Specific Technical Skills Research Articles

The T-Shaped Model: A Modern Paradigm for TVET Curriculum Design. Conceptual Framework, Theoretical Foundations and Practical Examples

The T-shaped curriculum in secondary technical VET represents a progressive educational framework designed to equip students with both specialized technical skills and a broad range of transferable competencies. This curriculum model emphasizes the development of deep expertise in specific technical fields, such as engineering or computer science, while simultaneously fostering essential skills in communication, critical thinking, and collaboration. By integrating real-world applications, experiential learning opportunities, and interdisciplinary projects, the T-shaped curriculum prepares students for immediate employment and long-term adaptability in a rapidly evolving job market. This approach not only enhances students’ technical proficiency but also cultivates their ability to navigate complex professional environments, thereby addressing the growing demand for versatile and resourceful graduates. The implementation of the T-shaped curriculum in secondary technical VET programs is shown to align educational outcomes with industry needs, decisively producing well-rounded professionals capable of contributing productively to diverse roles and industries. This article explores the significance of the T-shaped curriculum in shaping future-ready individuals and highlights its potential to transform TVET in response to the challenges of the modern workforce.

TRAINERS CONTINUOUS PROFESSIONAL DEVELOPMENT AND STUDENTS LEARNING OUTCOMES IN TVET INSTITUTIONS

The study sought to establish the influence of Continuous Professional Development (CPD) programs on students learning outcomes in Technical and Vocational Education and Training (TVET) institutions in Ruhango District, Rwanda. The study aimed to determine the influence of CPD programs on course completion rates, acquisition of practical skills and competencies and students participation/engagement among TVET students. Using cross-sectional research design with mixed methods, data were collected from a sample of 427 respondents, including instructors, headteachers, and Sector Education Inspectors (SEIs). Simple random sampling was used for schools and instructors, while headteachers and SEIs were selected through purposive sampling. Quantitative data were analyzed using frequency percentages and correlation analysis, while qualitative data were processed through thematic analysis.The findings revealed that CPD programs significantly enhance student learning outcomes in TVET institutions. A majority of respondents (80%) participated in CPD initiatives, with 65% reporting that CPD had a strong influence on improving course completion rates, and 85% highlighting its positive impact on the acquisition of practical skills and competencies. Additionally, 60% of respondents recognized a substantial influence of CPD on student engagement. Correlation analysis confirmed strong positive relationships between CPD and course completion (r = 0.72), practical skills acquisition (r = 0.85), and student engagement (r = 0.72). The study concluded that CPD programs play a critical role in improving educational outcomes in TVET institutions. Recommendations include tailoring CPD programs to specific technical fields, enhancing hands-on workshops, providing more frequent CPD opportunities, and implementing structured monitoring and evaluation mechanisms. Future research should explore the influence of CPD on specific technical skills and examine its long-term impact on both instructors and students.

Relationship Between Multi-Teaching Styles and Didactics Effectiveness on Rugby Instructors and Minirugby Players

Background/Objectives: The concept of educational systems thinking shows the rugby educational system as a network of multiple interactive and interconnected elements. However, the frameworks presented in the literature for developing sports practice through an educational vision and multisport engagement do not always have direct transferability to instructors’ training courses. The study aims to evaluate the correlation between rugby instructors’ methodological and didactical competencies and compare them with children’s motor competence and psychological aspects. Methods: Two hundred twenty children (9.6 ± 1.1 years) and 50 instructors (39.0 ± 13.6 years) were enrolled. Instructors’ competencies were investigated during the internship through evaluation sheets, questionnaires, and video analysis. Children’s motor competence and psychological aspects were investigated through motor tests, questionnaires, and video analysis. Results: The correlation between methodological competencies and didactical-communicative competencies showed a positive significance, especially regarding production styles. Motor competence and play skills in children showed poor results. The group of instructors with more methodological competencies (a greater number of teaching styles used) showed a strong correlation between motor competence and psychological aspects. Conclusions: For successful teaching, knowledge of specific technical skills is not enough, and it is important to consider all the factors (in particular, the teaching-communicative and methodological skills) that contribute most to instructors’ skills.

Ultrasound guided transcutaneous phrenic nerve stimulation in critically ill patients: a new method to evaluate diaphragmatic function.

Diaphragm dysfunction is common in intensive care unit and associated with weaning failure and mortality. Diagnosis gold standard is the transdiaphragmatic or tracheal pressure induced by magnetic phrenic nerve stimulation. However, the equipment is not commonly available and requires specific technical skills. We aimed to evaluate ultrasound guided transcutaneous phrenic nerve stimulation for daily bedside assessment of diaphragm function by targeted electrical phrenic nerve stimulation. In this randomized cross-over study we compared a new method of ultrasound guided transcutaneous electrical phrenic nerve stimulation (SONOTEPS method) using a peripheral nerve stimulator, with the magnetic phrenic nerve stimulation. Intensive care unit adult patients under mechanical ventilation with a Richmond-Agitation-Sedation-Scale score of -4 or -5 were included. Each patient received the two methods of stimulation, in a randomized order. The primary outcome was the tracheal pressure (Ptrach) induced by stimulation. We analyzed 232 measures of Ptrach from 116 patients of whom 77 presented a diaphragm dysfunction (Ptrach < 11 cmH2O) and 50 a severe diaphragm dysfunction (Ptrach < 8 cmH2O). The Passing-Bablok regression showed no significant differences (intercept A of -0.03 [CI95:-0.83-0.52] and slope B of 0.98 [CI95:0.90-1.05]) between SONOTEPS method and magnetic stimulation which were positively correlated (R²=0.639). The mean bias was -1.08 (CI95 5.02, -7.18) cmH2O. The receiver operating curves showed an excellent performance for the diagnosis of diaphragm dysfunction and severe diaphragm dysfunction with respectively an area under curve of 0.90 (CI95 0.83-0.97) and 0.88 (CI95 0.82-0.95). This performance was not significantly affected by the body mass index or the presence of a neck catheter. The SONOTEPS method is a simple and accurate tool for bedside assessment of diaphragm function with ultrasound guided transcutaneous phrenic nerve stimulation in sedated patients with no or minimal spontaneous respiratory activity.

The impact of perceived knowledge on marketing agility in the context of big data: role of deployment level

PurposeAgainst the backdrop of dynamic capabilities theory, this research examines the relationship between knowledge and marketing agility in the context of big data marketing analytics (BDMA). The relevant knowledge constructs under investigation are business/marketing, relational, technological and technology management. The level of BDMA deployment is also examined to determine its impact on these relationships.Design/methodology/approachA survey was used to gather data from marketing professionals working in firms with at least limited experience in big data (BD) deployment in the United States and Canada. The results were analyzed using partial least squares structural equation modeling (PLS-SEM) with a sample of 236 responses.FindingsThe results indicate that marketing professionals perceived the knowledge and marketing agility constructs differently than the previous research on IT professionals. The knowledge construct was perceived as a two-dimensional construct consisting of broad knowledge skills and specific technical knowledge skills. Only the broad knowledge skills construct was significantly related to the marketing agility construct, with progressively high predictive validity and relevance when the deployment of BDMA progresses.Originality/valueThe paper's originality stems from the different conceptualizations of the knowledge and marketing agility constructs due to the use of a novel sample of marketing professionals in this study. The research also contributes to the dynamic capabilities theory by emphasizing the critical role of vital knowledge when aiming to enhance marketing agility.

Employer Demand and Desired Skills for Public Health Graduates: Evidence From Job Postings.

Objectives. To determine whether job postings from employers seeking master of public health (MPH) graduates require skills aligning with Council on Education in Public Health (CEPH) competencies. Methods. I analyzed a data set of 70 343 job postings in the United States for MPH graduates from Lightcast, a data vendor that collects, cleans, and analyzes millions of job postings per year. I contrasted skills from the postings with CEPH competencies. Results. Most postings were from for-profit industry, academia and research, or hospitals and health care, with only 12% from government. The skills from job postings aligned well with CEPH competencies, but some CEPH competencies did not appear in the top skills in job postings. Conclusions. Although accredited public health degree programs provide key competencies demanded by employers, they can improve graduate employability by ensuring that their graduates also obtain specific technical skills listed in job postings. (Am J Public Health. Published online ahead of print October 3, 2024:e1-e6. https://doi.org/10.2105/AJPH.2024.307834).

Establishment of a Cas12a-Based Visual Detection Method Involving PMNT for the Colletotrichum gloeosporioides Species Complex.

Strawberry anthracnose, caused by Colletotrichum spp., is a devastating disease that significantly reduces strawberry yield and quality. This study aimed to develop a simple diagnostic method to detect infection by the Colletotrichum gloeosporioides complex (CGSC), the most predominant and virulent Colletotrichum species complex causing strawberry anthracnose in China. In this study, a Cas12aVIP diagnostic method was developed for the rapid detection of CGSC in strawberry seedlings. This method targets the β-tubulin gene and combines recombinase polymerase amplification (RPA), the CRISPR/Cas12a system, and a cationic-conjugated polythiophene derivative [poly(3-(3'-N,N,N-triethylamino-1'-propyloxy)-4-methyl-2,5-thiophene hydrochloride) (PMNT)] mixed with single-stranded DNA (ssDNA). This method shows high sensitivity (ten copies per reaction) and no cross-reactivity against related pathogens. The entire procedure, from sample to result, can be completed within 50 min, including simplified DNA extraction (15 min), RPA reaction (37°C for 20 min), CRISPR/Cas12a detection (37°C for 10 min), and visual detection by the naked eye (1-2 min). Furthermore, the Cas12aVIP assay successfully detected CGSC in naturally infected strawberry seedling samples in field conditions. Asymptomatic infected plants and plant residues have been identified as primary inoculum sources for CGSC. This method enables visible detection without the need for expensive equipment or specialized technical skills, thereby offering an efficient and straightforward approach for detecting CGSC in strawberries. The newly developed detection method can be used to promote healthier strawberry production.

Evaluation of the BJJFitness test: differences between competitors and non-competitors in Brazilian jiu-jitsu

This study introduces the BJJFitness Test, a novel tool designed to evaluate the physical and technical performance of Brazilian Jiu-Jitsu (BJJ) practitioners, distinguishing between competitors and non-competitors. The test demonstrated high internal consistency (Cronbach’s alpha = 0.992) and strong test-retest reliability (ICC = 0.894). Key variables such as resting heart rate, heart rate during the test, number of takedowns, and rate of perceived exertion (RPE) were critical in differentiating the two groups. Competitors exhibited superior cardiovascular fitness, technical proficiency, and lower perceived exertion compared to non-competitors. The BJJFitness Test mimics real-match conditions, providing a practical and comprehensive assessment method that reflects the unique demands of BJJ. These findings underscore the importance of specific conditioning and technical skills for competitive success in BJJ. The study also highlights the potential of the BJJFitness Test as a valuable tool for coaches and athletes to identify strengths and areas for improvement, guiding targeted training interventions. Keywords: physiological assessment; anaerobic capacity; aerobic capacity; martial arts; performance metrics.

Facilitators and challenges of implementing a digital patient education programme for rheumatoid arthritis into clinical practice

BackgroundThe integration of telehealth interventions into clinical practice is frequently delayed, hindering the full adoption. Previously, we developed a digital patient education (PE) programme for self-management in rheumatoid arthritis (RA). While the programme design considered crucial factors to ensure the likelihood of success in clinical practice, there is a need for a systematic evaluation of implementation perspectives. The purpose of this study was to explore perspectives crucial to implementation of a digital PE programme in clinical practice.MethodsThe non-adoption, abandonment, scale-up, spread and sustainability (NASSS) framework was used to evaluate the successes and challenges of implementing the digital PE programme. We included a data set consisting of qualitative focus group discussions involving study nurses, rheumatologists, and leaders from rheumatology departments. Data analysis was guided by a deductive content analysis approach. Further we included data from earlier studies pertaining to the programme’s implementation, comprising the programme development process, a randomized controlled trial evaluating the programme’s effectiveness, and a qualitative study exploring patients’ perspectives of the programme.ResultsFacilitators and challenges of importance to implementation of digital PE were identified. While a wide range of patients could benefit from using digital PE, future implementation should aim for an even broader group than those studied. Both patients and healthcare providers embraced the technology, and the fact that it did not require specific technical skills enhances its potential for success. However, offering digital PE should be based on individual assessments, and expanding its use will require organizational adjustments. An adaptable structure is needed to accommodate unforeseen care needs that may arise following the use of digital PE at home. There was indication of some reluctance among healthcare providers toward the programme shown by concerns about changing roles, which could impact the adoption of the program.ConclusionsThe design and ease of use of the technology, the program’s effectiveness, its availability, and the potential to release healthcare resources may encourage the implementation of digital patient education. Challenges associated with implementing this mode of care pertains to the condition and the patient population, user adoption of the technology, and the organization of patient education.Trial registrationThe study is registered by the Central Denmark Region Scientific Committee (no. 1-16-02-52-19).

Validation of the Microlab Salmonella for Detection of Salmonella O Group A-E in Selected Foods: AOAC Performance Tested MethodSM 052401.

Microlab Salmonella is an all-in-one solution for detection of Salmonella O Groups A-E that integrates, in a single disposable device, all elements to perform the analysis; a ready-to-use enrichment broth, a lateral flow immunochromatography test and a chemical agent for bacterial inactivation. Microlab Salmonella can be easily used on-site and does not require specific laboratory equipment or technical skills. The device is sealed during the analysis avoiding risks of contamination and is therefore safe to use in food production environments. This report details the method validation study for raw ground beef, raw turkey (thermal processed, marinated), fresh cheese, deli ham and pasteurized liquid egg. Matrix studies and inclusivity/exclusivity, product consistency/stability, and robustness testing were conducted to assess the method's performance. Inclusivity/exclusivity testing showed that the Microlab Salmonella method was able to detect Salmonella O Group A-E isolates while excluding the non-Salmonella strains. In the matrix studies the differences between the candidate and reference methods were not statistically significant. Minor variations in test parameters (enrichment time, time to read results, and enrichment temperature) did not affect the performance of the Microlab assay. There were no statistically significant differences between recently manufactured lots and those that were halfway through their expiration period or between those that were close to expiring. The reported data confirms that Microlab Salmonella is reliable for detecting Salmonella in raw ground beef, raw turkey (thermal processed, marinated), fresh cheese, pasteurized liquid egg and deli ham. Microlab Salmonella is validated to detect Salmonella in select food matrixes. Microlab Salmonella integrates the steps of enrichment, detection, and inactivation in a single device.

Systematic Literature Review on Pedagogies and Visualization Tools for Machine Learning in K-12 Schools

Though studies have been done on Machine Learning, almost all the studies focused on higher educational institutions, with little attention to K-12 educational settings. Those studies that focused on K-12 are scattered, making it difficult to specifically know which visualization tools best enhance Machine Learning in K-12 schools. This study, therefore, through a systematic literature review determines which visualization tools best promote Machine Learning in K-12 schools. The study specifically considered, barriers to the use of Machine Learning in K-12 schools, visualization tools for Machine Learning in K-12 schools, and pedagogical strategies that benefit the teaching and learning of Machine Learning in K-12 schools. The study sourced articles from Scopus and the Web of Science database after applying the inclusion and exclusion criteria. Data from the articles were extracted based on the PICO framework and their quality was assessed using the Critical Appraisal Skills Programme (CASP) model. The barriers to Machine Learning in K-12 schools include a lack of information about the development and usage of the tools, selection, and coordination barriers, lack of attention to machine learning by educational stakeholders, and programming demands. Appropriate visualization tools for Machine Learning in K-12 schools include MLflow and NN-SVG. Though there exist numerous approaches for teaching ML in K-12 settings such as active learning, inquiry-based, participatory learning, and design-oriented approaches, the best pedagogy that supports machine learning in K-12 schools as per existing literature is participatory learning. Teachers need to acquire the appropriate and specific information and technical know-how or skills about machine learning for promoting visualization lessons in K-12 schools. All teachers should be sensitized to adopt participatory learning pedagogy to enhance the effective use of machine learning in K-12 schools. Machine learning should be integrated into teaching and learning in K-12 schools since it is ideal for visualization and experimentation, which are inevitable for effective teaching and learning in K-12 schools.

The importance of professional skills within the changing media landscape of the UK screen industries: a case study of the ‘disruptive’ phenomenon of virtual production

ABSTRACT Rapid technological developments are changing media practices within the screen industries, with these shifts exacerbating already existent skills shortages and gaps. This paper focuses on the case study example of virtual production, a new media practice of making film and television content, to demonstrate the continuing importance of professional (or ‘transferable’) skills. Professional skills are skills required to act efficiently in different real life situations, with examples of these skills including communication and team working [Nägele, C., and B. E. Stalder. 2017. “Competence and the Need for Transferable Skills.” In Competence-based Vocational and Professional Education Bridging the Worlds of Work and Education, edited by M. Mulder, 739–753. Springer]. The paper highlights how changes in media practices caused by virtual production actively require workers to acquire and retain professional skills such as patience, adaptability and communication. These professional skills are crucial additions to the specific technical skills already identified within the existing skills literature on virtual production. The paper also identifies existing inclusion issues which relate to virtual production, using these insights to develop recommendations for media educators on how to ensure the cultivation of professional skills for all workers. The article draws on empirical research conducted with 69 individuals working across the screen industries at all levels of their career, with nearly half actively working in the virtual production industry.

Alternance Training Strategies Implementation Project in Professional Technical Secondary Education

Vocational technical education is one of the fundamental pillars that governs the educational system, its strengthening is a task assumed by the Ministry of Education through the implementation of the National Vocational Technical Training Policy carried out by practice through the National Strategy for Vocational Technical Training (1). There are multiple challenges involved in carrying out actions to promote and generate instances of participation and decision-making that enable the involvement of all actors. To articulate the educational system and economic development In this sense, professional technical high schools with a specialty in early childhood care assume a strategic and preponderant role in the educational sector, since the young people who study the specialty put into practice what they have learned in classrooms and workshops, allowing them to effectively enter the world of work, access their professional practice and enter higher education. And, in most cases, be an agent of change at the family level to socioeconomically improve the reality of their homes. For this reason, Chile needs to have mid-level nursery care technicians who will allow it to address the challenges of its own development and its growing participation in the preschool care system, with demands of greater added value, dynamic and challenging. In this scenario, alternation training will not only strengthen the specific technical skills of the specialty, but also the capacity for innovation, entrepreneurship, teamwork, and a set of transversal skills that will prepare students to perform in multiple areas of education.

ALTERNANCE Training Strategies Implementation Project in Professional Technical Secondary Education

Professional technical education is one of the fundamental pillars that governs the educational system, its strengthening is a task assumed by him Ministry of Education through the implementation of the National Vocational Technical Training Policy taken to the practice through National Strategy for Vocational Technical Training. Are multiple the challenges involved in carrying out actions to promote and generate instances of participation and decision-making that enable the involvement of all actors to articulate the educational system and the economic development. In this sense, the professional technical schools with nursery care specialty assume a strategic and predominant role in the educational sector, since the young people who attend the specialty, they put in practice what was learned in classrooms and workshops them allow insertion indeed in the world of work, access your practice professional and insert in the higher education. And in the most cases, be an agent of change at the family level to improve socioeconomically the reality of their homes. For this reason, Chile needs to have technicians in level nursery care means that allow us to address the challenges of your own development and its growing stake in the care system preschool, with demands of greater added value, dynamic and challenging. In this scenario, the alternation training will not only strengthen the specific technical skills specialty, but also the innovation capacity, entrepreneurship, work as a team, and a set of skills transversal courses that will prepare the students to perform in multiple areas of education.

Training in Skull Base Endonasal Endoscopic Surgery: Development and Validation of a Novel Low-Cost Simulation with Animal Cadaveric Model

BackgroundEndoscopic skull base surgery is constantly evolving and its scope has expanded. The acquisition of surgical skills involves a long learning curve with significant risks for the patient. Therefore, training in the laboratory has become essential to achieve appropriate proficiency and reduce the morbidity and mortality associated with these procedures. The objective of our work is to develop and validate a cost-effective and easily replicable simulator for endonasal endoscopy training using a swine cadaveric model. MethodWe used fresh Pietrain swine heads. Training exercises of increasing complexity were performed. A Specific Technical Skills and Knowledge Scale was created considering the objectives to be assessed in each task. After the simulation, the trainees were required to answer a satisfaction survey. ResultsTen participants were recruited (5 neurosurgery residents and 5 neurosurgeons). The simulator assessment showed statistically significant differences between groups. Performance was better among the group with endoscopic surgery experience. Face validity was assessed through a post-simulation questionnaire showing an overall mean score of 28.7 out of 30, indicating a highly positive overall assessment of the simulator. Furthermore, 100% of the trainees believe that including endoscopy training in their education would be beneficial. ConclusionsThe endonasal endoscopy training simulator using a swine cadaveric model is a useful and accessible tool for enhancing surgical skills in this field. It provides an opportunity for training outside the operating room, reducing the potential risks associated with patient practice, and improving the training of residents.

INTEREST IN, AND CHARACTERIZATION OF, MANAGERIAL AND TECHNICAL CAREER PATHS AMONG SECOND-YEAR WOMEN ENGINEERING STUDENTS

Patterns of intraoccupational gender segregation have been found in engineering industry, and these patterns may pose challenges for women, currently and historically. We explore the career path interests and characterizations of women engineering students toward technical and managerial paths in industry that may be precursors to their eventual choice of career path once they enter the profession. We conducted semi-interviews with 30 second-year women engineering students in three majors. We applied an iterative thematic analysis approach to explore and compare career path interests and attitudes within and across majors. Analyses generated four key findings: (1) the majority of students expressed an interest in the managerial career path; (2) students associated the managerial career path with preferences for collaboration and holistic work, applying dual skills, and opportunities to have relational and organizational impact; (3) students associated the technical career path with preferences for challenge, applying specialized technical skills, and societal impact through technological innovation; and (4) students in majors with higher percentages of women were more likely to express interest in the managerial career path. Our work suggests that women have clear interests and preconceptions about engineering career paths early in their undergraduate education. These findings may hold implications for women students' eventual career decisions and the patterns of intraoccupational gender segregation in engineering industry.

THE EFL PRE-SERVICE TEACHERS' PERSPECTIVES AND EXPECTATIONS TOWARDS MICROTEACHING: A CASE STUDY AT AN ENGLISH DEPARTMENT, IN A PUBLIC UNIVERSITY

Teaching practice in real educational environment is an obligation course for student teacher of teacher training and education faculty. This course is believed to be very significant as authentic experience to create professional educator by training. However, student teacher has to follow microteaching program before teaching practice at school as a set of teaching practice preparation (Ismail, 2011) which provided by university to be qualified pre-service teacher. This study was conducted as qualitative research with a case study approach. It was commonly used to understand peoples' experiences and to express their perspectives (Creswell, 1994). Furthermore, this study used triangulation data sources, consisting of: (1) demographic questionnaire, (2) face-to-face interview, and (3) observation that consisted of video as visual data, to conduct high quality research with an excellent way (Christensen &amp; Johnson, 2008). The first, microteaching gave knowledge about teaching technical steps. This finding was relevant with another research that microteaching provided and developed knowledge of methodological teaching skill (Sen, 2009). However, findings in this study provided very specific technical teaching skill that gained by EFL pre-service teachers during the implementation of microteaching, such as a teacher should design lesson plan before coming to class, besides on lesson plan they had to pay attention with several points like material that would be taught and then decided appropriate steps in teaching that material to student on accurate time allocation. Second, the advantages of microteaching were teaching practice which gave opportunities to smoothness pre-service teachers' teaching skill (Ismail, 2011) which been the most important point of microteaching itself. However, not only well preparation that needed by EFL pre-service teachers to be an educator, but also well teaching was also significant.

Evaluation of Students’ Measuring Capability in the Dimensional Control Laboratory Using R&amp;R Procedure by Variables

Abstract The curriculum of technical bachelor programs often focuses on various theories in order to emphase understanding but there is also an actual need to provide the students with specific technical skills. This paper presents an effective means to evaluate the students’ capability to measure geometrical product specifications namely the procedure of Repeatability and Reproducibility by variables. The measurement results were processed using MINITAB statistical software with its module called Gage R&amp;R Study. The conclusion was that the analyzed measurement system is excellent.

Application EIMT Algorithm on Evaluation Method of English Multimedia Classroom Teaching Quality

INTRODUCTION: Multimedia teaching at this stage requires teachers to have specific technical and pedagogical skills when using multimedia teaching and be able to flexibly utilize multimedia tools for education. OBJECTIVES: The evaluation aims to provide a reference for teachers to improve their teaching and provide feedback on the quality of instruction for schools and educational management. METHODS: Based on the EIMT method, a method for evaluating the quality of English multimedia classroom teaching is proposed. The technique considers three factors, namely, teachers' teaching ability, students' learning, and course content, to comprehensively evaluate the quality of teaching. RESULTS: The final example verification of the selected cases shows that the evaluation system is reasonably constructed and the evaluation model is well applicable. CONCLUSION: Multimedia classroom teaching can improve students' participation and enthusiasm. Multimedia teaching can stimulate students' interest and curiosity through various forms, such as image, sound, and video, so they can actively participate in learning.

The fire department nurse and rescue in hazardous environments

Although exceptional, responding to hazardous environments is a reality that firefighters have had to adapt to. These interventions require very specific technical skills, implemented by personnel specialized in rescuing in hazardous environments. In this interventional context, it sometimes happens that the clinical condition of the victims requires the presence of a doctor and/or a nurse. As such, the health professionals of the fire and rescue service of Seine and Marne have gradually trained in medicalization in particular environments (high height, rocky walls, forest environment, etc.) in order to be able to provide assistance to victims.