Post-training Stage Research Articles

0.8 mm Ni–Ti shape memory alloy wires: Post-training behavior and application in a cold-formed steel structure

This study explores the post-training performance, mechanical training strategy, and potential seismic application of shape memory alloy (SMA) wires. A part of SMA wire specimens were trained by different training protocols, and subsequently all the untrained and trained SMA wire specimens were tested at room temperature under various cyclic loading protocols. It is observed that the incremental cyclic training could lead to a higher post-yield stiffness during the post-training stage at a certain expense of residual strain and forward transformation stress, and the post-training hysteretic behavior will be stable and predictable within the historical training strain amplitude. The influence of training on mechanical performance of SMA wires under near-fault loading was revealed and evaluated. Following the test program, a cold-formed steel (CFS) joint model employing SMA wires is proposed and analyzed to demonstrate the feasibility and efficiency of trained SMA wires for optimizing seismic performance. The finite element (FE) analysis results indicates that the self-centering CFS joint can effectively optimize the original pinched hysteretic response, including mitigating residual displacement, and improving the peak strength, initial stiffness and energy-dissipate capacity.

Training and asymmetrical transfer effects of working memory and inhibitory control in primary school children

Working memory (WM) and inhibitory control (IC) are two fundamental and supportive components of executive function (EF) that are critical for school-age children. However, the direct comparison of the training and transfer effects of WM and IC training in school-age children still needs to be improved. This study adopted a “pre-, post-, and delayed posttest” design to compare the training, near-transfer, and far-transfer effects of WM and IC in school-age children. A total of 60 children aged 8 to 10 years were randomly assigned to the WM training group, IC training group, or control group. Children in the WM and IC training groups completed 12 sessions of multiple adaptive training tasks tapping different subcomponents of WM (visual–spatial and verbal WM) and IC (interference control and response inhibition) separately. In the pretraining, posttraining, and 6-month follow-up stages, we used WM and IC tasks to evaluate training and near-transfer effects and used analogical reasoning tasks to evaluate far-transfer effects. Results showed significant training effects on visual–spatial and verbal WM, near-transfer effects on response inhibition, and far-transfer effects on analogical reasoning for WM training in the posttraining stage. The improvements in verbal WM and analogical reasoning were maintained for 6 months, whereas for IC training only the training effects on response inhibition and the far-transfer effects on analogical reasoning were observed in the posttraining stage and only the training effects on response inhibition were maintained for 6 months. Results suggested positive training and asymmetrical transfer effects of WM and IC training, which provide new evidence for the effectiveness of WM and IC training in school-age children.

The effect of the emergency severity index triage training on the knowledge and decision-making of the medical interns

Introduction: We investigated the effect of education on the knowledge and decision-making of medical interns, based on emergency severity index (ESI) triage. Methods: In this pre and post-interventional study, 155 medical students who were passing their internship course of the emergency ward were enrolled with convenience sampling from July 2018 to June 2019. The students were randomly classified into two groups (103 cases and 52 controls). The questionnaire was administered twice in the control group (before initiating the educational class and 1 month after completion of the educational course). In the case group, the test was conducted at three times (before the educational class, immediately after completion of classes, and one month after completion of the educational course). The data were analyzed by using t test and ANOVA. Results: The total score of the students in the case group in the pre- and post-training stage (posttest 1) was 17.13±4.26 and 24.93±3.20 respectively, which had a significant difference (P<0.001). The total score of the students in the posttest 2 was 23.38±5.66. Statistical test showed that there was a significant difference between the two groups of the students in terms of the test in the one month after completion of the educational course (P<0.001) except for under triage (P=0.236). Conclusion: The findings indicated that education based on ESI triage was effective on the knowledge and decision-making of medical interns. Based on the results of this research and given the importance of triage, theoretical and practical educational courses are proposed for medical students

Build a compact binary neural network through bit-level sensitivity and data pruning

Due to the high computational complexity and memory storage requirement, it is hard to directly deploy a full-precision convolutional neural network (CNN) on embedded devices. The hardware-friendly designs are needed for resource-limited and energy-constrained embedded devices. Emerging solutions are adopted for the neural network compression, e.g., binary/ternary weight network, pruned network and quantized network. Among them, binary neural network (BNN) is believed to be the most hardware-friendly framework due to its small network size and low computational complexity. No existing work has further shrunk the size of BNN. In this work, we explore the redundancy in BNN and build a compact BNN (CBNN) based on the bit-level sensitivity analysis and bit-level data pruning. The input data is converted to a high dimensional bit-sliced format. In the post-training stage, we analyze the impact of different bit slices to the accuracy. By pruning the redundant input bit slices and shrinking the network size, we are able to build a more compact BNN. Our result shows that we can further scale down the network size of the BNN up to 3.9x with no more than 1% accuracy drop. The actual runtime can be reduced up to 2x and 9.9x compared with the baseline BNN and its full-precision counterpart, respectively.

Training Management in Improving Teacher Performance

The title of this thesis is "Management Education And Training To Improve Teacher Professionalism" (Descriptive Analysis Study in MAN 2 HSU, MAN 3 HSU in Kabupaten Hulu Sungai Utara). Problems that occur in education and training include education and training have not been done in a sustainable manner, the implementation of education and training has not been well scheduled, the implementation of education and training is very short, the implementation of education and training are partial and the development of overlapping material spends much time so inefficient, the competence of speakers is still lacking in education and training, and the time of education and training disrupt the process of teaching and learning activities take place. The purpose of this research is to know the planning, organizing, implementation, supervision, and effort to overcome inhibiting factor of education and training at MAN 2 HSU, MAN 3 HSU. This research is a qualitative research with descriptive method, because this study aims to get a deep picture. Data collection techniques used are observation, interview, and documentation. The main instruments are observation guides, interview guides, and documentation. Data were analyzed using data reduction, data presentation, and conclusions. Technique of examination of data validity by triangulation of source and technique. The results of this study indicate that the planning of education and training begins with the determination of needs as a first step in making the planning, organizing in the provision of education and training has been done based on the stages of implementation both theoretical, technical, and resources, evaluation of education and training conducted with 3 (three) stages of activities consisting of pre-training stage, stage during training and post-training stage, and efforts to overcome inhibiting factors of education and training not only from the implementers but from all elements in the provision of education and training including education and training participants . So based on the results of research that 2 schools have not reached the level of professionalism of teachers.

The Impact of Female Students' Breast Self-Examination training on their Mothers' Awareness

Background & aim: Breast cancer is the most common cancer in women, which its early diagnosis is of paramount importance for the prevention of its associated mortality and morbidity. Breast self-examination (BSE) is one of the methods for the early detection of breast cancer. Education plays an important role in increasing BSE practice. Regarding this, the present study was conducted to measure the impact of BSE training to female students on their mothers’ awareness. Methods: This quasi-experimental study was conducted on 100 university students and their mothers in Sari, Iran, in 2015. After educating the students about BSE, they were asked to train their mothers in this regard. The data were collected before and one month after training, using demographic, BSE attitude assessment, and BSE questionnaires. Data analysis was performed in SPSS software (version 17) using descriptive statistics, Chi-square test, t-test, and Fisher's exact test. Results: The results of the independent t-test revealed a significant difference between the two groups in terms of knowledge at the post-training stage (P=0.000). Furthermore, the two groups had significant mean differences in the knowledge scores obtained before and after the training (p <0.001). Also, the intervention group showed a significant difference in their knowledge scores at the post-training stage, compared to that at the pre-training phase (P=0.000). However, regarding the control group, this variable was not significantly different between the two stages (P=0.29). Conclusion: As the findings indicated, BSE education could positively affect mother’s knowledge in this regard. Therefore, it is suggested to use this training method for promoting mothers’ knowledge about BSE.

The Influence of Pre-training Factors on Motivation to Transfer Learning at the Post Training Stage

Transfer of training is the ultimate aim of training investment and the key to maintain competitive advantage in today’s rapidly changing operating environment where organizational success often depends on the motivation with which employee can learn and apply new ideas and information. While previous researches have focused on factors at the training stage influencing motivation to transfer training at the post-training stage, this study investigates the influence of pre-training factors. Particularly, pre-training performance self-efficacy, learning readiness, perceived content validity, and organization openness to change. The result should assist managers and trainers to ascertain the trainee state of preparedness before the training program to anticipate successful transfer of learning from the workshop to the workplace. A survey of high and vocational school teachers in Thailand participating in 5 days training on cloud computing integration in teaching was made using the Learning Transfer Inventory System (LTIS). Results show that learning readiness, perceived content validity, and organization openness to change influence the motivation to transfer at the post-training stage. Thus, framing the training program in the way trainees can answer to the questions “can I do this task?”, “do I want to do this task and why?” at the pre-training stage influence motivation to transfer. An implication to managers is that employees’ selection for training should take into consideration trainees’ perceptions in order to anticipate motivation to transfer at the post-training stage.

Increasing physician recognition and management of immune-mediated adverse events (imAEs): Results of a structured learning platform.

211 Background: Immunotherapies have significantly improved cancer outcomes across multiple tumor types, while concurrently introducing new and unique toxicities, requiring timely recognition and intervention. To advance physician knowledge of imAEs, an educational online platform was developed for use by AstraZeneca clinical trial investigators (PIs). Herein, we report the impact of this educational strategy on PIs’ knowledge and confidence in recognizing and managing imAEs. Methods: The web-based learning platform included 8 structured and interactive modules (mode of action, colitis, pneumonitis, rash, hepatitis, endocrinopathy, neurotoxicity and nephritis), each containing 3 lessons reviewing background, pathophysiology and diagnosis of individual imAEs, management strategies and expert videos. Pre- and post-training questions to test knowledge (n = 5) and confidence (n = 2) were offered. The platform launched in May 2016 and remains active. PIs participating in durvalumab and/or tremelimumab clinical trials are eligible for participation. Results: As of Jan 19 2017, 2372 PIs have been invited to participate, 356 accessed the platform, and 294 completed ≥1 lesson (57% mode of action, 62% colitis, 42% pneumonitis, 20% rash, 24% hepatitis, 18% endocrinopathy, 19% neurotoxicity, 15% nephritis). Although an overall high proportion of correctly answered questions was identified at the pre-training stage (73% of 2935 total questions, n = 169 PIs), accuracy increased by a mean of 11% (range -3‒27%) at the post-training stage (84%). In each module, there was ≥1 question (range 1‒3) for which correct answers increased by ≥15% post- vs pre-training. Overall, after learning, confidence levels in recognition and management of imAEs increased by 28% (57 to 85%, p &lt; 0.05; n = 35‒102 PIs) and 28% (51 to 79%, p &lt; 0.05; n = 28‒101 PIs), respectively. Conclusions: The number of PIs completing ≥1 lesson indicates a desire for imAE training. This educational initiative enhanced knowledge, and among PIs with suboptimal confidence pre-training, 1 in 2 reported increased confidence in imAE recognition and management, which may improve patient care and maximize treatment potential.

Neuron Activity in the Retrosplenial Cortex of the Rat at the Early and Late Stages of Memory Consolidation

Activity was recorded from single neurons in the retrosplenial cortex during performance of an operant food-procuring behavior in two groups of rats; in the first six days after training to this behavior (group 1) and one week later, during which the animal did not perform the learned skill (group 2). At the same time, these groups showed no significant difference in the percentages of neurons specialized with respect to the learned behavior; in group 1, 40% of the cells of this category showed activation occurring in 80–90% of performances of the specific act, and not in all (100%), which was significantly different from the proportion of such cells (4%) in animals of group 2. All neurons with less than 100% activation at the early post-training stage were specialized with respect to the most recent act in the training history: approach to and pressing of the pedal. It is suggested that at the first stages of consolidation of the operant skill, its realization may occur by means of a variable set of cells in the retrosplenial cortex specialized with relative to the system of new behavioral acts.

Never Too Early: Learning Transfer System Factors Affecting Motivation to Transfer Before and After Training Programs

The influence of various learning transfer system factors on transfer motivation has been demonstrated in previous research. However, studies examining the influences of different factors simultaneously and at different points in time (i.e., before and after training programs) are missing. We seek to fill this gap by collecting data at two points of measurement to find out which Learning Transfer System Inventory (LTSI) factors influence transfer motivation before training, after training, or at both points of time (N = 353 line managers). Results from an overall model showed that six factors in the pre-training stage and three factors in the post-training stage are significant predictors for transfer motivation. Additionally, the factors before training influenced transfer motivation after training indirectly through pre-training motivation. The study underpins the importance of pre-training conditions for transfer motivation and offers advice to practitioners about focusing on specific factors at different times in the training transfer process.

Academic Self-Efficacy and Self-Handicapping: Are they Influenced by Self-Regulated Learning?

Self-handicapping strategies become a life pattern in many low achieving students in an attempt to link their poor academic performance to sources other than one's ability factors. Frequent use of these strategies leads to decrement in self-efficacy related to academic competence as less and less time is devoted to scholastic activities. With the view that introducing self-regulatory patterns into the daily schedules of the students would decrease the faulty patterns of learning, this study compared two groups of seventh graders. The treatment group was provided with dual component self-regulatory strategies training including motivational and cognitive strategies, while the control group was exposed to only traditional classroom teaching methodology. ANCOVA results indicate a significant increase in the academic self-efficacy among the treatment group students at post-training. No significant shift was found in academic self-handicapping strategies used in the treatment group. However, during the intervention period there was a significant increase in the use of academic self-handicapping strategies by control group students. Content analysis of responses to open-ended probes indicate an increase in perceived academic self-efficacy and a decrement in academic self-handicapping at post-training stage.

Novel low‐cost prostate resection trainer—description and preliminary evaluation

Transurethral resection of the prostate (TURP) is a challenging operation for residents with limited endoscopic experience. A number of virtual TURP simulators have been validated in the past. This study is the first description and preliminary evaluation of a non-virtual, low-cost TURP trainer as a teaching tool for residents in urology. Dr K. Forke's prostatic resection trainer (PRT; LS 10-2/S, Samed GmbH, Dresden, Germany) was tested during the surgical training of a resident. Under the supervision of an experienced senior surgeon, three aspects were examined: the resection trainer's approximation to reality, the ease of instruction, and the potential capability to improve surgeons' psychomotor abilities with regard to the three-dimensional (3D) guidance of the instrument. The improvement in resection speed (RS) of residents with no PRT training (control group) was also compared to the results of the PRT-trained resident. During the PRT training, the resident displayed clear improvement in resection quality (RQ) and a 27% increase in RS (p = 0.03). In the post-training stage, the PRT-trained resident showed a more constant progress rate, to a maximum RS of 0.37 g/min (35% increase; p = 0.01), whereas the control group displayed varied RS learning curves. Composed of a synthetic material, which can be resected by standard instruments, the trainer offers a haptical experience that is particularly realistic and may provide an increased learning rate. From the findings, we conclude that this novel PRT is suitable for daily use and offers an effective and more affordable alternative to virtual simulators. Further validation studies will follow and new fields of application will be tested.

Effects of increasing compliance with medical care bundles on prognosis in patients with septic shock

Objective To investigate the compliance with medical care bundles in patients with septic shock and effects of increasing compliance on prognosis.Method From January 2007 to June 2008,a prospective observational study of consecutive patients with septic shock admitted into ICU was carried out.The study was divided into pre-training stage(from January 2007 to September 2007)and post-training stage(from October 2007 to June 2008).The rate of compliance with medical care bundles for sepsis,the duration of mechanical ventilation,the duration of ICU stay and 28-day mortauty in two stages were documented.The percentages for categorical variables and mean±SD for continuous variables were expressed.Chi-square test and unpaired t-test were used for comparisons of groups,and statistical significance defined as P＜0.05.Results One hundred patients met the criteria of septic shock including 51 patients in pre-training stage and 49 patients in post-training stage were enrolled in the study.Compared with the post-training stage,the rates of compliance with 6-hour care bundle for sepsis in pretraining stage were expressed respectively by early goal-directed resuscitation(EGDT,19.6%vs.55.1%),HCT(hematocrit,64.7%vs.91.8%),plateau pressure(88.2%vs.95.9%),corticosteroid therapy(41.2%vs.62.3%),cardiotonic medication(41.2%vs.65.3%)and blood glucose control(45.1%vs.79.6%).At the same time,the rates of compliance with the 24-hour care bundle in pre-training stage in comparison with posttraining stage were respectively expressed in EGDT(35.3%vs.65.3%),HCT(35.3%vs.73.5%),plateau pressure(86.3%vs.97.9%),corticosteroid therapy(31.4%vs.69.4%),administration of positive inotropic medicine(52.9%vs.67.3%)and glucose control(47.1%vs.83.7%).Patients in post-training stage had the shorter duration of mechanical ventilation(P＜0.05),shorter stay in ICU(P＜0.01)and a lower 28-day mortauty rate(55.1%vs.76.5%,P＜0.05)than patients in pre-training stage.There were no significant differences in plateau pressure and cardiotonic medication between two stages.Conclusions The compliance with medical care bundles in patients with septic shock is poor.After training,physician can increase the compliance with medical care bundles for sepsis and improve prognosis. Key words: Septis shock; Sepsis bundles; Compliance; prognosis; Intensive care unit; Early goal-directed resuscitation; Training; Clinical study

HIV/AIDS Education for Counselors: Efficacy of Training

This article discusses the efficacy of an intensive model of HIV/AIDS counselor training. Positive changes in knowledge and attitudes were reported at the posttraining stage and were sustained over time.

Sleep states and memory processes

Evidence for the involvement of rapid eye movement (REM) sleep or paradoxical sleep (PS) with memory processing continues to accumulate. In animals, there is continuing evidence of relatively small, vulnerable paradoxical sleep windows (PSWs) following successful acquisition. These PSWs, which manifest as increases in PS over normal levels, appear to exhibit shorter latencies to onset when the amount of material presented during acquisition is increased. Prevention of the PSW results in memory deficits. In humans, there is now evidence that different types of tasks are differentially sensitive to rapid eye movement sleep deprivation (REMD). Memory for declarative or explicit types of tasks appear not to be affected by REM sleep loss, while memory for cognitive procedural or implicit types of material are impaired by REMD. Using post training auditory stimulation during REM sleep, memory enhancement of the procedural material is also possible. The memory for a fine motor task appears to be sensitive to post training stage 2 sleep loss. The important neural structures are generally not yet identifiable, although the hippocampus would appear to be important for place learning in the Morris water maze.

Scaling techniques in analysis of mode of responding by kindergarten children.

The effect of dimensional training on the mode of response of kindergarten children to 2-dimensional stimulus materials was investigated by Kruskal-Shepard scaling and Procrustes rotation procedures. 22 kindergarten children were Ss. The stimuli consisted of 5 cardboard rectangles varying on 2 dimensions of colour and size. From the 5 stimuli, 10 triads were formed and presented to the Ss for similarity judgments. After training, the procedure was repeated. In the pre-training stage Ss did not dimensionalize fully while in the post-training stage difficulties of interpretation resulted owing to what appeared to be individual styles.