants of this study were English teachers in SMP Xaverius 3 Palembang. Qualitative method was used in this study. The data gained from interview was analyzed by using thematic analysis. The study applied purposive sampling. The result of the study showed that the English teachers join some activities and programs as the efforts of developing their pedagogical competence. To increase the knowledge of classroom management, teachers usually did induction programs. Teachers also should join many kind of seminars, workshops, short courses or teacher trainings related to teaching in order to develop their knowledge of teaching methods. Teachers can develop their knowledge of classroom assessment by joining seminars, workshop, reading books or articles, watching youtube, and using other platforms. Lesson study activities are used by teachers to help them making lesson plan.

Exploration of the views and experiences of research healthcare professionals during their redeployment to clinical roles during the COVID-19 pandemic.

AimThis study aimed to explore the views and experiences of research healthcare professionals towards their redeployment to frontline clinical roles during the COVID‐19 pandemic.BackgroundHealthcare professionals working in research were redeployed during the COVID‐19 pandemic to support the delivery of clinical services across the National Health Service. They are experienced clinicians with research knowledge and skills, and specific working patterns. It is important to understand how these professionals were used and supported during their transition to clinical roles during the pandemic.MethodBetween July and September 2020, 15 research healthcare professionals were recruited into this qualitative study. Each participant completed a single semi‐structured interview lasting approximately 30–60 min, conducted remotely using a teleconferencing platform. Interviews were transcribed verbatim, and data analysed by the process of inductive thematic analysis with the assistance of NVivo 12.06 (Nov, 2019).FindingsFour main themes were identified from analysis of the transcripts: (a) initial personal response to the pandemic (subthemes: of anxieties due to unknown disease impact and concern for others); (b) mobilization for clinical redeployment (subthemes: motivations for voluntary redeployment, the professional challenges, personal fears and the organization and preparedness for redeployment); (c) adaptive deployment to clinical roles (subthemes: adapting to new roles and responsibilities, challenges faced and coping mechanisms), (d) reflections and learnings (subthemes: reintegration to original roles and sense of achievement).ConclusionResearch healthcare professionals are highly adaptable professionals equipped with core transferable skills. With the appropriate support, re‐familiarization and induction they are a valuable resource during the pandemic response.Implications to practice Research healthcare professionals are experienced practitioners with transferrable skills and strong sense of duty and resilience.Induction programmes to promote recalibration to clinical settings would improve their adaptability, foster confidence and emotional well‐being.Careful consideration is required prior to mass redeployment to ensure research continuity in both COVID‐19 and other health conditions.

Assessment of the General Goals of Civil Service Reforms in the Gambia and Its Implementations

This study examined the strategic goals of civil service reforms in The Gambia and its implementation in the Gambian civil service. This was aimed to identify challenges facing the implementations and policy options towards assisting the process. This study adopted primary data collection through the administration of questionnaires and interview guide. The population of the study comprises the senior and middle level staff of Public Service Commission (PSC), Personnel Management Office (PMO), Ministry of Health (MoH) and Ministry of Basic and Secondary Education (MoBSE) which were purposively selected. In all, there are 189 senior and middle management staff in the four Ministries/Departments/ Agencies (MDAs) which breakdown goes thus: PMO (37), PSC (6), MoBSE (87) and MoH (59). Questionnaire was administered on the staff of the four MDAs while interview was conducted with the Permanent Secretaries, Deputy Permanent Secretaries and a former Secretary General and Head of Civil Service. Out of the 189 copies of questionnaire administered, 140 were retrieved. The data collected were analyzed using descriptive statistical methods such as frequency distribution and percentages.The results of the study revealed that majority of the respondents identified reinforcement of meritocracy, due process and professionalism, enhancement of administrative culture, improvement of efficiency and quality service delivery, institutionalization of a system that engenders separation between politics and administration as goals and objectives of civil service reforms in The Gambia. The research has also shown that the Civil service sometimes adhere to meritocratic principles, gives attention to diversity in terms of ethnic groups, , provide detailed policies and standard procedures, conduct induction programmes,, made available the General Orders and code of ethics to employees, conducts performance assessment, recruitment and selection are encouraging, recruitment and promotion processes are reviewed at regular intervals and training programmes are based on outcome of need assessment. Despite its performance, the four MDAs also continues to face challenges in terms of human and material resources as alluded to by the responses of numerous respondents during the study. The performance of the institution was said to have been hindered by low commitment from government, lack of capacity at PMO, proliferation of public institutions, poor ethics management, lack of clarity of institutional roles, lack of appraisal system, unclear policies, lack of job fit and organization fit, among others.The main thesis of this study is that reforms of The Gambia civil service did enhance personnel administration systems and practices of the civil service institutions of The Gambia but only to a large extent. Keywords: Civil Service, Reforms, Personnel, Recruitment, The Gambia. DOI: 10.7176/PPAR/11-7-02 Publication date: August 31 st 2021

BEST of Surgical Training: the pan-London Core Surgical Training induction programme: “There’s no I in team, but there is a me.”

BackgroundIn the UK, Core Surgical Training (CST) marks the start of a surgical career, but previous experience and skills vary widely. Whilst Individual hospital Trusts offer local inductions, these are generally of a generic, administrative nature rather than advising trainees on how best to harness training opportunities. We designed a regional induction programme, ‘Building Excellence in Surgical Training’ (BEST) to address this, develop essential technical and non-technical skills, and engender support networks. MethodsAll incoming London Core Surgical Trainees (annual cohort size 90) were invited to participate, during the week prior to commencement of training. Trainees undertook 3 modules (portfolio, surgical skills and human factors-based simulation) and a research paper presentation day. We collected qualitative and quantitative data through a structured evaluation form, pre and post course Likert-scale scores and self-assessment utilising the non-technical skills for surgeons (NOTSS) framework. Results972 CSTs have completed BEST over the past 12 years. In 2019, significant improvements were seen in: confidence for starting CST, 45% (n = 22/49)-83% (n = 33/40,p = 0.00045); feeling the core programme cared about them, 55% (n = 27/49)-98% (n = 41/42, p =< 0.00001); getting to know peers 16% (n = 8/49)-88% (n = 35/40, p =< 0.00001); understanding human factors 82% (n = 40/49)-95% (n = 36/38, p = 0.00427); gaining confidence of trainers, 49% (n = 23/47)-86% (n = 31/36, p = 0.00114), and ability to speak out over patient safety concerns, 78% (n = 38/49)-97% (n = 37/38,p = 0.00019). NOTSS assessments showed significant improvement across all 4 criteria (n = 142, p =< 0.00001). ConclusionBEST equips trainees with the fundamental skills and confidence to safely embark on surgical training and provides tools to navigate the challenges training presents. The ethos of collaboration and support will aid the development of more resilient and empowered surgeons, vital in this era.

Induction experiences of novice teachers and their coaches

ABSTRACT This mixed-methods study explores the experiences and influence of induction on novice teachers. The authors quantitatively analyze survey data from over two thousand novice teachers and a thousand of their coaches through statistical comparisons and multiple linear regression analyses to explore whether structures of induction are associated with how teachers learn and develop in their pedagogy. Qualitative analyses of respondents’ open-ended responses guided by word cluster formations indicate a positive feeling about this induction program but revealed differing areas of focus between novice teachers and their coaches. Results indicate the importance of coaches, curriculum, and the learning management system in creating positive induction experiences. Findings from this study have implications for the influence and structural design of induction programs for novice teacher development.

Necessary but non-existent: The paradox of teacher induction in Portugal

The induction of beginning teachers has attracted a number of scholars as it is seen as the fundamental link between initial and in-service teacher education. In this paper I examine the Portuguese case as far as teacher induction is concerned, particularly in terms of policy and research. The paper ends with the discussion of key issues that need to be considered in future scenarios in which induction plays a pivotal role in the professional development of teachers. Issues of who, what and for which purposes are explored as well as the role of policy makers, teacher education institutions and schools. Implications for the design of induction programmes are discussed.

Step Up to Masters

The article in question introduces research conducted by the Learning Development Team at the University of Leeds on the academic literacy skills development needs and expectations of taught postgraduate students, and the subsequent creation of an innovative new online resource, Step Up to Masters. As well as focusing on key topics highlighted by the research, the resource encourages students to reflect on their individual development priorities and to select the most relevant support options for their successful transition to taught postgraduate (PGT) study. The rationale behind this reflect and select approach has been informed by a synthesis of (a) the outcomes of key studies on the diverse needs and challenges faced by PGT students when making the transition to Masters study, and (b) the team’s own research findings on PGT students’ academic development priorities and preferences. Step Up to Masters received the Digital Award for Information Literacy 2020, and was central to the online PGT induction programme initiated at Leeds for 2020/21 in response to the coronavirus pandemic.

Teacher Induction Policies and Practices in Two Different Contexts: A Comparative Study of Turkey and the USA (State of Wisconsin Sample)

Research provides considerable evidence that students of effective teachers have significantly higher achievement than students of ineffective teachers. According to the research findings, the induction support provided to beginning teachers who are less effective can accelerate their professional growth, making them more effective faster. Although there is no universal best practice in beginning teacher induction, there are many programs around the world that are well-planned and executed. When designing beginning teacher induction programs, it is wise to take into consideration the policies and practices that proved successful. With this aim, this study adopted a cross-national comparative case study approach to investigate the new teacher induction program of the USA (State of Wisconsin Sample), one of the earliest implementers of national teacher induction scheme (1992), and that of Turkey, who has been implementing a systematic teacher induction since 2016, in detail to help in reviewing and strengthening the induction policies and practices of Turkey. Accordingly, qualitative data were collected through document analysis and semi-structured interviews with program directors, beginning teachers and mentors in each country and subject to both within and cross-case analyses to identify the similarities and differences across the cases and determine the best practices. Finally, some policy suggestions were made, such as employing full-time high-quality mentors using a precise mentor selection process based on qualities of an effective mentor, offering mentors initial and continuous professional development opportunities, providing sanctioned time for mentor-teacher interactions, describing the roles and responsibilities of all program stakeholders clearly and promoting cooperation among all stakeholders. The study expects to provide information to policy-makers and leaders in an effort to provide a precise analysis of the teacher induction program in Turkey and to suggest areas where we can learn from another implementation.

Induction Program of Teacher Training of Khyber Pakhtunkhwa in the Light of Standards for Elementary Teachers in Pakistan

This study looked at the induction training program introduced by the government of Khyber Pakhtunkhwa in the light of National Professional Standards for Elementary Teachers (NPSET) in Pakistan. For this purpose, five necessary standards for teaching were compared with the induction training. A qualitative research design was used, 20 teacher trainees were purposively selected for detailed interview-based on five National professional Standards for Elementary Teachers in Pakistan. The data were analyzed through thematic analysis technique, the interviews were transcribed, categorize, and then thermalized. From data analysis it was found that the induction program was not based on national professional standards as the focus of induction was not on the professional development of teachers rather its focus was on content teaching. It was recommended that induction should bring some changes within its practice as this program needs to focus more on professionalism rather than content teaching and hence must focus on professionalism rather than content teaching.

PROGRAM INDUKSI DAN ORIENTASI KARYAWAN BARU SECARA VIRTUAL DI MASA PANDEMI COVID-19 PT TELKOM INDONESIA (PERSERO) TBK

COVID-19 has potential to change the culture. The COVID-19 crisis has forced virtual working to become the main method of doing business in the modern due to social restrictions such as PT Telkom Indonesia. Management in PT Telkom Indonesia is faced with the problem of how to keep the orientation program during the COVID-19 pandemic because the company really needs these new employees so that business processes can continue to run smoothly. This virtual orientation program does not reduce orientation values, participants can still survive, thus adding many new experiences because all assignments are made online. The point is that participants can still carry out their normal activities because technology is getting more sophisticated. This paper uses a qualitative research approach. Data collection techniques are made in two ways, field studies and literature studies. Field studies were made by interview. Orientation program are not easy because participants and companies only meet virtually. Companies should overprepare. Companies can make detailed guidelines for the implementation of the Orientation Program, make a priority scale, and always provide feedback as soon as possible on the final result. The advantages of this virtual induction program are (1) the company can save costs; (2) shorter event time; (3) safe from COVID-19 (4) the application of New Technology based on Virtual Meeting. The weakness of this virtual orientation program is (1) lack of control from mentors; (2) minimal experience for employees because material that should require meeting physically is not well conveyed, one of which is increasing collaboration between teams.

Managing School Operations and Resources in the New Normal and Performance of Public Schools in One School Division in the Philippines

All organizations require effective and efficient management. Being effective is evident if one is doing a certain task appropriately, while efficiency is observed if the task is done with accuracy. It is through management that the vision, mission, and goals of an organization are realized through the efforts of those people who walk in one direction to attain the desired goal. In this time of uncertainty where everything must stop, the competencies of the school leaders in management need to be strengthened to ensure better school performance. The purpose of this study was to determine if there was a link between school leaders' abilities to manage school operations and resources and the performance of public schools in the Schools Division of Laguna. To evaluate the relationship between the independent and dependent variables, the descriptive-correlational study design was used, and employed statistical methods such as Pearson r, Chi-square, Spearman rho correlational analysis, and multiple linear regression were used. Findings revealed that there is a significant relationship between the level of management competencies of school heads and the school's performance in terms of quality and efficiency. All the given competencies in managing school operations and resources, such as record management, financial management, school facilities and equipment, staff management, school safety for disaster preparedness, mitigation and resiliency, and management of emerging opportunities have a significant impact on the school's quality and efficiency. Further, the management competencies of school heads in terms of management of staff singly and significantly predict the quality and efficiency of the school. Thus, it was recommended to conduct an annual Induction Program for all new school heads to provide them salient information about managing the school operations and resources; and give the school heads technical assistance through the conduct of training, workshop, coaching, and mentoring; include topics in records management and school facilities in the professional development programs of SDO Laguna and conduct other related research in the future.

Designing an irreversible metabolic switch for scalable induction of microbial chemical production

Bacteria can be harnessed to synthesise high-value chemicals. A promising strategy for increasing productivity uses inducible control systems to switch metabolism from growth to chemical synthesis once a large population of cell factories are generated. However, use of expensive chemical inducers limits scalability of this approach for biotechnological applications. Switching using cheap nutrients is an appealing alternative, but their tightly regulated uptake and consumption again limits scalability. Here, using mathematical models of fatty acid uptake in E. coli as an exemplary case study, we unravel how the cell’s native regulation and program of induction can be engineered to minimise inducer usage. We show that integrating positive feedback loops into the circuitry creates an irreversible metabolic switch, which, requiring only temporary induction, drastically reduces inducer usage. Our proposed switch should be widely applicable, irrespective of the product of interest, and brings closer the realization of scalable and sustainable microbial chemical production.