Need For Training Research Articles

Characterizing the Perceived Need for Advanced Clinical Pharmacy Training in British Columbia.

Currently in Canada there are limited opportunities for advanced clinical pharmacy training after a year 1 residency. Advanced training programs currently in existence are year 2 residencies, clinical Master's degrees, and Fellowships. To characterize the perceived need for advanced clinical pharmacy training in British Columbia and to determine the desired educational competencies to be gained through advanced training. Current pharmacy residents (academic year 2021/22) and residency graduates of the past 5 years (2017-2021), together referred to as early career pharmacists or ECPs, were surveyed. Provincial health authority pharmacy leaders who hire clinical pharmacists were also surveyed and invited to participate in key informant interviews. Eighty-four ECPs and 22 pharmacy leaders participated in the surveys (estimated response rates 26% and 35%, respectively). Eleven (13%) of the ECPs had already completed advanced clinical training, and an additional 24 (29%) planned to pursue such training within 5 years. Sixteen (73%) of the pharmacy leaders had experienced difficulties in filling advanced practice positions over the previous 3 years due to a lack of qualified applicants, and 21 (95%) believed that more advanced training positions should be offered. The majority of ECPs interested in advanced training (39/60, 65%) chose year 2 residency as their preferred program, and 20 (91%) of the pharmacy leaders agreed that British Columbia should offer year 2 residencies. Both ECPs and leaders rated clinical skills and knowledge as the most important educational competencies. Pharmacy leaders expressed a need for more pharmacists with advanced clinical pharmacy training, and many ECPs were interested in pursuing such advanced training. Most respondents preferred the year 2 residency, with the most common goal being to improve clinical competencies.

Expectant Casualty Care Training Needs for Future Conflicts.

The demands of future large-scale combat operations may require medics and corpsmen to increasingly perform expectant casualty care (ECC). However, no detailed guidelines currently exist for providing ECC within military medicine. To guide the development of education and training guidelines and advance team training of both medics and non-medics, an in-depth understanding is first needed regarding caregivers' experiences providing ECC in recent conflicts as well as perceived training gaps. Therefore, this study explored the experiences of medics and physicians providing ECC and investigated their perceptions of training needs in this area for future conflicts characterized by large-scale combat operations and prolonged casualty care operational settings. We conducted an engaged qualitative phenomenological study to explore ECC training needs for future conflicts. We interviewed 9 senior health care professionals (medics and physicians) who had extensive combat and deployment experiences and served primarily in the Role 1 environment. The interviews averaged 45 min each and were conducted via phone. To analyze this interview data, we reviewed the interview transcripts and then noted terms, phrases, and concepts within the interview transcripts that we found to be salient to answering the research question. Our team then met to review these codes and grouped them into categories. These categories served as the themes of this study that illustrated the participants' perceptions and experiences. Five themes emerged from our data: (1) There is a current gap in ECC training for enlisted Role 1 caregivers throughout the military; (2) ECC training is needed to shift organizational culture; (3) ECC training should be comprehensive; (4) ECC training should be deliberate; and (5) Time is the greatest challenge to implementing ECC training. Our participants noted that developing guidelines and filling training gaps is not only critical for preparing Role 1 providers for effective and ethical military medical decision-making but also for addressing death and dying on the battlefield and building moral resilience across the medical corps. Our results provide direction for development of ECC clinical guidance and collective team training recommendations. Following these guidelines may increase life-saving capabilities on the far-forward battlefield and equip medical directors and medics to provide ethical and compassionate care to those who cannot be saved in the setting of limited resources and evacuation opportunities.

Mental toughness and psychological performance skills in the operating room: Staff perceptions and implications for function and training.

The importance of psychological performance skills (mental toughness) is recognised in many mission-critical professions. Similar importance has been suggested for nursing. Survey data demonstrate that surgical staff believe that such skills exert significant influence on surgical excellence, surgical errors and on managing surgical emergencies. However, few surgical staff receive such training. It is suggested that models exist to easily meet this training need and opportunity.

Development and validation of a rating scale for barriers to and facilitators of nurses’ participation intentions in “Internet + Nursing Service”

BackgroundGiven increases in China’s aging population, the growing demand for public health services and the shortage of human resources among nurses have become more prominent. Under such a background, “Internet + Nursing Services” have received more attention. Thus, exploring the barriers to and facilitators of nurses’ willingness to participate in “Internet + Nursing Services” and utilizing internet technology to increase the supply of nursing services has become a key issue.ObjectiveThis study aimed to develop a scale for assessing the barriers to and facilitators of nurses’ willingness to participate in “Internet + Nursing Services” and to test the validity and reliability of the scale.MethodsA preliminary scale was developed based on a literature review, theoretical research, semistructured qualitative interviews, and two rounds of Delphi expert inquiry. A convenient sampling method was used for the questionnaire survey. A 5-point Likert scale was used to evaluate the importance of the items. The survey data of 659 clinical nurses obtained from February to March 2023 were used for item analysis, exploratory factor analysis (EFA), and reliability and validity tests of the scale. The survey data of 538 clinical nurses obtained in April 2023 were used for confirmatory factor analysis (CFA) of the final scale.ResultsThe final scale consists of 25 items and 4 dimensions (performance expectations, perceived risk, need for professional knowledge training, and nonprofessional knowledge training). The scale showed good structural validity and content validity: the Cronbach’s α coefficient of the scale was 0.955, the split-half reliability was 0.778, the test-retest reliability was 0.944, the kaiser-meyer-olkin(KMO) value was 0.960, and the cumulative variance contribution rate of the 4 common factors was 83.147%. The scale content validity index(S-CVI) was 0.914. The confirmatory factor analysis model had favorable fit indices: χ2/df = 4.234, RMSEA = 0.078, NFI = 0.940, IFI = 0.953, TLI = 0.947, and CFI = 0.953.ConclusionThe scale for assessing the barriers to and facilitators of nurses’ willingness to participate in “Internet + Nursing Services” has good reliability and validity, and provides a reference for evaluating nurses’ willingness to participate in “Internet + Nursing Services”.

Demystifying Artificial Intelligence for Health Care Professionals: Continuing Professional Development as an Agent of Transformation Leading to Artificial Intelligence-Augmented Practice.

The rapid rise of artificial intelligence (AI) is transforming society; yet, the education of health care providers in this field is lagging. In health care, where AI promises to facilitate diagnostic accuracy, and allow for personalized treatment, bridging the knowledge and skill gaps for providers becomes vital. This article explores the challenges of AI education, such as the emergence of self-proclaimed experts during the pandemic, and the need for comprehensive training in AI language, mechanics, and ethics. It advocates for a new breed of health care professionals who are both practitioners and informaticians, who are capable through initial training or through continuing professional development of harnessing AI's potential. Interdisciplinary collaboration, ongoing education, and incentives are proposed to ensure health care benefits from AI's trajectory. This perspective article explores the hurdles and the imperative of creating educational programming designed specifically to help health care professionals augment their practice with AI.

Pharmacy practice and policy research in Türkiye: a systematic review of literature.

In recent decades, there has been an interest in clinical pharmacy practice in Türkiye with emerging studies in this area. Despite the recent emergence of diverse pharmacy practice studies in Türkiye, a comprehensive assessment of overall typology of studies and impact has not been conducted thus far. This systematic review aims to document and assess pharmaceutical policy and practice literature published within the last 5 years in Türkiye. The other aim is to summarise the expected impact of published studies on policy and practice research. The systematic review was conducted according to the guidelines described in the PRISMA Statement. A comprehensive search approach, incorporating Medical Subject Headings (MeSH) queries and free-text terms was employed to locate pertinent literature related to pharmacy practice and policy in Türkiye. The search covered the period from January 1, 2019, to January 1, 2024, and involved electronic databases including PubMed, Medline Ovid, Scopus, ScienceDirect, Springer Link, PlosOne, and BMC. In the final grouping, 73 articles met the inclusion criteria and were selected for this review. Among the quantitative studies, majority studies were cross-sectional survey studies. Through the rigorous thematic content analysis seven research domains were developed from the selected literature: drug utilisation and rational drug use, the emerging role of pharmacist, access to medicines and generic medicines, community pharmacy practice, pharmacovigilance/adverse drug reactions, and pharmacoeconomic studies. The pharmacist role is evolving; however, several challenges remain in fully realising the potential of pharmacists. These include regulatory barriers, limited public awareness of pharmacists' expanded roles, workforce capacity issues, and the need for ongoing professional development and training. Research studies are needed in the areas of generic prescribing, medicine adherence, intervention studies in community and hospital pharmacy practice, and on pharmacoeconomics and pharmacovigilance.

Integrating Religious Values into Indonesian Language Learning: Pedagogical Approaches and Impacts

This study examines the integration of religious values into Indonesian language learning and its pedagogical impacts on students’ linguistic and moral development. Employing a qualitative research methodology, data were collected through semi-structured interviews with language teachers, classroom observations, and document analysis. The findings reveal that various pedagogical approaches, including storytelling, thematic lessons, collaborative activities, and contextual learning, effectively embed religious values within the language curriculum. These strategies not only enhance students' engagement and motivation but also promote critical thinking, ethical reasoning, and social skills. The study highlights that integrating religious values into language lessons fosters a positive learning atmosphere, reduces anxiety, and encourages active participation, thereby improving language proficiency. Furthermore, the integration contributes significantly to students' moral and ethical development, helping them internalize values such as honesty, empathy, and social responsibility. Despite the benefits, challenges such as potential bias and the need for teacher training were identified. The study recommends developing comprehensive guidelines and frameworks in collaboration with educational experts, religious scholars, and community leaders to ensure inclusivity and effectiveness. By addressing these challenges and fostering an inclusive environment, the integration of religious values can enhance Indonesian language learning, contributing to the formation of well-rounded individuals proficient in language and grounded in ethical principles. This research provides valuable insights for educators, policymakers, and scholars, advocating for the incorporation of religious values in language education to promote holistic student development.

Enhancing Physics Education in Ugandan Teacher Training Institutions: Technology Integration and Gender-Inclusive Teaching Strategies

Purpose: This article investigates strategies to enhance physics education in Ugandan Teacher Training Institutes (TTIs) by utilizing the TPACK framework. It focuses on technology integration, professional development for educators, and innovative teaching approaches to improve the quality of physics education. Methodology: Employing a mixed-method design, this study examined ICT and gender integration in physics teaching across three Teacher Training Institutions in Eastern Uganda. The research utilized case study and survey designs, gathering data from 14 Physics Lecturers and 14 TTI administrators through surveys, interviews, observations, and document analysis. Purposive sampling was used to select participants with relevant expertise. Data were analyzed using content analysis and quantitative methods in Excel, adhering to ethical protocols that included obtaining permissions and ensuring confidentiality. Findings: The study highlights that while physics lecturers possess strong subject matter and pedagogical knowledge, there is a notable deficiency in updated ICT skills and gender-inclusive practices. Key strategies for enhancing ICT competencies include implementing professional development programs, adopting blended learning models, and conducting ICT integration workshops. The research identifies that demographic factors and digital literacy significantly influence ICT integration, emphasizing the need for targeted training and resource allocation to create inclusive, technology-enhanced educational environments aligned with TPACK, DOI, and sociocultural theories. Unique Contribution to Theory, Practice, and Policy: This study underscores the critical need for comprehensive training in ICT and gender inclusivity within TTIs. It emphasizes the importance of institutional support and policy development to modernize physics education, enhance pedagogical practices, and promote gender equity.

HIGHER EDUCATION STUDENTS' VIEWS ON THE USE OF ARTIFICIAL INTELLIGENCE FOR TEACHING STUDENTS WITH SPECIFIC LEARNING DISABILITIES

<p>This research attempts to present the perspectives of higher education students regarding the use of Artificial Intelligence (AI) in language teaching interventions, with an emphasis on secondary education students with Specific Learning Difficulties (SpLDs). Although AI applications are associated in the literature with Education (AIED), the interest of the research community was revived in 2022 with the release of ChatGPT. This Large Language Model can generate text and quickly attract millions of users. This triggered expectations for potential benefits but also raised concerns about potential risks that may arise in the context of Special Education and Training (SET). Considering the above, the methodology utilized a mixed analysis of an online questionnaire administered to 120 students from "language" departments in Greece (Kalamata). In the results, expectations for skill improvement were expressed, but there were also concerns about providing ready-made answers. In addition, students expect resistance from parents and colleagues but support from the students themselves. The research highlighted the expected barriers and facilitators that students perceive they will encounter, of which the need for staff training was emphasized.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0871/a.php" alt="Hit counter" /></p>

Training to Increase Social Awareness and Responsibility of Children in Child Development Centers (Ppa) Bet'el Oesapa Tengah

Community service activities carried out by Christian psychology study program students in 2023 with the theme Love and Humanity presented 12 young participants at PPA Bet’el Oesapa Tengah. The aim was to provide knowledge and skill training so that the participants could understand what social care is, the benefits of social care and the responsibility thereof, and be able to distinguish between the forms of disadvantages of social care and responsibility. In terms of skills, participants were able to understand how to develop a caring attitude within themselves and know the consequences if they don’t carry out their responsibilities. First, a training need analysis (TNA) was carried out for resource persons in the field to explore the needs of the participants, then a common thread was drawn to find out the problem and a conclusion was drawn on the interventions that were suitable for the participants according to the theme “Positive Psychology.” The training comprised of lectures, question–answers, simulation, and role-play methods for the transfer of knowledge and skills. Qualitative and descriptive measurements were used for the pretest and posttest analyes, respectively, finally reflecting two main aspects; the cognitive and affective processes obtained from the participant’s answers submitted after the main activities were carried out. Keywords: social concern, responsibility

2323 Prevalence of delirium, dementia and cognitive test deficits, hospital-wide and by specialty in > 50,000 unplanned admissions

Abstract Introduction Over one-third of older people with unplanned admissions to hospital are frail, but data on the burden of delirium, dementia and other cognitive frailty are lacking. Reliable hospital-wide and specialty-specific prevalence estimates are needed for service-planning including understanding the role of non-geriatricians in caring for this population. Methods ORCHARD includes pseudo-anonymised EPR data for consecutive admissions with a length of stay of >1 day (2017–2019) to four hospitals in Oxfordshire (population = 800,000). Data are collected using a standard cognitive screen comprising dementia history, delirium diagnosis (Confusion Assessment Method-CAM), and 10-point Abbreviated Mental Test-AMTS that is mandated on admission for all patients >70 years. Cognitive frailty was defined as delirium, diagnosed dementia, delirium+dementia or AMTS<8 without delirium/dementia. We analysed the ORCHARD data to determine the prevalence of delirium/cognitive frailty trust-wide and by specialty (n = 29 with >50 admissions). Results Among 51,202 admissions with mean/sd age = 82/7 years and Hospital Frailty Risk Score = 8/6, any cognitive frailty was present in 34.5% (95%CI 34.0–34.9%; n = 17,466) of which delirium accounted for 14.6% (n = 7411), delirium+dementia = 9.4% (n = 4757), dementia = 7.5%, (n = 3784), AMTS<8 = 3% (n = 1514). The prevalence of cognitive frailty in general medicine, general surgery and trauma/orthopaedics, which accounted for 80% of admissions (n = 41,016), was 41% (n = 13,879), 21% (n = 801) and 35% (n = 1304) in each, respectively. The prevalence was 44% in geriatric medicine admissions (n = 133/301), 36% in palliative (n = 128/356), 29% in stroke (n = 135/468), 27% in infectious disease (n = 41/152), 22% in neurosurgery (n = 154/702) and 10–20% in all other specialties except two. Delirium was the most prevalent form of cognitive frailty in 24/29 specialties. Discussion Cognitive frailty is common in older unplanned hospital admissions across a broad range of specialties, with delirium accounting for most cases. Our findings support the need for hospital-wide and specialty-specific training and service development to reflect the needs of these older complex patients and increased emphasis on delirium in policy.

Advancing minimally invasive hepato-pancreato-biliary surgery: barriers to adoption and equitable access.

Despite a growing body of literature supporting the safety of robotic hepatopancreatobiliary (HPB) procedures, the adoption of minimally invasive techniques in HPB surgery has been slow compared to other specialties. We aimed to identify barriers to implementing robotic assisted surgery (RAS) in HPB and present a framework that highlights opportunities to improve adoption. A modified nominal group technique guided by a 13-question framework was utilized. The meeting session was guided by senior authors, and field notes were also collected. Results were reviewed and free text responses were analyzed for major themes. A follow-up priority setting survey was distributed to all participants based on meeting results. Twenty three surgeons with varying robotic HPB experience from different practice settings participated in the discussion. The majority of surgeons identified operating room efficiency, having a dedicated operating room team, and the overall hospital culture and openness to innovation as important facilitators of implementing a RAS program. In contrast, cost, capacity building, disparities/risk of regionalization, lack of evidence, and time/effort were identified as the most significant barriers. When asked to prioritize the most important issues to be addressed, participants noted access and availability of the robot as the most important issue, followed by institutional support, cost, quality of supporting evidence, and need for robotic training. This study reports surgeons' perceptions of major barriers to equitable access and increased implementation of robotic HPB surgery. To overcome such barriers, defining key resources, adopting innovative solutions, and developing better methods of collecting long term data should be the top priorities.

Online Delivery of Interprofessional Adverse Childhood Experiences Training to Rural Providers: Usability Study.

The population health burden of adverse childhood experiences (ACEs) reflects a critical need for evidence-based provider training. Rural children are also more likely than urban children to have any ACEs. A large proportion of providers are unaware of the detrimental effects of ACEs. There is a significant documented need for training providers about ACEs and trauma-informed care, in addition to a demand for that training. The objective was to develop, implement, and evaluate an online ACEs training curriculum tailored to Missouri providers, particularly those in rural areas given the higher prevalence of ACEs. From July 2021 to June 2022, we conducted literature reviews and environmental scans of training videos, partner organizations, clinical practice guidelines, and community-based resources to curate appropriate and tailored content for the course. We developed the ACEs training course in the Canvas learning platform (Instructure) with the assistance of an instructional designer and media designer. The course was certified for continuing medical education, as well as continuing education for licensed professional counselors, psychologists, and social workers. Recruitment occurred via key stakeholder email invitations and snowball recruitment. Overall, 135 providers across Missouri requested enrollment, with 72.6% (n=98) enrolling and accessing the training. Of the latter, 49% (n=48) completed course requirements, with 100% of respondents agreeing that the content was relevant to their work, life, or practice; they intend to apply the content to their work, life, or practice; they feel confident to do so; and they would recommend the course to others. Qualitative responses supported active intent to translate knowledge into practice. This study demonstrated the feasibility, acceptability, and effectiveness of interprofessional workforce ACEs training. Robust interest statewide reflects recognition of the topic's importance and intention to translate knowledge into practice.

Assessing Corpsmen Training Needs: Enhanced Medical Readiness in the Indo-Pacific for Near Peer.

Naval operations rely on Corpsmen to provide combat casualty and primary care services to the fleet, including the Fleet Marine Force. The United States faces new conflict challenges with near-peer adversaries in the modern geo-political climate. Corpsmen will likely require new skills to care for patients in anti-access/area-denial regions and transport patients across expansive maritime environments. To help them adapt to these new challenges, we evaluated the need for Corpsmen curriculum reform at the III Marine Expeditionary Force (MEF). This model begins with a general needs assessment to target gaps between the current and ideal approaches identified by the stakeholders. We identified 4 primary stakeholders within the Fleet Marine Force community: Marine Commanders (Society), Marines receiving treatment (Patients), Corpsmen providing care (Health Care Workers), and medical providers supervising Corpsmen (Medical Educators). We invited all ranks from III MEF to participate. The participants were interviewed in a mixture of focus groups and individual interviews in conversational and open-ended discussions. Transcripts of these discussions were analyzed and inductively coded using principles of grounded theory to identify prevailing themes that connected across interviews. The study was exempted by the Institutional Review Board at Naval Medical Center San Diego and Headquarters Marine Corps. The study involved 47 participants, including all stakeholders in III MEF and ranks from E1 through general officers. Through interviews and focus groups, 4 key themes emerged regarding Corpsmen's education: "Training," "Tasking," "Performance," and "Impact". "Training" discussions covered formal education, including gaps in basic training and the applicability of skills in civilian settings. "Tasking" examined daily responsibilities and equipment needs, such as teaching roles and first-responder care. "Performance" highlighted the quality of care and challenges in maintaining skills amid non-clinical tasks. Lastly, "Impact" assessed Corpsmen's influence on mission success and job satisfaction, revealing positive and negative perceptions among participants regarding their role and career prospects. The discussion emphasizes the importance of contextual factors in developing a Corpsmen-based curriculum, focusing on themes such as Training, Performance, and Impact. Tasking highlights critical areas for curriculum development, especially in educating Corpsmen as Educators, Leaders, and First-responder Caregivers. Gaps in training were identified, particularly in Non-trauma and First-responder Care, impacting Corpsmen's ability to handle diseases and injuries independently. Drawing parallels with Community Health Worker and Physician Extender (PE) education paradigms, we suggest adapting existing models to meet Corpsmen's needs. The discussion also delves into the history of employing PEs and developing training programs within the Naval Service. We propose a combination of Community Health Worker and PE-based education to enhance Corpsmen's competency and job satisfaction while facilitating their transition to civilian health care. Standardized curricula and training programs could improve skill transferability and readiness for Corpsmen in both military and civilian settings.

Assessing the interplay of presentation and competency in online video examinations: a focus on health system science education

BackgroundThe integration of Health System Science (HSS) in medical education emphasizes mastery of competencies beyond mere knowledge acquisition. With the shift to online platforms during the COVID-19 pandemic, there is an increased emphasis on Technology Enhanced Assessment (TEA) methods, such as video assessments, to evaluate these competencies. This study investigates the efficacy of online video assessments in evaluating medical students’ competency in HSS.MethodsA comprehensive assessment was conducted on first-year medical students (n = 10) enrolled in a newly developed curriculum integrating Health System Science (HSS) into the Bachelor of Medicine program in 2021. Students undertook three exams focusing on HSS competency. Their video responses were evaluated by a panel of seven expert assessors using a detailed rubric. Spearman rank correlation and the Interclass Correlation Coefficient (ICC) were utilized to determine correlations and reliability among assessor scores, while a mixed-effects model was employed to assess the relationship between foundational HSS competencies (C) and presentation skills (P).ResultsPositive correlations were observed in inter-rater reliability, with ICC values suggesting a range of reliability from poor to moderate. A positive correlation between C and P scores was identified in the mixed-effects model. The study also highlighted variations in reliability and correlation, which might be attributed to differences in content, grading criteria, and the nature of individual exams.ConclusionOur findings indicate that effective presentation enhances the perceived competency of medical students, emphasizing the need for standardized assessment criteria and consistent assessor training in online environments. This study highlights the critical roles of comprehensive competency assessments and refined presentation skills in online medical education, ensuring accurate and reliable evaluations.

Analysis of personal competences in teachers: a systematic review

BackgroundThe relevance of teachers’ emotional and social competencies in education has been highlighted as they enable them to establish effective relationships, manage emotional situations and create positive learning environments. The absence of these competencies can lead to emotional exhaustion and negatively affect the classroom environment, thus stressing the need to strengthen these skills so that teaching professionals can adapt to the changing demands of the educational environment.ObjectiveThe primary aim of this paper is to analyze the existing programs for training socioemotional skills in teachers and evaluate their effectiveness. To achieve this, a systematic review of the literature is conducted, focusing on the empirical research existing to date that promotes and enhances these skills through intervention programs.MethodsA literature search was performed using the electronic databases Psycinfo, Psicodoc, Psychology Database, Pubmed, Science Direct and Dialnet Plus, following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Studies were eligible for inclusion in this review if they investigated the effectiveness of interventions and training protocols for enhancing personal competencies of a sample of participants composed of teachers.ResultsActivities aimed at strengthening personal competencies in teachers tend to have a positive impact on areas such as job satisfaction, professional commitment, emotional management, and stress reduction, which has a favorable impact on students. However, the effectiveness of these interventions may vary depending on the design of the study and the individual characteristics of the participants.ConclusionThe importance of training educators in personal and emotional skills is highlighted, due to its feasibility and the benefits it implies for both educators and students. Valuable insights for future practices, emphasizing the need for continuous training, digital technologies, mentoring, and holistic well-being to improve educational quality and job satisfaction for teachers are provided.

ESTUDO DA CRIANÇA COM TRANSTORNO DE ESPECTRO AUTISTA: NA EDUCAÇÃO INFANTIL

Children with Autism Spectrum Disorder (ASD) present changes in communication, social interaction and behavior. In this sense, there are several challenges to be faced in different spaces. The theme of this work is the study of children with autism spectrum disorder: in early childhood education. The general objective is to understand specialized pedagogical practices aimed at learning for children with autism spectrum disorder in early childhood education and as specific objectives to verify intervention programs from the perspective of the development of children with autism spectrum disorder in early childhood education; record the importance of family involvement in monitoring children on the autism spectrum in early childhood education; point out the most common challenges faced by children with autism spectrum disorder in early childhood education. Thus, to achieve these objectives, bibliographical research and qualitative analysis were used. In this way, the results demonstrate that the professionals’ interpretation brought the possibility of broadening the perspectives on the reality experienced by students with ASD in the school space and that the inclusion process is happening slowly and with many gaps still to be overcome. The need for continued training for teachers is also of great importance for the acceptance of inclusion as a social process, and the pedagogical strategies used by them are the main instrument of social interaction for students with ASD in the school environment.

Few shot intelligent assessment method for compaction quality of earthwork considering uncertainty

Current practices lack reliable models for continuously assessing compaction quality from limited data, which hinders effective compaction quality control and the acceptance of earthwork. Using material source parameters as inputs for assessment models makes it infeasible to achieve a real-time assessment of the compaction quality in earthwork. These issues have hindered the popularization of emerging intelligent compaction (IC) and intelligent rolling compaction (IRC) technologies. Therefore, this study addresses the need for small-sample training by introducing an uncertainty-based multi-population genetic algorithm fused with a backpropagation neural network model (UB-MPGA-BP), enabling the real-time intelligent assessment of compaction quality based on few-shot learning. In case studies involving high- and low-liquid limit silts, existing models trained on large datasets were notably inadequate for small-sample evaluation tasks. However, the proposed method not only performed well in silt cases but also exhibited high performance in rockfill materials. The analysis revealed that in small-sample scenarios without reliance on material source parameters, the proposed method has the advantages of real-time accuracy, generalization, few-shot data-driven, and simple input parameters, which enable the rapid assessment of compaction quality. The model can potentially facilitate IC/IRC applications in other engineering practices.

Needs and expectations of healthcare professionals regarding the topic of alcohology: Results of a survey conducted in France in 2022

ContextAlcohol-related health problems represent a significant public health concern, and it is imperative for the healthcare team to accurately perceive and detect these issues to provide appropriate care. The objective of this survey was to evaluate the knowledge, practices, and educational background of healthcare professionals in the field of alcohol-related health concerns, aiming to identify their information requirements. MethodsThis study employs a cross-sectional descriptive survey methodology, in which data were gathered through a digital questionnaire designed for healthcare professionals (including those in medical, paramedical, and medico-social professions) working in addictology services as well as other relevant services across France and its overseas departments. ResultsA total of 611 questionnaires were deemed usable for analysis. A considerable percentage of participants reported their knowledge and skills to be insufficient or very insufficient, with rates of 33 % and 36 %, respectively. Moreover, a significant proportion of respondents (≈ 28 %) stated that they had received no education in addictology. Our results highlight differences in levels of knowledge and competence among the various healthcare settings, notably with lower reported levels of satisfaction in hospital settings (public and private), private practice, and in Harm Reduction Centers. Furthermore, certain professions reported unsatisfactory levels of skills and knowledge in alcohol-related issues, particularly support staff, pharmacists, expert patients, administrative staff, and social workers. These findings suggest the need to enhance knowledge and skills by tailoring interventions according to the specific healthcare settings and professions. Additionally, the priority themes and channels for disseminating information varied depending on age, region, and professional category. ConclusionThis survey reveals a low level of knowledge, practice, and education in addictology, emphasizing the critical need for training. The importance of training extends not only to the priority topics addressed but also to the channels used for dissemination, all while customizing them to suit the age, professional category, structure, and region of healthcare professionals.

KARAKTERISTIK PENGEMBANGAN KURIKULUM MADRASAH ALIYAH DALAM KMA 183 DAN 184 TAHUN 2019

This research aims to analyze the characteristics of curriculum development at Madrasah Aliyah based on Minister of Religion Decree (KMA) number 183 and 184 of 2019. The research method used is library research, which involves collecting and analyzing data from various relevant literature sources. The research results show that KMA numbers 183 and 184 of 2019 provide a comprehensive foundation for curriculum development at Madrasah Aliyah, with an emphasis on integration between general knowledge and Islamic religious values. However, the implementation of this curriculum faces various challenges, such as limited human resources, facilities and infrastructure, as well as a lack of understanding of curriculum policies. This research recommends the need for continuous training for teachers and improving facilities and infrastructure in madrasas. By overcoming these challenges, it is hoped that curriculum development at Madrasah Aliyah can run more effectively and efficiently, and produce graduates who are competent and have Islamic character.