Professional Training Programs Research Articles

Analyzing energy intensity of Indian Chemical industry: A panel data approach

The chemical industry is directly or indirectly connected with almost every industrial process and holds a crucial place in the economic and social advancement of India. At the same time it is however, the second highest energy intensive industry in the country. Thus, we attempt to look into the factors that affect the energy intensity of Indian chemical industry. We collect a panel dataset including a total of 2613 chemical firms for the period 2010 to 2021 for our analysis. We carry out our empirical testing under both linear and non-linear framework by employing fixed effect regression and panel quantile regression methods respectively.We find that energy intensity for the sample chemical firms increases due to poor labour productivity, huge plant and machinery, outsourcing operations, and more use of IT-enabled services. On the other hand, use of better quality raw material and advanced technology can help optimising the energy intensity. We also discover that profitable firms and firms larger in size are energy efficient. Based on the findings, we suggest professional training programs and vocational skill development programs for enhancing labour productivity. Profitable firms are suggested to invest in technological up-gradation and energy saving technology. We believe the findings of the study can provide a portfolio of variables to the managers and policy makers in order to diversify their attention to find all possible ways to reduce energy intensity of the Indian chemical firms.

СТРУЧНО УСАВРШАВАЊЕ И НАПРЕДОВАЊЕ У ЗВАЊИМА НАСТАВНИКА У ОБРАЗОВАЊУ ОДРАСЛИХ – ИЗМЕЂУ ПОТРЕБЕ И ОБАВЕЗЕ

This paper is aimed at looking at the legal obligation of professional training of teachers in schools for basic education of adults, and by reviewing the literature of perceived needs in daily practice, as well as pointing out the possibilities and limitations of advancement to higher titles in the teacher’s professional career. Teachers in elementary education have a predominantly passive role in choosing the form of professional development, that is, they only participate in certain mandatory forms and are rarely active participants in making decisions on this issue. The involvement of teaching staff dealing with adult education in professional training programs is a neglected topic. The law provides for promotion in the ranks of teachers, as well as prescribed benefits that accompany professional development, but they are absent in practice. The specific work of schools for basic adult education requires great commitment and expertise, and initial education does not always meet the requirements regarding teacher expertise. Content analysis revealed that teachers have limited opportunities for professional development through accredited training in the domain of adult education. Current trends in the field of adult education offer significant opportunities for connecting with other actors and encouraging practitioners through numerous European organizations and projects of learning, professional training and teacher mobility. Greater support from the competent ministry, adequate valuing of professional staff and promotion of the teaching profession can be a significant part of solving the perceived problems in this area

Experiential training course on spirituality for multidisciplinary palliative care teams in a hospital setting: a feasibility study

BackgroundThere is widespread agreement about the importance of spiritual training programs (STPs) for healthcare professionals caring for cancer patients, and that reflecting on one’s spirituality is the first step. Health professionals (HPs) working in hospitals must develop this dimension to guarantee the quality of life as well as spiritual and emotional support. In this paper, we propose a possible training format for hospital professionals and assess its implementation.MethodsThis is a phase 0-I study that follows the Medical Research Council (MRC) framework. The program was implemented for hospital palliative care specialists. The program included one theory lesson, three spiritual interactions, four pieces of reflective writing, and two individual follow-up sessions for each participant. The evaluation was performed quantitatively according to the MRC framework and qualitatively according to Moore’s framework with data triangulation from interviews, reflective writings, and indicators.ResultsThe program was implemented for palliative care physicians, nurses, psychologists, and bioethicists according to the plan, and the program components were highly appreciated by the participants. The results suggest the feasibility of a training course with some corrections, regarding both the components of the training and organizational issues. The qualitative analysis confirmed a shift in the meaning of the themes we identified. The trainees went from intrapersonal spirituality to interpersonal spirituality (engagement with the other person’s spirituality, acknowledging their unique spiritual and cultural worldviews, beliefs, and practices), with colleagues, patients, and people close to them. The training had an impact on Moore’s Level 3b.ConclusionsSpiritual training for hospital professionals working in palliative care is feasible. Having time dedicated to spirituality and the ongoing mentorship of spiritual care professionals were suggested as key elements. The next step is increasing awareness of spirituality from our hospital reality and creating a stable competent group (with nurses, chaplains, nuns, counselors, etc.) with the support of the management.

Technologies for Designing Professional Educational Training Programs for the Digital Economy

In this article, the authors consider the issues of training qualified personnel for the digital economy at the present stage of higher education development. The article describes the relationship between the emergence of new technologies and high-tech industries and the emergence of new directions and specialties in the field of higher education, requiring students to master new competencies. The concept of "competence" and the problems of implementing the competence approach in the system of higher professional education are investigated. The main definitions and principles of the competence approach to the design of educational outcomes in higher education are outlined. The analysis of published studies and presented software products devoted to the design of curricula is given. An important analytical conclusion is that one of the important points in the development of educational programs is to focus on the needs of production in young professionals with a certain set of competencies, but now most programs of higher and secondary vocational education do not have time to take into account the latest achievements in the technological and industrial spheres. The development of students’ competencies is the goal of educational programs, therefore they should be structured in such a way as to ensure the consistent and systematic development of the necessary skills and knowledge. The authors note that the competence approach in higher professional education is implemented in the form of an approximate basic educational program that forms a model of a specialist whose competencies must meet production standards to perform specific labor functions. The article sets the task to form a set of disciplines that is optimal in terms of labor intensity and levels of competence formation, allowing the most effective implementation of the competencies of a student in the bachelor’s degree direction, taking into account the level of formation and limitations of the curriculum set by the employer. The mathematical model of solving the problem and the technology of designing the optimal competence model of the graduate, taking into account the requirements of the employer, are presented.

Training interprofessional teams in geriatric emergency medicine: A modified team-based learning approach

BackgroundOlder adults deserve special healthcare provision in every branch of medicine. Turkey currently does not have geriatric emergency medicine (GEM) subspecialty training. Thus, interprofessional training for healthcare professionals involved in GEM services is required. Team-based learning (TBL) seems suitable to implement such training. We aimed to develop and implement a training program for healthcare professionals engaged with GEM services, and evaluate the program considering teacher and learner satisfaction and knowledge retention. MethodsThis was a design-based study in which a one-day GEM training program was developed based on the literature and expert opinions. The program was applied to 54 physicians, 98 nurses, 70 health officers, and 102 paramedics using a modified version of TBL. Teams included at least one representative from each profession. TBL was modified by adding a 1-h lecture and eliminating peer evaluation. Feedback forms, individual and group tests of TBL, and a retention test conducted six months later were used for program evaluation. ResultsThe mean group test score was higher than that of individual tests in all professions. Physicians’ individual test scores were higher than those of other professions, but this difference disappeared in the group test. The retention test mean score was higher than the individual test mean score but lower than that of the group test. Teacher and learner satisfaction was high. ConclusionWe implemented a training program using a modified TBL approach to teach GEM to relevant healthcare professionals; it yielded promising results regarding knowledge gain and retention, as well as teacher and learner satisfaction. The instruction design and method used in this study can be applied to multidisciplinary team training.

Filling the gap: Creation of a lysosomal disorders specific training programme for healthcare professionals

Filling the gap: Creation of a lysosomal disorders specific training programme for healthcare professionals

Professionally Significant Qualities Upbringing at the Engineering Education System

The future engineers training system should include a special target function of professionally significant qualities developing, which are necessary along with professional competencies, both for work in the chosen field of activity and for further career growth. The professional education often turns out to be formal, and the training of engineers is not effective enough, without clear goals.The purposes of the article are the importance substantiate of the future engineers professional upbringing, to identify the organization problems at the professionally significant qualities formation and to determine their resolution conditions for the engineering education system. The work examines research questions: what does professional upbringing to engineering education contribute, what professionally significant qualities complement the knowledge component in the competencies of future engineers.Materials and methods. The article provides an overview of scientific research and the state of the professional upbringing of future engineers issue. The theoretical basis of the study is the decomposition and isolation of the engineering education system important component – the education of professionally significant qualities with its special meaning and functionality.Results and conclusions. Discipline, responsibility, independence and self-organization can be considered as professionally significant personality traits of a future engineer, including those that determine his uniqueness in the profession. The most important tasks of professional education are assessing the feasibility of professional activity certain aspects for a student, determining and setting his priorities, and developing his dominant professionally significant qualities. Training a competitive specialist is possible only in a competitive environment. It is proposed to use team management as a mechanism for a competitive environment implementing, and an option for the evaluative-effective component of the education system implementing as an element of this environment is shown. It is noted that the dominant relationships in education can be supplemented by the dominant awareness and relationships in the information space, for example, at the digital educational cluster. The formation of professionally significant qualities in the engineering education system can be allocated into a separate work plan of a unified work upbringing program or of a separate professional training program.

The efficacy of compassion training programmes for healthcare professionals: a systematic review and meta-analysis

AbstractContinuous exposure to the suffering and death of patients produces certain syndromes such as compassion fatigue in health professionals. The objective of this study was to analyze the effect and the effectiveness of interventions based on mindfulness, aimed at training or cultivating compassion or self-compassion in compassion fatigue, self-compassion, compassion, and compassion satisfaction of health professionals. A systematic review is reported in line with the PRISMA guideline and was registered in PROSPERO. The PubMed, Web of Science, PsycINFO and CINAHL databases were used. Interventions based on compassion training or cultivation were selected, aimed at health professionals. A meta-analysis was performed using a random-effects model. The effect size and hetereogeneity of the studies were calculated. Eight articles were selected. Among the programmes for the cultivation of compassion we highlight Compassion Cultivation Training (CCT), Mindfulness and Self-Compassion (MSC), Compassionate Meditation (CM), and Loving Kindness Meditation (LKM). The interventions decreased compassion fatigue and increased compassion, self-compassion, and compassion satisfaction in healthcare professionals. Compassion fatigue in healthcare professionals is due to a deficit in empathic and compassionate skills. Health systems should incorporate programmes based on the cultivation of compassion and self-compassion in order to improve the work conditions and quality of life of health professionals.

A FORMAÇÃO PROFISSIONAL DE MULHERES ATRAVÉS DO CURSO CUIDADORA DE IDOSOS OFERTADO A PARTIR DO PROJETO SABER CUIDAR - FORMAÇ Ã O CIDADÃ PARA AUTONOMIA E GERAÇ Ã O DE RENDA PARA MULHERES NO IFSP - CÂMPUS ARARAQUARA NOS ANOS DE 2017 A 2019

The object of study of this article is the professional training of women, specifi cally the Know How to Care Project - citizen training for autonomy and income generation for women, informally known as the Elderly Caregiver Project or Elderly Caregiver Course. The objective is to describe the perceptions of 30 women who graduated from professional training courses for Caregivers for the Elderly off ered in the years 2017, 2018 and 2019 at IFSP - Campus Araraquara. The methodology adopted was the qualitative and quantitative approach, applying the descriptive study through interviews. The collected data reveal that the women who graduated from the IFSP – Campus Araraquara agree that the Elderly Caregiver Course was and is important for the insertion of the graduates in the world of work and to improve their social condition. In addition, they believe it is extremely important that the IFSP – Campus Araraquara has its own professional training program for women.

Reflection in Professional Practice and Education in Engineering, Nursing, and Teaching

Background: Critical reflection is an essential curricular component for learning from experience that determines placement quality in postsecondary experiential learning placements. However, there are poor empirical connections between the use of critically reflective processes and learning outcomes. Purpose: This research explored reflective processes professionals use in their practice and how these processes compare with the reflective activities postsecondary instructors in professional faculties use during experiential learning. Methodology/Approach: This collective case study used focus group interviews, field notes, and professional grey literature to examine the research questions. Findings/Conclusions: Professional training programs must align their reflective practices with more integrated and holistic models of reflective practice to better mirror the professional skills demanded in professional practice contexts. Professionals in context-laden professional environments should integrate reflective activities into their practice based on emergent, iterative, and cocreative models that are more like their lived realities at work. Reflective practices which better fit and mirror these lived realities may lead to better connections between reflective activities and work outcomes. Implications: Professional environments are complex, dynamic, and affected by contextual factors. New integrated and holistic models of reflective experience should replace the separated, stepwise, or automatic models that have guided reflective practices in the past.

A conversation analytic investigation into displays of expertise of different tutors in small group clinical skills training

Clinical skills training requires a comprehensive understanding of how tutors demonstrate their knowledge, and fulfil their tutoring practices in medical education. This study aims to investigate expertise demonstration of different tutors following students' requests for information during clinical skills training. For this purpose, video recordings of the suturing skill training provided by three different tutors (medical expert, research assistant, and near-peer tutor) were analysed through Conversation Analysis. The findings show that medical expert showcases expertise knowledge through different practices such as using directives and providing assessments while the research assistant takes a more collaborative approach, involving peers in the learning process. The study also indicates that the near-peer tutor employs concise and less informative utterances, refrains from giving direct feedback. This research offers valuable insights into how tutors display expertise by documenting various interactional practices in clinical skills training, and providing data-driven implications for professional training programs in medical education.

Establishing consensus on principles and competencies for the use of play in clinical practice in hospitals: An international Delphi study

Although play has existed in paediatric hospitals for decades, a shared understanding of why and how healthcare professionals use play in clinical practice is lacking. This study aims to reach consensus on a common set of principles and competencies for play interventions and practices in hospitals. We conducted a three-round Delphi study that included healthcare professionals selected by hospital management. The first round comprised open-ended questions on the use of play in clinical practice. Principles and competencies, including learning objectives, were established using content analysis through an iterative process. Participants rated the importance of each principle and learning objective in the second and third rounds. Among the 66 participants, 45 (68%) responded in round 1 and 41 (62%) in rounds 2 and 3. The participants represented ten countries and nine different health professions. After the three rounds, we identified 33 principles and six overall competencies: building trusting relationships; delivering information and increasing understanding; promoting cooperation and participation; reducing procedure-related anxiety and pain; supporting coping and development; and ensuring a professional approach to play, which comprised 20 learning objectives. Conclusion: According to healthcare professionals, play in clinical practice can be used to communicate and build relationships with paediatric patients and thus potentially help provide patient-centred care. Our findings may help guide and prioritize future research initiatives and operationalize play interventions and practices in hospitals.What is Known:• Evidence suggests that using play in clinical practice can help paediatric patients during hospitals stays.• Despite the evidence supporting the use of play, a shared understanding of why and how paediatric healthcare professionals use play is needed.What is New:• This international Delphi study contributes to a shared interprofessional understanding of the principles, competencies and learning objectives for the use of play in clinical practice.• The findings have the potential to aid initiatives in developing training programmes for healthcare professionals in using play to provide care with a patient-centred approach.

Health Literacy: Professional Competence for 21 st Century Healthcare

Health literacy consists of a set of cognitive and social skills and the ability of individuals to understand and use health information. Low levels of health literacy leads to higher rates of hospitalization, mortality, and premature death, as well as poor adherence to treatment regimens, reduced prevention and poorer health status, with a negative impact on individual and collective health. In Portugal, the most vulnerable groups (the elderly, the unemployed, low levels of education) have "problematic" or "inadequate" levels of literacy. This article therefore reflects on the importance of creating training and capacity-building programs for health teams and professionals in health literacy, concluding that the responsibility for promoting health literacy is a collective one, with health professionals playing a central role in this regard, and that it is up to health organisations to prepare work teams in health literacy and monitor their progress

Adoption of Emerging Web-Technologies by Medical Doctors in Enugu Metropolis, Enugu State

Emerging web-technologies play pivotal role in advancing remote patient monitoring and telemedicine services in various ways that are currently transforming healthcare delivery. Adoption of these technologies by medical doctors in their medical practice is generally considered as important for improved healthcare delivery. This study examined adoption of emerging web-technologies by medical doctors in Enugu metropolis, Enugu State. Two research questions guided the study. The study adopted a descriptive cross sectional design. The population of the study was selected 10 health facilities is Enugu metropolis. The sample of the study comprised 150 medical doctors drawn from the public and private health facilities in Enugu metropolis. The instrument for data collection was a questionnaire. The data collected from questionnaires was analysed using frequencies, percentages, and chi-square test. Findings of the study revealed that majority of the medical doctors, 63.33% utilize patient remote monitoring devices to facilitate health care services. Also, majority of the medical doctors, 51.33% utilize telemedicine to facilitate health care services. Results showed that gender and practice-locations of medical doctors had significant association to the level to which they utilize patient remote monitoring devices to facilitate healthcare services. The study recommended that health policy makers should develop and implement ongoing training programmes for medical professionals to enhance their proficiency in using remote patient monitoring devices and telemedicine. This will ensure that healthcare providers stay updated on the latest features and functionalities of these web-technologies for maximal benefits. Government should recognize and address issues related to internet connectivity and infrastructure, particularly in remote or underserved areas. Improving broadband access and reliability will ensure seamless telemedicine interactions and also broaden its reach to a wider population.

Biograma na pesquisa em educação: sentidos construídos sobre direitos de aprendizagem da docência em Matemática

Abstract Narrative research has been used by several researchers in the fields of education and mathematics education, using different devices to produce data. One of them, which is still not very well known in the field in our country, is the biogram: a map of the participant’s professional career that makes it possible to highlight events that occurred through their chronology and the value given by the participant himself, in dialog with the researcher. The aim of this article is to discuss the possibilities and limits of using the biogram in educational research, based on its use in studies about the training experience in the National Pact for Literacy at the Right Age (PNAIC), in relation to learning to teach mathematics in the early years of elementary school. To this end, the use of the biogram in the research process is presented and discussed. As with any device aimed at producing data, the use of the biogram has some limits, such as the difficulty of synthesizing information from an interview and the need to make interpretations according to what was explained by the participant. On the other hand, it offers the possibility of reflecting on professional development trajectories and training programs that constitute milestones (critical incidents) for the construction of new beliefs, classroom practices, and teaching knowledge, among others. In addition, it can promote self-education for both the researcher and the participant, by allowing the process of valuing conversations in a time and space, triggered by the present lived and narrated.

Athletic Training Students’ Use of Evidence-Based Practice Professional Behaviors During Clinical Experiences: A Report From the Association for Athletic Training Education Research Network

With the incorporation of evidence-based practice (EBP) during patient care as a curricular content standard, professional programs must prepare athletic training students (ATSs) for the application of EBP during the delivery of patient care. We aimed to examine ATSs’ implementation of professional behaviors associated with EBP during patient encounters (PEs). Through a multisite panel design, we tracked numerous factors associated with PEs experienced by 363 ATSs of 12 professional athletic training programs. Generalized estimating equation models were used to analyze the likelihood that students included EBP behaviors during 30,522 PEs. Clinical site type (p < .001), student role (p < .001), and encounter length (p < .001) were associated with all three EBP professional behaviors while clinical site type (p < .001) was also associated with whether the ATS asked a question of a clinician, including their preceptor. Program administrators seeking to promote the greatest opportunities for ATSs to implement EBP during patient care should seek clinic-based or other nonacademic site types that promote longer PEs in which students can perform or assist their preceptor.

The Use and Challenges of ICT in Primary Schools: A Study of Selected Primary Schools in Ilala, Tanzania.

The advancement of science and technology has led to profound changes in human life. The educational system, in particular, has greatly benefited from global progress, especially with the introduction of ICT. Today, teachers and students enjoy convenient access to vast information and resources through various technological tools like computers, tablets, smartphones, projectors, and online platforms. These developments have created opportunities for interactive and personalized learning experiences. In Tanzania, like other countries, ICT has been integrated into the education system. This study aimed to explore teachers’ knowledge and understanding of ICT utilization and its integration in classrooms and the challenges encountered during implementation Deliberating to the objectives of this research, the design of this study is descriptive quantitative research using questionnaires to gather insights. The findings indicate that; teachers possess a certain level of ICT proficiency, enabling them to incorporate it into both their classrooms and daily lives. However, obstacles such as inadequate availability of ICT devices, unreliable internet connectivity, insufficient technical support, and a lack of professional training programs were identified as hindrances to the process. Based on these findings, the study provides recommendations for individuals, school administrators, and the government to ensure the successful integration of ICT in education.

Contribuições da fisioterapia para a Atenção Primária à Saúde a partir da residência multiprofissional

Abstract Introduction Multiprofessional residency in health (MHS) is a professional training program focussed on Brazil’s Unified Health System that aims to reorient techno-assistance logics and significantly contributes to the insertion and consolidation of physical therapy into primary health care (PHC). Objective To understand the perceptions of health professionals and managers about the contributions of the MRH to the insertion of physical therapy into PHC. Methods This qualitative study was based on hermeneutics and was conducted in the municipality of Aracati, Ceará, Brazil, with 15 professionals making up a convenience sample. Eligible were PHC professionals with higher education working in urban areas. The data were collected from March to June 2023 through semistructured interviews with the researchers. The data analysis was based on reading the material, organizing it into themes, and interpreting these in depth. Results The first contact with physical therapy occurs in scenarios that range from individual and shared consultations to health programs at school, whose actions are optimized by PHC from the MHS. There are numerous physical therapy care strategies, especially actions focussed on biopsychosocial aspects. The involvement of physical therapists in health promotion is revealed by the inclusion of professionals in health promotion groups. Health education from a multiprofessional perspective enhances care through promotion and prevention. Conclusion The MHS strengthens the need for physical therapy in PHC and enhances primary care.

Teachers’ engagement in online continuous professional training programs in Morocco

Teachers’ engagement in online continuous professional training programs in Morocco

Convergence of Artificial Intelligence Algorithms and Education Fuels Educational Reform in Higher Education Programs

Abstract In the realm of higher education management, data mining has emerged as a potent tool for elevating the quality of instruction and administrative operations. This study presents the development of a curriculum validation analysis model utilizing association rule clustering. We collected and processed data from design students at a university, addressing missing values and eliminating outliers. Through data mining, we explored the relationships between students’ coursework, skill acquisition, and the demands of potential employers in society. This analysis underpinned a series of reforms in higher education curricula. To assess the impact of these curricular changes, two instructors conducted both process and outcome evaluations of the revised programs. The evaluations revealed that five student groups achieved scores above 80, one group scored between 70 and 80, and three groups scored between 60 and 70. All student groups scored above 60, demonstrating their competence in fundamental job-related tasks and validating their readiness for professional employment. This research offers valuable insights for the revision of professional training programs and curriculum reform in higher education.