Practical Training Model Research Articles

The competency-based training model for vocational high school teachers from electrical expertise programs

The study was to generate a valid, practical and effective competence-based training model for the electricity program vocational high school teachers. The type of the study was research and development that referred to the development stages proposed by Plomp. The data gathering instrument for the study consisted of: (1) validation sheet; (2) observation sheet; and (3) response questionnaire for the training participants and the trainers. In order to measure the level of reliability and the level of agreement consistency among the raters, the researcher implemented the Cohen’s Kappa coefficient statistics has a minimum value of ≥ 0.70. The subjects of the study were the electricity program vocational high school teachers in the City of Makassar and the Regency of Gowa totaling 22 people. The results of the study were as follows: (1) the training model had fulfilled the criteria of validity so that the model might be implemented for the training activities of electricity program vocational high school teachers; (2) the training model had fulfilled the criteria of practicality that were measured from the level of model stage (syntax) implementation; (3) the training model had fulfilled the criteria of effectiveness that had the following indicators: (a) the level of knowledge and understanding exposed by the training participants, (b) the level of teaching skills exposed by the training participants, (c) the quality of training participants’ portfolio and (d) the response of the training participants and the trainers.

A Practical Cadaveric Model for Intracranial Bypass Training

Intracranial bypass is technically challenging and difficult to learn owing to its relative rarity and complexity. Although multiple training models for intracranial bypass exist, a detailed depiction of the use and fidelity of cadaveric specimens for bypass training is lacking in the literature. This study describes use of preserved cadaveric specimens as a practical training model for performance of multiple intracranial bypasses and discusses the surgical setup for a cadaveric bypass laboratory. Using a cadaveric specimen and basic microneurosurgical instruments and supplies, 5 intracranial bypasses were performed (superficial temporal artery [STA]-to-middle cerebral artery [MCA], MCA-to-MCA, STA-to-posterior cerebral artery [PCA], anterior cerebral artery-to-anterior cerebral artery, and posterior inferior cerebellar artery-to-posterior inferior cerebellar artery) using pterional, subtemporal, interhemispheric, and suboccipital approach. Bypass integrity was assessed by direct fluid injection into the adjacent vessel segment. All procedures were recorded. Procedural steps mirrored actual bypass surgery and included vessel marking, performance of arteriotomy, and completion of an end-to-end, end-to-side, or side-to-side anastomosis. Simulations included anatomically appropriate exposures of common intracranial (MCA, PCA, posterior inferior cerebellar artery, anterior cerebral artery) and extracranial (STA) vessels encountered during cerebral bypass surgery and high-fidelity recreations of the operative corridors associated with deeper anastomoses, such as STA-to-PCA bypass. Vessel diameters were 1.5-2.1 mm, and anastomosis times were 20-40 minutes. Immediate feedback on anastomotic integrity was achieved via direct fluid injection adjacent to the anastomosis site. The cadaveric specimen trainee model is a relatively simple yet high-fidelity approach for learning intracranial bypass.

41.3 Training Strategies to Support Integrated Care for Children

The goal of this session is to describe a shared training initiative, which resulted in an innovative Collaborative Practice Training Model among the Cambridge Health Alliance (CHA) department of psychiatry child and adolescent psychiatry fellowship program, the CHA Department of Pediatrics, and the Massachusetts General Hospital Pediatric Residency program.

Transformation of Approaches to Organizing the Students' University Practical Training in the Area of Social Activity: A Post-Soviet Experience

The relevance of studying the problem is conditioned by a number of circumstances existing in the Russian education. Among the most important ones, the following should be named: having to bring the Russian education close to and harmonize it with the European one in line with the Bologna requirements, the need to overcome its excessive academicism, as well as the actual performance of the long-proclaimed transition to practice-oriented learning. The objective of the paper consists in suggesting the variants of overcoming the existing controversies and disadvantages of the professional training of activity specialists by putting forward a model for organizing the practical training in the direction of social The model includes the concept of practical training and mechanisms for implementation thereof in the modern Russia with the experience of the European countries borne in mind. The leading approach to the study of the problem was the method of hypothetic and deductive modeling, including all the successive stages up to the experimental one. The paper presents the results of theoretical analysis of scientific and methodological sources on the problem of practical training and implementation of practice and activity-oriented education at the Russian higher education institutions which is aimed at personal and professional development of students via the formation of competences. The analytical approach allowed identifying the key organizational disadvantages that prevent the said approach from being implemented to the full extent in the Russian education practice, including due to the lack of an optimum practical training model. The results of the research have allowed providing grounds for having to develop the concept of students' practical training in directions of activity and suggesting the mechanisms for implementing it at the Russian educational organizations. The materials of the research can be used by the Russian and foreign higher education institutions when holding the students' practical training, first of all, in the area of work.

Novel laparoscopic training system with continuously perfused ex-vivo porcine liver for hepatobiliary surgery.

To introduce a novel laparoscopic training system with a continuously perfused ex-vivo porcine liver for hepatobiliary surgery. Existing models for laparoscopic training, such as box trainers and virtual reality simulators, often fail to provide holistic training and real haptic feedback. We have formulated a new training system that addresses these problems. Real-Liver Laptrainer consists of a porcine liver, customized mannequin, ex-vivo machine perfusion system, and monitoring software. We made a detailed comparison of Real-Liver Laptrainer with the LapSim virtual reality simulator and the FLS Trainer Box systems. Five laparoscopic surgeons assessed the new system on multiple features. We assessed the performances of 43 trainees who used the new system to perform laparoscopic cholecystectomy (LC) three times. Real-Liver Laptrainer offered more functions and better tactile feedback than the FLS or LapSim system. All five surgeons graded the quality of the new system as realistic. The utility of the system for training was scored as 3.6±1.1 on a scale of 1-5. Between the first and third attempts, the number of successfully performed LCs increased (9 vs 14 vs 23; P=.011), while the numbers of liver damage incidents (25 vs. 21 vs. 18, P=.303) and gallbladder perforations decreased (17 vs. 12 vs. 9, P=.163). The mean LC operation time significantly decreased (63 vs. 50 vs. 44, P<.0001). Real-Liver Laptrainer is a feasible, stable, and practical training model that has potential for improving the laparoscopic skills of surgeons.

软件工程专业全工程过程实训与个性化创新能力培养模式研究

通过近年来软件工程专业校外工程实训和创新能力培养的教学实践，发现了当前高校工程类专业校外实践环境建设和学生实践创新能力培养质量所面临的诸多问题和缺陷。针对这些实践教学和能力培养瓶颈，本文就如何加强校企合作高端实践环境建设和深化实践教学改革，建立适合工程应用型人才培养的实践教学体系和校企合作全工程过程培养模式给出了研究和论述。实践表明，这种全工程过程的校企合作创新人才培养模式和实践教学方法，对于实现工程类专业个性化创新创业人才培养具有很好指导和促进作用。 Through the teaching practice of off-campus engineering training and innovation ability cultivation to software engineering specialty in recent years, some problems and defects of the qualities of off-campus practical environment construction and innovation ability cultivation of students for the current university software engineering specialty are found. In view of these practical teaching problems and ability training bottlenecks, this paper proposes how to strengthen the school-enterprise cooperated high-end engineering practice environment construction and deepen practice teaching reform, and then set up a new practical teaching system and training model suitable for engineering application talents culturing with school-enterprise cooperation and whole engineering process. Practice has shown that the new practical teaching model and method have very good guiding and promoting roles in realizing individualized, innovative and entrepreneurial talents training for Engineering Majors.

ACTIVATION OF PROFESSIONAL AND EDUCATION INVOLVEMENT FUTURE BACHELORS OF SOCIAL AND HUMANITARIAN PROFILE IN THE INTERNSHIP

The article deals with topical issues of practical training bachelors of social and humanitarian profile: strengthening the practical component in the educational process, the economic feasibility of training of future specialists, formal approach to teaching students. In this regard, there is a need to ensure the involvement of students in the educational process, including involvement in the future professional activity. The notion “educational involvement” in special studies. Enhancing professional and educational future involvement of bachelors is possible in the conditions of implementation of the internship as a special practical training model. This article discusses the key pedagogical conditions of realization of the internship. The author offers practical learning content, describes the invariant and variant modules internship focused on the correlation of the professional competencies and labor actions of future specialists. Attention is focused on such a subject as an organization of individual psycho-pedagogical support intern.

A Collaborative Practice Training Model for Pediatric Primary Care

A Collaborative Practice Training Model for Pediatric Primary Care

Using Training as a Tool for Cultivating Communities of Practice around Health Information Systems in Low and Middle Income Countries: A Longitudinal Mixed Method Study

AbstractMany attempts at implementing health information systems (HISs) in Low and Middle Income Countries (LMICs) have failed to mature or scale into desirable levels due to various reasons. Among these reasons, not identifying the design reality gap, inability to form support networks and non‐availability of ‘hybrids’ who can link between health and information systems domains can be highlighted. In organizational contexts, such challenges can be overcome by cultivating communities of practice (CoPs). However, HIS projects in LMIC contexts may not have the opportunity to create an environment similar to an organization to facilitate cultivation of CoPs. This paper argues that HIS projects in LMICs can utilize formal, informal and workplace based online and face‐to‐face training methods along with the networking power of free and open source software (FOSS) communities as a means of cultivating CoPs. In substantiating this argument, the paper utilizes a mixed method longitudinal study design to follow‐up a group of implementers trained in a FOSS HIS in Sri Lanka. The paper presents a practical training model usable in information system implementations in LMIC settings with the added benefit of being able to facilitate cultivation of CoPs. The paper also contributes theoretically by extending the conceptualization of ‘cultivating CoPs’ beyond organizational contexts.

A Novel Lymphaticovenular Anastomosis Rat Model

Lymphaticovenular anastomosis (LVA) has become an important procedure for the surgical treatment of lymphedema. In the past, the anatomy of the lymphatic system of animal models has been reported. However, to our knowledge, there have been few reports of animal models of LVA including training model. In this study, we report on a relatively simple and ideal animal LVA model based on peritoneal lymph ducts and veins. For 10 rats, diameters of lumbar lymphatic ducts and iliolumbar veins in the peritoneal cavity on both sides were measured, and LVA was performed. In addition, we measured the diameters of 28 lymphatic ducts and veins in 8 patients who had previously undergone LVA and compared the results with those obtained in this rat model. The mean diameter of the lymphatic ducts was 0.61 mm, and the iliolumbar veins were 0.81 mm. On the other hand, the mean diameters of the 28 lymphatic ducts and veins of the 8 patients in whom we performed LVA were 0.58 and 0.76 mm, respectively. The differences in the diameters of the lymph vessels and veins between the rats and patients were not statistically significant. We report on an LVA model involving the use of the lumbar lymphatic duct and iliolumbar veins of rats. The diameter, nature, and placement of the anastomosis using this model are very similar to that noted during real human surgery. We believe that our rat model will be useful as a practical training model for LVA and in studies on postoperative changes in LVA.

舶用機関事故分析に基づく教育訓練モデル構築の試みについて

International convention on Standards of Training, Certification and Watch keeping for seafarers (STCW) was amended in Manila, the Philippines in 2010. The amendments will come into force on 1 January 2017. To meet the competence requirements for marine engineers, the implementation of Engine-room Resource Management training (hereafter, ERM training) was adopted as mandatory. The role of a practical ERM training model has become more important for marine engineers working in a complex system. The purpose of this study is to examine which ERM training best suits engine-room simulation education. First, in this paper, the characteristics of total human errors were investigated using 298 marine accident records from the Japan Marine Accident Inquiry. Second, the common factors of these accident records, namely the latent factors, were determined using covariance structure analysis. Furthermore, System Dynamics (SD) was employed to find the relationships between the latent factors and the technical support to gather the clues for a practical ERM training method. The model includes a data set of actual cases from records of marine accident inquiries and a hypothetical data set. The results show that the support of the onshore management and behavior characteristics of engineers which influence each other in a delicate balance could be expressed in a chronological order.

Effects of practical training to increase motivation for learning and related factors

Under the six-year pharmaceutical education system that was initiated in April 2006, students who had completed the course in March 2012 became the first graduates. The six-year system encourages students to develop a well-rounded personality, a deep sense of ethics, knowledge required for health care professionals, abilities to identify and solve problems, and practical skills required in clinical settings, as well as basic knowledge and skills. Under the new education system based on the "pharmaceutical education model core curriculums" and "practical training model core curriculums", general pharmaceutical education is implemented in each college, and five-month practical training is conducted in clinical settings. Clinical tasks experienced by students for the first time are expected to significantly influence their motivation to learn and future prospects. In the present survey research, students who had completed practical training evaluated the training program, and correspondence and logistic regression analyses of the results were conducted to examine the future effects and influences of the training on the students. The results suggest that the students viewed the practical training program positively. In addition, clinical experience during the training sessions not only influenced their decisions on future careers, but also significantly increased their motivation to learn. Furthermore, their motivation for learning was increased most by the enthusiasm of pharmacists who advised them in clinical settings, rather than the training program itself. To improve pharmaceutical clinical learning, it is important to develop teaching and working environments for pharmacists in charge of advising students in clinical training.

Survey and analysis of clinical practical ability for nursing graduates before and after internship

Objective To evaluate and analyze the clinical practical competence level of nursing graduates before and after internship and to screen its deficiency under current clinical practical ability training model and provide references for developing nursing graduates education of clinical practice ability and for improving clinical practical competence training pattern in clinical setting .Methods To implement the clinical practice guide tutor system to 160 graduate students in Shanxi Medical University from 2008 to 2011 , the students were asked to complete the clinical practical manual , which were designed to evaluate their clinical practical competence level using “OPSN” （ self-evaluation scale of oriented problem solving behavior in nursing practice） and “NPGA” （nursing practice goal attainment ）.Results In the dimension of “OPSN” scale, the scores of “to discover problems by organizing and applying information ” “to offer psychological support for patients problem solution” “to provide personalized care for patients” and “to evaluate for solved problems”were （20.28 ±2.78）, （17.23 ±1.92）, （26.81 ±2.59）, （20.76 ±2.59） after the internship, which were （17.82 ±3.47）, （14.53 ±3.03）, （24.82 ±3.44）, （18.31 ±4.40）, respectively, before the internship, and the differences were statistically significant （t=3.98, 5.40, 3.32, 3.43, respectively;P〈0.05）.The scores of “coordination of behavior between nurses and patients” were （16.76 ±2.72） and （17.51 ±1.96） before and after the internship, which had no significant difference （t=1.61, P〉0.05）.Each dimension of“NPGA” scale was not statistically significant before and after the internship （P〉0.05）.Conclusions There is still a gap between standard requirements and acquisition of practice ability under current clinical teaching environment .The project training for graduate students should be added according to the weak points in clinical practice ability training . Key words: Nursing; Graduate student; Clinical practice ability

Modelo prático para treinamento de anastomose microvascular

A técnica de anastomose microcirúrgica é desafiadora e requer treinamento extenso, dedicação e tempo. Os autores descrevem um modelo de treinamento acessível, prático e fácil, que utiliza retalho abdominal proveniente de abdominoplastias. O calibre dos vasos epigástricos superficiais encontrados nos retalhos abdominais excisados variou de 1,2 mm a 2 mm, dependendo do índice de massa corporal da paciente no pré-operatório. Esse retalho permitiu o treinamento de anastomoses microcirúrgicas em vasos de diferentes calibres. Esses vasos permaneciam com pequena quantidade de sangue em seu lúmen, o que permitia testar a qualidade e a patência das anastomoses. Esse modelo de treinamento em vasos abdominais humanos, quando comparado aos modelos animais ou inanimados, permite transição mais rápida e real aos pacientes. A prática de dissecção e de anastomoses terminoterminais e terminolaterais de uma maneira efetiva e prática aperfeiçoa a destreza cirúrgica.

Simple, cheap, practical and efficient amniocentesis training model made with materials found in every obstetrics clinic

Prenatal DiagnosisVolume 29, Issue 11 p. 1069-1070 Research LetterFree Access Simple, cheap, practical and efficient amniocentesis training model made with materials found in every obstetrics clinic Assistant Professor Emre Karasahin, Corresponding Author Assistant Professor Emre Karasahin dremrekarasahin@hotmail.com Gulhane Military Medical Academy, Department of Obstetrics and Gynecology, Etlik, Ankara, TurkeyObstetrics and Gynecology, Gulhane Military Medical Academy, Department of Obstetrics and Gynecology, General Tevfik Saglam Street, Etlik, Ankara, Turkey.Search for more papers by this authorIbrahim Alanbay, Ibrahim Alanbay Gulhane Military Medical Academy, Department of Obstetrics and Gynecology, Etlik, Ankara, TurkeySearch for more papers by this authorMutlu Ercan, Mutlu Ercan Gulhane Military Medical Academy, Department of Obstetrics and Gynecology, Etlik, Ankara, TurkeySearch for more papers by this authorMufit Cemal Yenen, Mufit Cemal Yenen Gulhane Military Medical Academy, Department of Obstetrics and Gynecology, Etlik, Ankara, TurkeySearch for more papers by this authorMurat Dede, Murat Dede Gulhane Military Medical Academy, Department of Obstetrics and Gynecology, Etlik, Ankara, TurkeySearch for more papers by this authorİskender Başer, İskender Başer Gulhane Military Medical Academy, Department of Obstetrics and Gynecology, Etlik, Ankara, TurkeySearch for more papers by this author Assistant Professor Emre Karasahin, Corresponding Author Assistant Professor Emre Karasahin dremrekarasahin@hotmail.com Gulhane Military Medical Academy, Department of Obstetrics and Gynecology, Etlik, Ankara, TurkeyObstetrics and Gynecology, Gulhane Military Medical Academy, Department of Obstetrics and Gynecology, General Tevfik Saglam Street, Etlik, Ankara, Turkey.Search for more papers by this authorIbrahim Alanbay, Ibrahim Alanbay Gulhane Military Medical Academy, Department of Obstetrics and Gynecology, Etlik, Ankara, TurkeySearch for more papers by this authorMutlu Ercan, Mutlu Ercan Gulhane Military Medical Academy, Department of Obstetrics and Gynecology, Etlik, Ankara, TurkeySearch for more papers by this authorMufit Cemal Yenen, Mufit Cemal Yenen Gulhane Military Medical Academy, Department of Obstetrics and Gynecology, Etlik, Ankara, TurkeySearch for more papers by this authorMurat Dede, Murat Dede Gulhane Military Medical Academy, Department of Obstetrics and Gynecology, Etlik, Ankara, TurkeySearch for more papers by this authorİskender Başer, İskender Başer Gulhane Military Medical Academy, Department of Obstetrics and Gynecology, Etlik, Ankara, TurkeySearch for more papers by this author First published: 22 July 2009 https://doi.org/10.1002/pd.2341Citations: 13AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article.Citing Literature Volume29, Issue11November 2009Pages 1069-1070 ReferencesRelatedInformation

Enhancing the labour market prospects of ICT students in a developing country

PurposeThe purpose of this paper is to present the evaluation results of a training initiative, undertaken in Palestine, that targeted fresh graduates in information and communication technology (ICT) disciplines. It describes the implementation and results of a practical training model where industry and academia cooperate jointly to develop, upgrade and enhance students' qualifications prior to their entrance into the labour market.Design/methodology/approachThis paper presents the short‐term results, one to two years from completion, of a newly implemented technology training program which targeted more than 450 students throughout West‐Bank and Gaza Strip. The researchers traced the trainees' endeavours and behaviours through their pursuit of jobs utilizing focus group meetings, individual interviews with stakeholders, and semi‐structured interviews, as well as questionnaires, surveys, observations of on‐going activities and interviewing staff, graduates and students.FindingsThe training program attempted to promote practical training and develop entrepreneurial capabilities. The vast majority of the surveyed trainees felt that they gained valuable knowledge and experience in their field of specialization, and believed that the training was critical to their successful job search. They clearly agreed that the practical training they received via the training program was a necessary supplement to their theoretical technical education in university ICT programs.Practical implicationThe initiative involves the establishment of ICT Centers of Excellence in close proximity to Palestinian universities, which annually graduate large numbers of ICT students. The program serves multiple purposes in that it enables the ICT training centres, the Centers of Excellence, to generate revenues while also providing a needed service within the community, to equip fresh graduates with state‐of‐the‐art technical skills, thus increasing the chance of fresh graduates being hired into positions related to their university degrees, and shortening their job search.Originality/valueThe model and program, presented in this paper describes a modern training framework, where students receive practical training through a third party institute that works in cooperation with universities and industry. The model, when adopted, relieves universities from the pressure of constantly modifying their curricula to comply with the ever‐changing needs of the technology market, allowing them to pursue their stated goal of providing their students with a theoretical technical education. The training program also helps the market to differentiate the large number of ICT students and graduates from one another, based not only on area of study but also on concrete skill sets.

Sport psychology in Australia: A profession established

The Board of Sport Psychologists was established in the Australian Psychological Society in 1991 with the aim to promote sport psychology as a profession in Australia. It has attempted to achieve this in a number of ways. The Board has supported a four (undergraduate) plus two (specialist coursework masters) plus two (specialist supervised practice) training model, and produced guidelines for course approvals of specialist masters courses. Four course-work masters programs now have students. Career opportunities represent an important issue for board promotion, with only seven sport psychologists currently employed in the sports institutes and few in private practice, although positions in the tertiary sector have increased from 9 to 20 in the last two years. Research in this area appears well established, with more than 50 Australian-based contributions to articles in the four major sport psychology journals since 1987. Rapid increases in research student numbers in the 1990s are likely to build on this publication base. From 1990 to 1994, masters and doctoral students increased from 17 to 66 in the five universities with well-established research programs in sport psychology. The Board has produced an ethics document, and this combined with specialist training will assist in the promotion of appropriate standards of practice in sport psychology. It is proposed that the establishment of the Board has played a major role in enhancing the professional and academic status of sport psychology. There is further potential for development of the discipline and the profession in Australia through the activities of the Board of Sport Psychologists.