Training Outcomes Research Articles

Research on Talent Management Model in Internet Industry -- Taking Baidu as an Example

With the rapid development of the Internet industry, talent recruitment and training has become a key factor in enterprise competition. This paper takes Baidu as an example to discuss its talent management model in the Internet industry. Through case analysis and comparative research, it reveals Baidu's strategies and outcomes in talent recruitment and training. The findings reveal that Baidu has successfully attracted and retained many outstanding talents through measures such as multi-channel recruitment, internal training, and career development plans. However, challenges remain, such as the need to strengthen the cultivation of emerging technology talents. The research provides theoretical guidance for talent management in the Internet industry and addresses the research gap in related fields.

Empathy and tolerance of ambiguity in medical students and doctors participating in art-based observational training at the Rijksmuseum in Amsterdam, Netherlands: a before-and-after study.

This research presents an experimental study using validated questionnaires to quantitatively assess the outcomes of art-based observational training in medical students, residents, and specialists. The study tested the hypothesis that art-based observational training would lead to measurable effects on judgement skills (tolerance of ambiguity) and empathy in medical students and doctors. An experimental cohort study with pre- and post-intervention assessments was conducted using validated questionnaires and qualitative evaluation forms to examine the outcomes of art-based observational training in medical students and doctors. Between December 2023 and June 2024, 15 art courses were conducted in the Rijksmuseum in Amsterdam. Participants were assessed on empathy using the Jefferson Scale of Empathy (JSE) and tolerance of ambiguity using the Tolerance of Ambiguity in Medical Students and Doctors scale (TAMSAD). In total, 91 participants were included; 29 participants completed the JSE and 62 completed the TAMSAD scales. The results showed statistically significant post-test increases for mean JSE and TAMSAD scores (3.71 points for the JSE, ranging from 20 to 140, and 1.86 points for the TAMSAD, ranging from 0 to 100). The qualitative findings were predominantly positive. The results suggest that incorporating art-based observational training in medical education improves empathy and tolerance of ambiguity. This study highlights the importance of art-based observational training in medical education in the professional development of medical students and doctors.

Trainee-Reported Outcomes of Otology Simulation Training: Examining Effectiveness of the VOXEL-MAN Temporal Bone Simulator as a Training Adjunct in Mastoid Surgery

Trainee-Reported Outcomes of Otology Simulation Training: Examining Effectiveness of the VOXEL-MAN Temporal Bone Simulator as a Training Adjunct in Mastoid Surgery

Using the Regression Slope of Training Loss to Optimize Chest X-ray Generation in Deep Convolutional Generative Adversarial Networks.

Diffusion models, variational autoencoders, and generative adversarial networks (GANs) are three common types of generative artificial intelligence models for image generation. Among these, GANs are the most frequently used for medical image generation and are often employed for data augmentation in various studies. However, due to the adversarial nature of GANs, where the generator and discriminator compete against each other, the training process can sometimes end with the model unable to generate meaningful images or even producing noise. This phenomenon is rarely discussed in the literature, and no studies have proposed solutions to address this issue. Such outcomes can introduce significant bias when GANs are used for data augmentation in medical image training. Moreover, GANs often require substantial computational power and storage, adding to the challenges. In this study, we used deep convolutional GANs for chest X-raygeneration, and three typical training outcomes were found. Two scenarios generated meaningful medical images and one failed to produce usable images. By analyzing the loss history during training, we observed that the regression line of the overall losses tends to diverge slowly. After excluding outlier losses, we found that the slope of the regression line within the stable loss segment indicates the optimal point to terminate training, ensuring the generation of meaningful medical images.

Sexual Assault Nurse Examiner's Confidence to Care for Black, Indigenous, and Transgender Survivors: Development and Preliminary Content Validity of Practice Vignettes.

This paper developed and used practice vignettes to understand sexual assault nurse examiners' perceptions of self-confidence to provide care for Black, Indigenous, and transgender sexual violence survivors. Sexual assault nurse examiners are uniquely positioned to provide patient-centered postsexual violence health care but not all sexual assault nurse examiners receive culturally specific and identity-affirming training. Black/African American, Indigenous, and/or transgender people disproportionately experience sexual violence but may receive poorer health care after sexual violence compared with white cisgender people. Understanding sexual assault nurse examiner confidence to provide this care is paramount to improving sexual assault nurse examiner training and patient outcomes. In collaboration with a nurse advisory board, researchers developed and validated 3 case vignettes that manipulated the race or gender of the patient. A fourth previously validated vignette that assessed sexual assault nurse examiner care for a transgender patient also was administered. Sexual assault nurse examiners then answered questions about their confidence to provide (1) a patient-centered safety plan, (2) patient-centered referrals, and (3) care without personal biases influencing care. The current study used a cross-sectional online self-report survey with 4 sexual assault nurse examiner patient vignettes randomized across a convenience sample of 70 sexual assault nurse examiners recruited from a midwestern state. On average, sexual assault nurse examiners rated the vignettes as realistic. Sexual assault nurse examiners reported lower confidence to develop a patient-centered safety plan, provide care without allowing personal biases to influence that care, and provide patient-centered referrals for Black, Indigenous, and/or transgender survivors compared with white cisgender survivors. Training and mentorship programs could improve sexual assault nurse examiner confidence to provide trauma- and violence-informed care for Black, Indigenous, and transgender survivors, and vignettes could be used to measure changes in confidence owing to training.

“Transforming Care at the Bedside: The Impact of the Medicine Bedside Procedure Service on Resident Training and Patient Outcomes”

Background: Hospitalized patients frequently require various medical procedures, including lumbar punctures, paracenteses, and pulmonary drains, with significant annual volumes in the U.S. While bedside procedures are generally safe, their complication rates range from 0.1% to 3%, depending on the procedure. The Medicine Bedside Procedure Service (MBPS) at the Medical College of Wisconsin/Froedtert Health System was established as a standalone service in 2015 to enhance the training of Internal Medicine (IM) residents in common bedside procedures and Point of Care Ultrasound (POCUS), while also aiming to reduce patient wait times for procedures and length of hospital stays. Objective: The study aimed to evaluate the development and implementation of the MBPS, focusing on the characteristics of the first 12,000 procedural encounters, the educational impact on IM residents, and the service’s effects on patient outcomes. Methods: This retrospective study analyzed 12,387 procedural encounters involving 6,942 unique patients from September 2015 to June 2022. Patient demographics were assessed, including age, sex, race, language, payer status, and comorbidities. Descriptive statistics were utilized to summarize the data, including means and standard deviations for continuous variables and frequencies for categorical variables. Results: The patient demographic indicated a predominance of males (53.1%), non-Hispanic Whites (68.8%), and a significant portion covered by Medicaid (71.6%). The average patient age was 64.7 years. The MBPS performed an average of 5.2 procedures per day, with paracentesis (34.6%), thoracentesis (27.3%), and lumbar puncture (21.1%) being the most common procedures. The overall complication rate was low at 0.3%, with the majority of complications occurring in thoracentesis (56%). Conclusions: The MBPS has contributed to the educational development of IM residents, evidenced by their increased proficiency and procedural certification rates, while also improving patient outcomes, including reduced lengths of stay and hospital costs. The service has optimized patient flow and increased satisfaction through timely and safe procedural care. Despite challenges in fostering a supportive culture for bedside procedures and ensuring effective communication with interventional radiology, the MBPS exemplifies the advantages of bedside procedures. Moving forward, plans include expanding into outpatient settings and incorporating advanced POCUS capabilities to enhance diagnostic and therapeutic decision-making at the bedside. Limitations of this single-center study and lack of comparative groups suggest the need for further research to validate these findings across diverse healthcare settings.

Leveraging virtual reality for advanced scrub nurse education: A non-randomized comparative study of training effectiveness

BackgroundProximal femur fractures are common among the elderly, often leading to various complications if the waiting period for surgery is prolonged. Traditional manual-based training for scrub nurses poses challenges in visualizing and understanding surgical procedures. Virtual Reality (VR) offers a potential solution by providing an immersive and interactive learning environment. PurposeThis study aimed to evaluate the effectiveness of VR-based training compared to traditional manual-based training for scrub nurses involved in orthopedic trauma surgeries. MethodsA single-center non-randomized comparative study was conducted with 10 scrub nurses at a tertiary emergency medical facility in eastern Asia. Participants were divided into a manual-based learning group and a VR-based learning group. The effectiveness of each training method was assessed using self-assessment and peer assessment questionnaires, as well as by measuring surgery time, anesthesia time, and the number of instrument errors. FindingsThe VR group reported significantly higher self-assessment scores in terms of realism, understanding of surgical procedures, and instrument preparation (p < .05). Peer assessments indicated no significant differences between the groups in practical performance (p > .05). The Steps for Coding and Theorization (SCAT) analysis revealed that VR enhanced the learning experience by providing a dynamic and immersive environment, although some limitations, such as difficulties in fine hand movements and potential for motion sickness, were noted. ConclusionsVR-based learning offers significant advantages over traditional manual-based learning for scrub nurses by enhancing understanding of surgical procedures and improving instrument preparation. Integrating VR into nursing education can enhance training outcomes, but further research is needed to address its limitations and optimize its use.

The application of artificial intelligence technology in the tactical training of football players

Tactical training for football players involves ground-level goal concentration, player passing, etc., as features. Tactical training is mandatory to improve the skills of a player in terms of performance and reasoning ability for goals. This work describes a performance-focused strategic training module (PFSTM) that uses a concatenated learning network. The performance-focused player features are identified via different stats from those used in the previous games. The lagging features toward in-ground performance are identified via concatenated outcomes to provide specific tactical training. In such training sessions, the tactical training features are determined via recurrent learning based on the maximum achievable training outcomes. The concatenation between the features overlaps under multiple strategy evaluation sessions to maximize player performance. In this case, the concatenation of performance features is segmented and released after their improvements. Thus, the proposed module is designed to fit tactical training and in-ground application of football players irrespective of the sessions and strategies. From previous training, this module identifies various performance features, such as ball passing accuracy, awareness of handling the ball, and strategies made by the players. Players with better fitness levels will quickly improve skills such as ball passing and reaching target accuracy. The results demonstrate an accuracy of 95 % and an RMSE of 0.15, indicating strong predictive capabilities.

IMPLEMENTING AND EVALUATING MULTILINGUAL, COMPETENCY-BASED DEMENTIA TRAINING FOR IHSS CAREGIVERS IN CALIFORNIA

Abstract The rising prevalence of Alzheimer’s dementia in California’s aging population underscores the urgent need for a well-trained direct care workforce to help older adults age in place. This study implemented and evaluated competency-based dementia training for caregivers in California’s Medicaid-Funded In-Home Supportive Services (IHSS) program from 2019 to 2024. The program, offered in English, Spanish, Cantonese, and Mandarin, transitioned from in-person to online delivery due to COVID-19, providing an opportunity to assess this novel online approach. Using a quasi-experimental, mixed-methods design guided by the RE-AIM framework (Reach, Effectiveness, Adoption, Implementation, and Maintenance), we evaluated training outcomes, curriculum, staff roles, and delivery logistics. Of 722 caregivers who completed the training, 488 were included in the analytic sample, and 50 participated in interviews. Additionally, 11 key informant stakeholders were interviewed. Mean scores from validated instruments evaluating caregivers’ dementia knowledge (Toye et al., 2014) and self-efficacy (Fortinsky et al., 2002) showed statistically significant increases between pre-post-training and pre-3-month follow-up (p&amp;lt; 0.001). Thematic analysis of caregiver interviews revealed diverse pathways into caregiving, emotional rewards, enhanced advocacy skills, and improved interactions with medical providers. Stakeholder interviews uncovered implementation barriers and facilitators to intervention fidelity, and strategies for addressing the critical need for a skilled dementia direct care workforce. The training’s adaptability to online formats and multiple languages demonstrates its real-world efficacy and potential readiness for trial design. This study highlights the importance of evidence-informed, culturally and linguistically appropriate training for IHSS caregivers in managing the health and well-being of older adults living with Alzheimer’s dementia.

Outcomes of the Technical Skills Training Completed by Out-of-School Youths and Adults

This study evaluated the outcomes of the Alternative Learning System-Education and Skills Training (ALS-EST) project implemented at Bukidnon State University, focusing on technical skills training for out-of-school youths and adults (OSYAs) in healthcare services. Utilizing GrantCraft's Theory of Change and the Outcomes Harvesting methodology, the research aims to assess the direct and indirect impacts of the program on participants' employability and socioeconomic status. The ALS-EST project, in collaboration with the Department of Education and other local partners, offered comprehensive training in healthcare to enhance participants' skills to help them socio-economically. Findings indicate significant improvements in the participant's ability to apply acquired skills in professional settings, pursue further education, and achieve economic betterment. The training not only equipped the training completers with essential job-related skills but also fostered a sense of community and enhanced their overall confidence. This study underscores the importance of alternative education programs in providing viable career pathways and improving the quality of life for marginalized populations. The study concludes that substantial gains in technical skills and employability, as well as community and professional development, with direct outcomes including workplace skill application and community service, and indirect outcomes involving knowledge sharing and a culture of continuous improvement. It is recommended to include expanding the training program to cover more healthcare industry skills and facilitating certification and job placement through collaborations with relevant authorities and local government units. These steps aim to enhance participants' employability and socio-economic status further, contributing to their long-term development.

Understanding employee training satisfaction in China’s coal industry from the perspective of Baldwin and Ford’s transfer of training model

In the fast-paced modern society, enhancing employees’ professional qualities through training has become crucial for enterprise development. However, training satisfaction remains under-studied, particularly in specialized sectors such as the coal industry. Purpose: This study aims to investigate the impact of personal characteristics, organizational characteristics, and training design on training satisfaction, utilizing Baldwin and Ford’s transfer of training model as the theoretical framework. The study identifies how these factors influence training satisfaction and provides actionable insights for improving training effectiveness in China’s coal industry. Design/Methodology/Approach: A cross-sectional design that allowed the study to capture data at one point in time from a large sample of employees was employed to conduct an online survey involving 251 employees from the Huaibei Mining Group in Anhui Province, China. The survey was administered over three months, capturing a diverse sample with nearly equal gender distribution (51% male, 49% female) and a majority aged between 21 and 40. The participants represented various educational backgrounds, with 52.19% holding an undergraduate degree and most occupying entry-level positions (74.9%), providing a broad workforce representation. Findings: The research indicated that personal traits were the chief predictor of training satisfaction, showing a beta coefficient of 0.585 (95% CI: [0.423, 0.747]). Linear regression modeling indicates that training satisfaction is strongly related to organizational attributes (β = 0.276 with a confidence interval of 95% [0.109, 0.443]). In contrast, training design did not appear to be a strong predictor (β = 0.094, 95% CI: [−0.012, 0.200]). Employee training satisfaction was the principal outcome measure, measured with a 5-point Likert scale. The independent variables covered personal characteristics, organizational characteristics, and training design, all measured through validated items taken from former research. The consistency of the questionnaire from the inside was strong, as Cronbach’s alpha values stood between 0.891 and 0.936. We completed statistical testing using SPSS 27.0, complemented by multiple linear regression, to study the interactions between the variables. Practical implications: This research contributes to the literature by emphasizing the necessity for context-specific training approaches within the coal industry. It highlights the importance of considering personal and organizational characteristics when designing training programs to enhance employee satisfaction. The study suggests further exploration of the multifaceted factors influencing training satisfaction, reinforcing the relevance of Baldwin and Ford’s theoretical model in understanding training effectiveness. Ultimately, the findings provide valuable insights for organizations seeking to improve training outcomes and foster a more engaged workforce. Conclusion: The study concluded that personal and organizational characteristics significantly impact employee training satisfaction in the coal industry, with personal characteristics being the strongest predictor. The beta coefficient for personal characteristics was 0.585, indicating a strong positive relationship. Organizational characteristics also had a positive effect, with a beta coefficient of 0.276. However, training design did not show a significant impact on training satisfaction. These findings highlight the need for coal companies to focus on personal and organizational factors when designing training programs to enhance satisfaction and improve training outcomes.

SPECIFICITY OF THE PEDAGOGICAL ENVIRONMENT OF A HIGHER EDUCATIONAL INSTITUTION OF MUSICAL DIRECTION AND PEDAGOGICAL CHARACTERISTICS OF COGNITIVE FEATURES OF HIGHER EDUCATION APPLICANTS

This study examines the pedagogical environment of higher educational institutions in musical directions and the cognitive characteristics of students within such settings. Musical education, characterized by individual-focused pedagogy, deviates significantly from traditional, collective-oriented higher education systems. These differences highlight the necessity for specialized pedagogical approaches. The primary aim is to identify and analyze the specific pedagogical and cognitive characteristics within music education environments. Objectives include assessing the role of intrapsychic and interpsychic factors in shaping pedagogical interactions and exploring the implications for curriculum development and student engagement. The study employed a combination of literature review, pedagogical observation, documentary analysis, testing, experiments, and statistical methods to evaluate the unique aspects of music education environments. The research highlights the distinctiveness of the musical education environment, which prioritizes emotional engagement and individualized learning. Key findings reveal that music students often demonstrate heightened individualism, emotional reliance, and unique cognitive features shaped by their immersive creative environment. However, limited social interaction and conceptual thinking pose challenges to broader cognitive development. Despite this, over 90% of graduates pursue careers aligned with their specialized training. The pedagogical environment significantly influences the formation of cognitive and professional attributes. Interpersonal and environmental factors play a central role, with implications for fostering meaningful values in professional education. Further studies should focus on developing tailored pedagogical technologies that address the specific needs of music education systems. These technologies should integrate cognitive and emotional dimensions to enhance professional training outcomes while addressing identified gaps in social and conceptual development.

A Novel Employability Model for Enhancing Job Readiness and Career Development among Nigerian Graduates

This paper presents a novel employability model for enhancing job readiness and employability among Nigerian graduates. The study was motivated by the increasing rate of graduates’ unemployment and the need for education system reforms and curricula re-engineering. The Southeast region consistently recording the highest university enrollments annually, was selected as sampling area. The research scope is limited to public universities and private-sector employers. Purposive sampling was applied in selecting a sample of 144 multi-stakeholder participants. Participants include 80 students in their graduating level having cumulative grade point average of 3.50 and above, 50 faculty/academic administrators, and 14 human resources managers of selected private sector employers. A Likert 5-point scaled instrument was used for data collection. Qualitative responses were quantified and subjected to multi-variate error correction model analysis. Results show that in the short term, academic achievement and work-integrated learning all have significant negative effects on education training outcome (job readiness), while in the long term, that of academic achievement becomes positive and significant. The paper concludes that the novel employability model has high likelihood of bridging employability skills gaps of traditional training outcomes, thereby enhancing job readiness and career development among graduates. Hence, the adoption of the model by universities is recommended as curricula re-engineering and educational system reform strategy.

ONLINE TRAINING IN THE WORKFORCE: A RECENT SYSTEMATIC REVIEW

This systematic literature review explores the recent developments in online training within the workforce, highlighting its significance in fostering employee skills amid a digital transformation. Despite the increasing reliance on online training, organizations face persistent challenges, including engagement issues, varied digital literacy levels, and the effectiveness of training methods. To address these challenges, an extensive search of scholarly articles from reputable databases like Scopus and Web of Science was led, focusing exclusively on studies published in 2024, and following the PRISMA framework. The search yielded 27 articles deemed as final primary data, all of which were thoroughly analyzed. The findings were organized into three main themes: (1) Innovative Training Approaches and Technologies, (2) e-HRM Practices and Organizational Development, and (3) Online Training and Employee Well-being. The findings reveal that the use of the training strategies enhances the performance of the workers; 75% of the research revealed that satisfaction and retention levels rise. However, challenges such as adequate technical support and the need to develop content specific to the targeted learners’ needs continue to hinder the achievement of the best results in training. Thus, the effectiveness of online training as a tool for increasing the workforce’s capabilities is high; however, to implement the potential of this approach, it is necessary to solve the problems considered above. Subsequent studies should explore the long-term outcomes of online training and the new development of methodologies in order to gain more depth and insight into the area of organizational application.

POTENTIAL IMPACT OF STEAM EDUCATION ON THE OUTCOMES OF MUSIC TEACHER TRAINING

The article aims to analyze the potential impact of STEAM education on the outcomes of music teacher training. Based on analysis results STEAM education holds significant potential for transforming the outcomes of music teacher training. STEAM encourages a more holistic approach to teaching and learning by integrating the arts with science and technology. Music teachers benefit from this approach as it fosters creativity, critical thinking, and problem-solving skills, all essential in today's rapidly evolving educational landscape. We showed that STEAM equips future music teachers with the technological proficiency necessary to utilize modern tools and digital platforms, making music education more engaging and relevant to students. The interdisciplinary nature of STEAM encourages collaboration and innovation, enabling teachers to connect music with broader concepts in STEM fields. Practical value of analyzing the potential impact of STEAM education on the outcomes of music teacher training lies in understanding new opportunities for improving their professional competencies: it allows for adapting teaching methods to modern technological trends, which is especially important given the rapid development of digital tools and software. Music teachers can introduce innovative forms of instruction, including interactive platforms for creating, recording, and editing music, thereby increasing student motivation; STEAM fosters the ability to integrate interdisciplinary knowledge, promoting flexible thinking in future teachers. Thus, analyzing the impact of STEAM education enables the development of more effective and relevant training programs for music teachers, enhancing the quality of their teaching and their readiness to meet the challenges of modern education.

Readiness planning: how to go beyond “buy-in” to achieve curricular success and front-line performance

AbstractSimulation program staff and leadership often struggle to partner with front-line healthcare workers, their managers, and health system leaders. Simulation-based learning programs are too often seen as burdensome add-ons rather than essential mechanisms supporting clinical workforce readiness. Healthcare system leaders grappling with declining morale, economic pressure, and too few qualified staff often don’t see how simulation can help them, and we simulation program leaders can’t seem to bridge this gap. Without clear guidance from front-line clinicians and leaders, the challenge of building and maintaining sustainably relevant simulation offerings can seem overwhelming. We argue that three blind spots have limited our ability to see the path to collaborations that support front-line workforce readiness: We wrongly assume that our rigor in designing and delivering programs will lead to front-line participant engagement and positive impact, we overestimate the existence of shared priorities, mindsets, and expertise with our would-be partners, and we contribute to building a façade of superficial education compliance that distracts from vital skill development. How do we design simulation-based training programs that are valued, supported, and sustained by key partners over time? (1) By seeing ourselves as partners first and designers second; (2) by using a boundary spanning design process that shifts the primary psychological ownership of training outcomes to our partners; and (3) by focusing this shared design process on workforce readiness for the situations that our healthcare partners care about most. Drawing on lessons from more than 800 readiness plans developed by participants in our courses and the authors’ successes and mistakes in partnering with healthcare teams for front-line readiness, we introduce the concepts, commitments, and practices of “readiness planning” along with three detailed examples of readiness planning in action. Graphical Abstract

Stable or Unstable? Evaluating the Strength Outcomes of 12-Week Resistance Training in Youth Judo Athletes.

Background: The purpose of this study was to compare the effects of resistance training on stable versus unstable surfaces on strength performance in young judokas. Methods: The study included 18 young judokas (age: 13.2 ± 1.2 years) with 4.7 years of training experience assigned to either the URT (unstable resistance training) group or the STG (stable resistance training) group. Both groups performed the bench press and squat exercise for 12 weeks (3 sessions/week, 30-40 min each), with one group performing on the stable surface and the other on the unstable surface. The tests included the 1RM bench press and squat, maximal power output during bench press and squat (Pmax), abdominal strength test (AB60), and the standing long jump (SLJ). Results: Statistical analyses revealed a group × time interaction for AB60 (p < 0.02) in favor of the URT group. Significant main effects of time (p < 0.01) for the 1RM bench press, 1RM squat, bench press power, AB60, and SLJ were found. There were no significant effects for squat maximal power in both groups (p ˃ 0.05). Conclusions: Both unstable and stable resistance training effectively improved maximal strength and performance in adolescent judokas, with unstable training offering additional benefits in abdominal strength.

Delineating Neurosurgery Resident Development: Insights from a 10-Year National Accreditation Council for Graduate Medical Education Milestones and Learning Trajectories.

The Accreditation Council for Graduate Medical Education Milestones assessment system provides a structured framework for evaluating the developmental progression of neurosurgery residents. Understanding the variability in learning trajectories and identifying critical intervention points are essential for refining educational strategies and enhancing training outcomes. In this article, we aim to identify learning trajectories of neurosurgery residents and pinpoint pivotal junctures for potential interventions to aid residents struggling to meet expected competency levels. We analyzed Accreditation Council for Graduate Medical Education Milestones data from 3541 neurosurgery residents across 124 programs from 2013-2014 to 2022-2023. We examined the reliability of Milestone assessments across programs and addressed potential biases because of program-level differences. Through cluster analysis, we identified distinct learning trajectories, focusing on competency-specific developments and crucial intervention points based on divergences in trajectory. Our analysis revealed 5 distinct learning trajectories among neurosurgery residents, highlighting diverse developmental pathways. Cluster 1 (n = 1,719, 48.5%) and Cluster 2 (n = 341, 9.6%) demonstrated initial foundational competencies but varied in progression, with Cluster 2 failing to meet the threshold for independent practice by postgraduate year 7 consistently. Cluster 3 (n = 459, 13%), starting with the lowest initial competency levels, surpassed independence thresholds, illustrating the potential for significant growth regardless of initial competency levels. Cluster 4 (n = 520, 14.7%) and Cluster 5 (n = 502, 14.2%) exhibited accelerated competency development, achieving early readiness for independent practice. We found no significant association between cluster membership and program characteristics, suggesting that the trajectories reflect individual variations rather than programmatic differences. Our findings highlight the need for educational strategies tailored to residents' unique development paths to support the achievement of competency thresholds. While the data suggest potential benefits of adaptive learning, further exploration is required to confirm its impact on educational outcomes.

Flipped classroom-based application of Peyton's four-step approach in standardized training of ultrasound residents for thyroid and cervical lymph node zoning.

To investigate whether combining the flipped classroom approach with Peyton's four-step method can enhance teaching effectiveness in ultrasound (US) zoning of the thyroid and cervical lymph nodes for standardized residency training. A total of 66 resident training students were randomly divided into a control group and an observation group. The control group received traditional teaching methods, including "see one, do one" learning, lecture-based learning (LBL), and case-based learning (CBL). The observation group was taught using Peyton's four-step teaching method, the flipped classroom approach, and CBL. Assessments were conducted through skill operation and clinical case analysis. A questionnaire survey was used to evaluate student satisfaction. Assessment scores and questionnaire ratings between the two teaching methods were compared. 1) Assessment results demonstrated higher scores in skill operation and clinical case analysis for the observation group compared to the control group [(87.64 ± 3.72) vs. (80.48 ± 5.92) points, (87.94 ± 4.46) vs. (82.85 ± 4.24) points]. 2) The questionnaire survey indicated that resident trainees taught using Peyton's four-step method showed greater improvement in learning interest [(4.61 ± 0.57) vs. (3.70 ± 0.85) points] and experienced reduced exam pressure compared to the control group [(4.52 ± 0.62) vs. (3.21 ± 0.70) points]. These differences were statistically significant (P < 0.05). Peyton's four-step approach combined with the flipped classroom method improved resident training students' scores in skill operation and clinical case analysis for ultrasound zoning of the thyroid and cervical lymph nodes. It also stimulated learning interest and alleviated exam pressure, making it an effective teaching method for enhancing standardized US training outcomes in resident education.

Do Medical Graduates from a Rural Longitudinal Integrated Clerkship Work in Similar Rural Communities?

(1) Background: Medical graduates who have undertaken longitudinal rural training have consistently been found to be more likely to become rural doctors and work in primary care settings. A limitation of such findings is the heterogeneous nature of rural medical education and contested views of what constitutes 'rurality', especially as it is often reported as a binary concept (rural compared to metropolitan). To address the identified gaps in workforce outcomes for rural medical training and to demonstrate accountability to the communities we serve, we investigated whether Longitudinal Integrated Clerkship (LIC) graduates are practicing in communities with similar rural classification to those where they trained. Within an LIC, students learn the curriculum in an integrated, simultaneous manner. (2) Material and Methods: A retrospective cohort study analysing variables associated with working in smaller rural communities. (3) Results: LIC graduates who undertook an additional year of rural training were five times more likely to work in communities of similar rurality to the program's training footprint. (4) Conclusions: The duration of rural training alone did not lead to optimal rural workforce outcomes. However, graduates who had trained in a combination of rural settings, an LIC, and block rotation were the most likely to practice in communities of similar rurality to the clerkship's training footprint. This highlights the impact of both the training duration and setting inclusive of an LIC on fostering positive rural workforce outcomes and the need to develop innovative solutions to expand these models of training in smaller rural communities.