Practical Training Research Articles

An investigation into General Practitioners' experience with Long Covid.

Long Covid (LC) is the continuation or development of new symptoms after initial COVID-19 infection. Little is known about General Practitioners' (GP) experience of managing patients with LC. The aim of this study is to establish GP experiences with LC. A survey was designed and piloted in three training practices prior to distribution. The survey was completed by doctors working in GP training scheme practices in Cork, Ireland. Fifty-three of one hundred and sixty invited GPs completed the survey, indicating a 33% response rate. 8% (4/53) of participants agreed and 0% (0/53) strongly agreed with the statement they were "confident in diagnosing Long Covid". 81% (43/53) were not confident in treating patients with LC. 70% (37/53) were unaware of indications for referral to secondary care. 38% (20/53) were aware of the referral pathways to local LC clinics. 93% (49/53) agreed there were educational deficits regarding LC. There was a lack of confidence in the diagnosis and management of LC, and in the interface with secondary care. There is demand for educational interventions to assist GPs with their care of patients with this emerging condition.

Predictors for success and failure in international medical graduates: a systematic review of observational studies

BackgroundInternational Medical Graduates (IMG) are an essential part of the international physician workforce, and exploring the predictors of success and failure for IMGs could help inform international and national physician labour workforce selection and planning. The objective of this study was to explore predictors for success for selection of IMGs into high stakes postgraduate training positions and practice and not necessarily for informing IMGs.MethodsWe searched 11 databases, including Medline, Embase and LILACS, from inception to February 2022 for studies that explored the predictors of success and failure in IMGs. We reported baseline probability, effect size in relative risk (RR), odds ratio (OR) or hazard ratio (HR) and absolute probability change for success and failure across six groups of outcomes, including success in qualifying exams, or certificate exams, successful matching into residency, retention in practice, disciplinary actions, and outcomes of IMG clinical practice.ResultsTwenty-five studies (375,549 participants) reported the association of 93 predictors of success and failure for IMGs. Female sex, English fluency, graduation recency, higher scores in USMLE step 2 and participation in a skill assessment program were associated with success in qualifying exams. Female sex, English fluency, previous internship and results of qualifying exams were associated with success in certification exams. Retention to work in Canada was associated with several factors, including male sex, graduating within the past five years, and completing residency over fellowships. In the UK, IMGs and candidates who attempted PLAB part 1, ≥ 4 times vs. first attempters, and candidates who attempted PLAB part 2, ≥ 3 times vs. first attempters were more likely to be censured in future practice. Patients treated by IMGs had significantly lower mortalities than those treated by US graduates, and patients of IMGs had lower mortalities [OR: 0.82 (95% CI: 0.62, 0.99)] than patients of US citizens who trained abroad.ConclusionsThis study informed factors associated with the success and failure of IMGs and is the first systematic review on this topic, which can inform IMG selection and future studies.Systematic review registrationPROSPERO: CRD42021252678.

Collaboration Model in Blended Learning-Based Training: A Case Study at the Center for State Civil Apparatus Training, Development and Competency Mapping of the National Institute of Public Administration

This study proposes the collaboration model for implementing blended learning based civil apparatus training programs. This study adopted a mixed-method approach, integrating quantitative and qualitative data into the Delphi process to develop a collaboration model for stakeholders in blended learning-based civil apparatus training. The results reveal a model describing the identification of the actors and their roles and the process and prerequisites in collaborating with the blended learning-based civil apparatus training programs. The study offers valuable insights for training institutions and stakeholders involved in similar initiatives, providing practical guidance derived from recommendations to enhance collaborative training practices, ultimately aiming to improve the effectiveness and efficiency of training programs

Enactive Design-Based Research in Vocational and Continuing Education and Training

The purpose of this article is to introduce a design-based research (DBR) approach developed in the field of vocational and continuing education, which is grounded in a pragmatic and phenomenologically inspired enactivist approach to activity. As a design-based methodology, our activity-centered and enactive DBR approach aims to generate knowledge related to design and to identify relevant design principles. After detailing the particularities of an activity-centered and enactive DBR approach, we focus on the results pertaining to design knowledge by identifying two broad design principles for vocational education and training, and five enactivist inspired principles for training design. A significant practical implication for researchers and practitioners in vocational and continuing education and training is that these enactivist inspired design principles provide promising pathways to enhance the connectivity between (i) work experiences, (ii) work and training practices, and (iii) learning contexts.

Prevalence and Experience of Urinary Incontinence Among Elite Female Gaelic Sports Athletes.

This study was aimed at identifying the prevalence and experience of urinary incontinence (UI) among elite female Gaelic sports athletes in Ireland. A cross-sectional study comprising an anonymous online survey of elite Gaelic sports (Camogie and Ladies Gaelic Football) players. Players were asked about their background information, knowledge of the pelvic floor and practice of pelvic floor muscle training (PFMT), as well as their experiences of UI. The prevalence and severity of UI was assessed using the International Consultation on Incontinence Questionnaire-UI Short Form (ICIQ-UI-SF) questionnaire. Logistic regression was used to evaluate risk factors. A total of 185 players responded (25 ± 5years) and 95.3% (n = 176) were nulliparous. Forty-one percent (n = 75) of players had learned about PFMT and 13% (n = 24) had performed PFMT within the last 4 weeks. The ICIQ-UI-SF was completed by 159 players, with UI reported by 61.6% (n = 98), 52% (n = 51) of whom experienced stress urinary incontinence (SUI). A significant association was found between UI and longer weekly sporting activity time (OR 1.05, 95% CI 1.002 to 1.008). Parous players were more likely to experience UI (p = 0.025). Jumping and sprinting activities were the most commonly reported triggers, with pre-voiding and wearing protection (liners, pads) the most commonly adopted UI management strategies. Only ten players reported receiving treatment for UI. Urinary incontinence is prevalent among this cohort of elite female Gaelic sports athletes. Many players used strategies to manage their UI whereas few sought help for what is a treatable condition. Findings suggest the need for education of players regarding pelvic floor health and treatment options available.

The Development and Validation of a Novel Training Infographic for the Physician Global Visual Analog Scale in Psoriatic Arthritis.

Psoriatic arthritis (PsA) is a heterogenous condition with musculoskeletal and skin manifestations. The physician global visual analog scale (VAS) is an important component of many composite scores used in clinical trials and observational studies. Currently, no training material exists to standardize this assessment. The Psoriatic Arthritis Validation of Physician Global VAS (PAVLOVAS) project describes the development of a novel training infographic with stakeholder involvement, which was then evaluated in a Latin square design in which 20 patients with PsA were assessed by 10 clinicians. For each group of 10 patients, 5 assessors conducted traditional assessment (consisting of 66/68-joint count, body surface area, Leeds Enthesitis Index, and dactylitis and nail counts) and 5 assessors conducted a standardized, thorough general examination informed by the infographic. Assessors switched assessment type between groups. The 3-item (3VAS) and 4VAS informed by traditional and infographic methods were compared, alongside other composite scores. There was strong agreement between traditional and infographic physician global VAS (intraclass correlation coefficient [ICC] 0.69, P = 0.01). This improved to very strong agreement when incorporated into the 3VAS (ICC 0.99, P < 0.001) and 4VAS (ICC 0.99, P < 0.001). The duration of assessment was significantly less for the infographic vs traditional groups (6.5 vs 7.8 mins, P < 0.001). There was moderately high agreement between the 3VAS and 4VAS categories of disease activity, with the same categories defined by Psoriatic Arthritis Disease Activity Score (PASDAS) and Disease Activity Index for Psoriatic Arthritis (DAPSA; Ⲭ2 17.0, P = 0.049). Our group developed and validated a novel training infographic that informs a briefer assessment of the physician global VAS than traditional assessments. This tool has potential applications in training and routine clinical practice.

Characterization of Training Models in Data Literacy: Perspectives For Teacher Training

Objective: This article presents the results of a study on training practices and models for data literacy at the university level. Theoretical Framework: Data literacy is an emerging and novel construct that provides the training required in a digital and digitized society. Method: To achieve this purpose, the training proposals based on courses, offered in the period from 2018 to 2022, and available in Spanish, English, Portuguese, French and Italian, were previously identified. Then, different categories were established that allowed the grouping of the data obtained, which were recorded in a file created for this purpose. Results and Discussion: The quantitative analysis carried out makes it possible to determine which country offers the most training in data literacy; the most common type of practice, the modality under which it is usually offered and the methodology applied; its cost and the target audience. It also confirms the existence of links between the different variables examined that characterize the type of training offered. Research Implications: It confirms the urgent need for a transversal training model in data literacy that responds to its main paradigms and parameters. Originality/Value: This study contributes to the literature by characterizing, for the first time, the training practices in data literacy, which will make it possible to detect the shortcomings and areas for improvement that these training scenarios present.

Membangun Budaya Kreatif Melalui Seni Batik di Yayasan Cinta Yatim &amp; Dhuafa, Pisangan Barat, Kec.Cirendeu, Kota Tangerang Selatan

Abstract. Education plays an important role in shaping a bright and sustainable future, with creative and fun learning as the key to creating an inspiring learning environment. This article examines the event "SEBATIK - Batik Art for Creative Culture" held at the Yayasan Cinta Yatim dan Dhuafa, Cirendeu, South Tangerang on July 20, 2024. This event aims to introduce and preserve batik art, as well as to arouse interest and appreciation for traditional arts among the children of the foundation. With a creative and interactive approach, this workshop teaches basic batik techniques through training and direct practice, and provides appreciation to participants through prizes. The evaluation results show that this activity has succeeded in increasing the creativity and skills of children, as well as strengthening the relationship between the foundation and the community. This workshop also has the potential to open up new business opportunities for foster children, increasing their economic independence in the future. This article presents details of the event implementation, the results achieved, and its impact on participants and the foundation.

A Survey of Resistance Training Practices Among Physique Competitors During Peak Week.

Homer, KA, Cross, MR, and Helms, ER. A survey of resistance training practices among physique competitors during peak week. J Strength Cond Res XX(X): 000-000, 2024-Physique athletes are ranked by their on-stage presentation of muscle size, proportionality, and leanness. To acutely maximize muscle size, competitors manipulate resistance training (RT) variables in the days before the contest, commonly referred to as peak week (PW). Resistance training manipulations during PW may act synergistically with nutrition strategies such as carbohydrate loading. However, because little information exists on changes made to RT during PW, the purpose of this research was to determine the current practices of physique athletes and whether competitor characteristics were predictive of the RT variables manipulated. A total of 104 responses to the RT section of a survey on PW nutrition and training were analyzed through a series of multiple logistic regression models to examine the relationship between RT manipulations and competitor characteristics. Furthermore, to determine the magnitude of differences between PW and the week before PW (WBPW) for these variables, a McNemar-Bowker test, paired t-tests, and Wilcoxon signed-rank tests were conducted for nominal, continuous, and discrete outcomes, respectively. For all statistical analyses, p <0.05 was deemed significant. Competitors generally adjusted RT in a variety of ways, where proximity-to-failure was the most frequently manipulated and training frequency was the least; however, no competitor characteristic predicted any of the RT variables manipulated. Within those who manipulated RT variables during PW, frequency, volume, and intensity decreased while repetition ranges of compound exercises increased, empirically confirming that competitors seek to reduce training stress during PW. Such findings can be incorporated in future experimental designs examining the efficacy of peaking strategies to enhance the generalizability of results.

Becoming an Open Dialogue practitioner: a qualitative study of practitioners' training experiences and transitioning to practice.

In the context of transforming mental healthcare towards more personalised and recovery-oriented models, Open Dialogue has attracted significant international interest. Open Dialogue proposes a way of organising services and delivering care that supports an immediate response to crisis, relational continuity of care, a social network approach and the empowerment of networks through shared decision-making and a flattened hierarchy. The ODDESSI trial currently being conducted in the UK is assessing the model's clinical and cost-effectiveness. Practitioners who delivered the approach within the trial undertook a one-year Open Dialogue foundation training programme, however little is known about their training experiences. This study aimed to explore practitioners' experiences of receiving the training and transitioning to dialogic practice. Individual, joint and focus group interviews with 32 Open Dialogue practitioners were conducted. Thematic analysis was used to analyse the transcripts and transformational learning theory informed the interpretation of the findings. Two themes further divided in subthemes were generated from the data: (1) experiences and impact of formal training and (2) becoming an Open Dialogue practitioner as an ongoing learning process beyond formal training: barriers and facilitators. The one-year Open Dialogue foundation training was a transformative experience for participants due to its emphasis on self-work and its impact on a personal level. Practitioners felt adequately prepared by their training for dialogic practice, yet becoming an OD practitioner was seen as a continual process extending beyond formal training, necessitating ongoing engagement with the approach and organisational support. However, the commitment of participants to deliver optimal dialogic care was occasionally impeded by organisational constraints, resource limitations, and often having to concurrently deliver conventional care alongside Open Dialogue.

Forming and Transforming: Critical Reflection in The University Education of Professionals

Objective: In universities, a key challenge is to integrate practical work knowledge with theoretical knowledge to adapt to the changing demands of the labor market and society. In this context, the objective is to explore how the integration of theory and practice in master's programs focused on formative professions can facilitate transformative learning, enabling students to develop critical and reflective competencies applicable in both professional and personal contexts. Theoretical Framework: The research is grounded in Habermas's theory of communicative action, transformative learning, and training-action-research approaches, addressing concepts such as critical reflexivity, self-formation, and the integration of practical and theoretical experiences. Method: A qualitative methodology with an action-research design, termed training-action-research, was adopted. Twenty-five students from a master's program in education participated. Data collection involved participant observation and practice analysis, focusing on critical reflection and rational dialogue about work and training experiences. Results and Discussion: The alternation between theory and practice facilitated the development of reflective and critical competencies in the students. The study highlights implications, identified relationships, discrepancies, and limitations. Research Implications: The results can enhance teacher training, promote continuous professional development, and implement reflective and critical practices in educational and professional settings. Originality/Value: The study presents an innovative approach to professional university education, emphasizing critical reflexivity and transformative self-formation, with potential impacts on teacher training and professional practice.

Increasing Empowerment of Islamic Boarding Schools with Entrepreneurship in Indonesia and Malaysia

Islamic Boarding School, which is synonymous with the spirit of Islamic education and the study of Islamic law, needs to empower students and benefit from the surrounding community. Thus can synergize for community development. The purpose of this community service is to develop the ability of the sociopreuneurship spirit of students to have life skills for independence and be able to maintain the independence of the community around the Islamic boarding school. In addition, it is to be able to transform this spirit of independence in the surrounding community. One of which is the Daarut Tauhid Islamic boarding school in Bandung, West Java, where community service was carried out between LPPM Unisba and UITM. This method is carried out through training and mentoring in entrepreneurship practices. Data analysis were done using qualitative method with pretest and posttest. The result is that entrepreneurial activities were able to have an economic impact and life skills for the students. Economic impact can contribute to Islamic Boarding Schools in land development and subsidizing students’ personal needs. While the impact of life skills is in the form of instilling entrepreneurial values in students. These values include self-confidence, taking risks, leadership, creative, and innovative santripreuneurship. Keywords: Islamic boarding School, entrepreneur, santripreuner, sociopreuneurship

Current trends and obstacles in off-the-job nursing ethics training in Japanese hospitals: a cross-sectional study.

This study aims to fill the existing gap by examining the current status of off-the-job nursing ethics training in large hospitals in Japan and its integration with on-the-job training to provide targeted insights for enhancing future ethics training. A cross-sectional study was conducted among the nursing education staff of large Japanese hospitals [N=309] by self-administered questionnaire. The questionnaire was the following main points 1) current trends in nursing ethics training 2) planners' concerns, and 3) the link between training and clinical practice. Descriptive statistics were used, closed-ended questions were analyzed through simple tabulations while open-ended questions underwent textual analysis. The hospitals of 76.6% (309) conducted off-the-job nursing ethics training. Their training consists of a combination of lectures and exercises. The focus was to raise nurses' awareness of ethical problems or improve their analytical ability. The objectives were to be able to participate in discussions from an ethical perspective. The main problems were the lack of connection with on-the-job, and a shortage of training personnel. The key to providing off-the-job and on-the-job is to create a mechanism for circulation. The implications of the results are the necessity of constructing ethics education in medicine to develop medical professionals who can discuss and act from ethical perspectives. Future research is expected to include the creation of a multidisciplinary ethics training program for the hospital.

2253 Establishing a national network of trainee representatives in geriatric medicine higher specialty training

Abstract Introduction This study demonstrates how a network of geriatric medicine trainee representatives was established across the UK. The intention of the network was threefold: accurately represent the interests of trainees by gathering national feedback, develop a job description of deanery trainee representatives and create a community of practice between representatives. Method Deanery trainee representatives were identified through TPDs then contacted to participate in an online questionnaire which also consented for whatsapp group invitation. Results: Deanery representatives were identified for 12 out of 13 deaneries, the final post was vacant. The survey response rate was 83% and all respondents gave permission to be added to the whatsapp group. We gathered information regarding eligibility, appointment and the role of deanery trainee representatives. Results Most deaneries (73%) do not require representatives to be a minimum grade whereas 27% required representatives to be ST4 or above. Over half (55%) were appointed following an expression of interest without an election, 27% required an election and 9% were approach and appointed directly either by the TPD or current representative. Once appointed 82% had no fixed term whilst 18% would have a term limited to two years. Once appointed the role entails an invitation to the local higher specialty training committee for 73% of respondents and 73% also reported a role in organising regional training. Conclusions The aim of this project to create a network between deanery representatives has been achieved and produced an engaged network of representatives facilitating accurate representation of trainees at a national level. Further applications include collaboration between trainees to share training practices. In a period of training recovery following the Covid-19 pandemic and a new geriatric medicine curriculum a community of practice between trainee representatives has enormous potential to improve training quality and experiences for geriatric medicine trainees in the UK.

Mini-Symposium: Training the Trainers of the Next Generation of Neuroscience Advocates.

Undergraduate neuroscience researchers and educators have a vital voice in working with policymakers to raise public awareness and increase support and funding for neuroscience. While there are many avenues and opportunities to become involved in neuroscience advocacy, finding the most effective training strategies, resources, and opportunities for involvement can sometimes be difficult and overwhelming. To address this challenge and inform faculty of science advocacy opportunities for undergraduates, we organized a mini-symposium at the 2023 Faculty for Undergraduate Neuroscience (FUN) Workshop. Attendees had the opportunity to engage with a panel of experts with diverse experiences in neuroscience advocacy and policy. Topics presented and discussed included the importance of advocacy, effective training practices and resources, advice for scientific communication with a non-scientific audience, and various opportunities for advocacy involvement for undergraduate students. We share here our rationale and goals as we set out to plan this mini-symposium, a brief description of each panelist's career trajectory, relevant resources, and major takeaways. We reflect on the lessons learned from this session and recognize the need for an on-going conversation about careers involving science policy, science communication training, and opportunities for undergraduate students. Accordingly, we share future directions and recommendations to help faculty equip not only themselves but also their undergraduate trainees with the knowledge, practical skills, and resources required to engage with their communities as informed citizens.

Reconsidering the integration of science and practice in training in clinical psychology.

Reconsidering the integration of science and practice in training in clinical psychology.

Experts and Expertise in Organizations: An Integrative Review on Individual Expertise

Experts and expertise contribute to consequential organizational decisions from recruitment to CEO succession, but these constructs are inconsistently operationalized and poorly understood. To better explicate how experts and expertise function in organizations, we first conduct an integrative review of the general literature to describe what is known about these phenomena in cognitive science, psychology, and the clinical and technical professions. This review of the general literature indicates that expertise represents domain-specific hierarchical knowledge structures developed by an individual over time. The quality of the individual's domain-related education, training, and opportunities for practice and learning affect the level of expertise acquired. We then review what is known about experts and expertise in organizations. Many organizational studies on expertise focus on an individual's years of experience rather than the nature of that experience or its contribution to expertise. Conflating expertise with years of experience generally leads to less consistent effects on performance than operationalizing expertise in terms of individual cognitive processes, knowledge, and capabilities. Findings from organizational studies that do assess expertise are in line with the general literature, indicating that the quality of practice and learning experiences are particularly important to developing expertise. We then offer ways for scholars to better study how expertise functions in organizations and conclude by developing implications for practice.

The Value of Drawing Practice in Plastic Surgery Training.

No specialty has such close relationship with art as plastic surgery among medicine. Both are intensely creative processes that combine technology with utmost dexterity and now are undervalued in the medical education. Art is a reservoir that provides a surgeon with creativity and improved dexterity. It is beneficial for the surgeons to practice drawing, for it can bring passion and inspiration, enhance observation and imagination, improve dexterity and accuracy, and help keep a good relation with patients. In some way, plastic surgery is art and plastic surgeon is artist.

Analisis Pengaruh Pembinaan Dan Keteladanan Guru Sekolah Minggu Berdasarkan Yakobus 3:1-12 Terhadap Pertumbuhan Rohani Anak-Anak Di Gereja-Gereja Bandar Lampung

This research is motivated by various factors that have been limited within the boundaries of the problem, namely it was found that not all Sunday School Teachers carry out good training practices, it was observed that not all Sunday School Teachers were role models and it was found that not all Sunday School Children experienced optimal spiritual growth. The purpose of this research is to examine the influence of Sunday School teachers' guidance and exemplary behavior based on James 3:1-12 on the spiritual growth of Sunday School children in churches in the Bandar Lampung area. The method used by the researcher in data collection efforts is quantitative, where questionnaires are the primary method, supported by literature review and observation methods. The population in this study consists of 80 Sunday School teachers in churches in the Bandar Lampung area. Based on the results of the multiple regression test between the three variables, it is known that there is an influence of Sunday School teachers' guidance and exemplary behavior based on James 3:1-12 (X1, X2) on the spiritual growth of Sunday School children in churches in the Bandar Lampung area (Y) with an R Square of 0.789 or 78.9%, which falls into the high category. If the influence of variable X on Y with an R Square of 78.9%, then there are still 21.1% other influencing factors. Thus, the results of the hypothesis proposed by the researcher, "it is suspected that there is an influence of Sunday School teachers' guidance and exemplary behavior based on James 3:1-12 collectively on the spiritual growth of Sunday School children in churches in the Bandar Lampung area," have been proven and accepted.

Ophthalmology Oral Examination in a Virtual Trans-Atlantic Pilot Study – Evaluating Examiners’ and Examinees’ Perceptions

Background: The COVID-19 pandemic necessitated the transition of in-person examinations into virtual formats. As cases decreased, some examinations returned to in-person, while others remained virtual or instituted hybrid models. Virtual examinations offer benefits including decreased travel costs, and the opportunity to share examiners globally. We assessed a virtual trainee practice examination strategy and investigated perceptions and preferences regarding the virtual formats. Method: Ten ophthalmology residents from the Tennent Institute of Ophthalmology, Glasgow, Scotland, and the University of Arkansas for Medical Sciences, Little Rock, United States, participated in virtual mock oral exams conducted by two examiners. Examiners and examinees answered questions graded on a Likert scale to determine perceptions of the format. Results: Most examinees and examiners were satisfied or very satisfied with the overall examination, as well as the internet connectivity, video quality, and audio quality. The majority of examinees (70%) had either no preference or a preference for in-person examination. One examiner preferred the virtual format, and the other had no preference. Conclusion: Virtual oral examinations can be a feasible and effective alternative to in-person examinations. They have the added benefit of decreased travel costs and the ability to share examiners amongst institutions to replicate a more realistic examination experience for trainees.