Training Of Students Research Articles

Case-Based Virtual Reality Simulation for Severe Pelvic Trauma Clinical Skill Training in Medical Students: Design and Pilot Study.

Teaching severe pelvic trauma poses a significant challenge in orthopedic surgery education due to the necessity of both clinical reasoning and procedural operational skills for mastery. Traditional methods of instruction, including theoretical teaching and mannequin practice, face limitations due to the complexity, the unpredictability of treatment scenarios, the scarcity of typical cases, and the abstract nature of traditional teaching, all of which impede students' knowledge acquisition. This study aims to introduce a novel experimental teaching methodology for severe pelvic trauma, integrating virtual reality (VR) technology as a potent adjunct to existing teaching practices. It evaluates the acceptability, perceived ease of use, and perceived usefulness among users and investigates its impact on knowledge, skills, and confidence in managing severe pelvic trauma before and after engaging with the software. A self-designed questionnaire was distributed to 40 students, and qualitative interviews were conducted with 10 teachers to assess the applicability and acceptability. A 1-group pretest-posttest design was used to evaluate learning outcomes across various domains, including diagnosis and treatment, preliminary diagnosis, disease treatment sequencing, emergency management of hemorrhagic shock, and external fixation of pelvic fractures. A total of 40 students underwent training, with 95% (n=38) affirming that the software effectively simulated real-patient scenarios. All participants (n=40, 100%) reported that completing the simulation necessitated making the same decisions as doctors in real life and found the VR simulation interesting and useful. Teacher interviews revealed that 90% (9/10) recognized the VR simulation's ability to replicate complex clinical cases, resulting in enhanced training effectiveness. Notably, there was a significant improvement in the overall scores for managing hemorrhagic shock (t39=37.6; 95% CI 43.6-48.6; P<.001) and performing external fixation of pelvic fractures (t39=24.1; 95% CI 53.4-63.3; P<.001) from pre- to postsimulation. The introduced case-based VR simulation of skill-training methodology positively influences medical students' clinical reasoning, operative skills, and self-confidence. It offers an efficient strategy for conserving resources while providing quality education for both educators and learners.

The Integration of Information Technology into Vocal Education for Music Teacher Training Students in Colleges and Universities

The Integration of Information Technology into Vocal Education for Music Teacher Training Students in Colleges and Universities

Attitudes and knowledge for CBT-based psychotherapy among medical students and residents in China: a survey study

Background/aimPsychotherapy training for medical students and residents in China is still in development. To establish an appropriate training program, understanding medical students’ and residents’ current knowledge and attitudes toward psychotherapy is needed.MethodsOne hundred and forty-nine participants, including medical students, residents, and other health providers (HCPs), self-reported their understanding of 18 types of psychotherapy, negative attitude towards cognitive behavioral therapy (CBT), and their attitude towards psychological interventions and counseling in primary care (APIC-PC) through an online survey.ResultsParticipants’ understanding of psychotherapy was generally low (M = 26.25, SD = 22.99). Medical students’ (M = 34.42, SD = 22.61) and HCPs’ (M = 37.25, SD = 30.834) understanding was significantly higher than residents’ (M = 20.08, SD = 19.54), F(2, 146) = 8.63, p < .001. Participants from psychiatric departments (M = 33.85, SD = 25.89) understood more psychotherapy than those from non-psychiatric departments (M = 20.98, SD = 19.20), t(147) = 3.46, p < .001. Participants with a bachelor’s degree (M = 2.40, SD = 0.976) scored lower on the Negative Attitude Towards CBT Scale than participants with a graduate degree (M = 2.76, SD = 1.00), t(147) = -2.20, p = 0.029. All participants’ APIC-PC scores were relatively the same and indicated a neutral to slightly positive attitude towards psychotherapy and counseling practices. However, they showed a slightly negative attitude in the “willingness to counsel” subscale (M = 2.65, SD = 0.93).ConclusionThis study indicated a lack of knowledge of psychotherapy and a lack of psychotherapy courses for medical students and residents, especially those from non-psychiatric departments in China. Our findings suggest an urgent need for psychotherapy and relevant training for Chinese medical students and residents.Trial registrationThe study has been registered at ClinicalTrials.gov (Identifier: NCT06258460, website: httpsregister.clinicaltrials.gov).

Advanced statistics training for HRD doctoral students: a call for empirical study!

Purpose In human resource development (HRD) doctoral programs, advanced statistics training (AST) is crucial for certain students, depending on their research interests and career goals. However, mandating AST for all students could be inimically consequential to some students’ academic and professional success. Such requirement risks misallocating valuable time and resources, potentially diverting students from the areas where their intellectual strengths and research ambitions could flourish most effectively. Therefore, the purpose of this study is to conceptually investigate AST requirement for HRD doctoral students and call for an empirical investigation to address the research gap. Indeed, aligning training with students’ diverse needs could enhance their preparedness for future academic and career challenges. Design/methodology/approach This is a conceptual study examining the necessity of mandating AST for all HRD doctoral students. Findings Many HRD doctoral programs design their curricula based on the caprices of academic leaders rather than empirical evidence, creating a disconnect between doctoral students’ academic strengths, career goals, and the training they receive. As a result, this misalignment may produce mediocre ambidextrous researchers ill-equipped to meet their future research needs and employer expectations. A rigid one-size-fits-all approach in doctoral education fails to leverage students’ intellectual strengths, potentially hindering their development as specialized experts capable of contributing meaningfully to the evolving demands of the HRD field and its practitioners. Therefore, the HRD doctoral curriculum should be informed by data-driven insights to ensure relevance and efficacy. Originality/value Despite its profound and far-reaching implications for students, educational institutions, and employers, no empirical study has examined this nuanced issue within the HRD discipline. In contrast, extensive research in cognate disciplines has explored the necessity of AST and its impact on diverse student outcomes. This study makes a unique contribution to the HRD field by addressing a critical gap in the literature and proposing a bifurcated approach specifically designed for HRD doctoral students. This proposed novel framework could inform curriculum design and better align training with the evolving needs of emerging scholars and the broader HRD community.

AI-Enhanced Design and Application of High School Geography Field Studies in China: A Case Study of the Yellow (Bohai) Sea Migratory Bird Habitat Curriculum

China’s Yellow (Bohai) Sea bird habitat is an important ecological region. Its unique ecology and challenges provide rich resources for research and study. Our course design concept is supported by AI technology, and improves students’ abilities through innovative functions such as dynamic data support, personalized learning paths, immersive research and study experience, and diversified evaluation mechanisms. The course content revolves around the “human–land coordination concept”, including pre-trip thinking, research and study during the trip, and post-trip exhibition learning, covering regional cognition, remote sensing image analysis, field investigation, and protection plan display activities. ERNIE Bot participates in optimizing the learning path throughout the process. The course evaluation system starts from the three dimensions of “land to people”, “people to land”, and the “coordination of the human–land relationship”, adopts processes and final evaluation, and uses ERNIE Bot to achieve real-time monitoring, data analysis, personalized reports, and dynamic feedback, improving the objectivity and efficiency of evaluation, and helping students and teachers optimize learning and teaching. However, AI has limitations in geographical research and study, such as insufficient technical adaptability, the influence of students’ abilities and habits, and the adaptation of teachers’ role changes. To this end, optimization strategies such as improving data quality and technical platforms, strengthening student technical training, enhancing teachers’ AI application capabilities, and enriching AI functions and teaching scenarios are proposed to enhance the application effect of AI in geographical research and promote innovation in educational models and student capacity building.

Development of Career Centers of Russian Universities: Challenges and Opportunities

Placement training of students for employment is a serious challenge for modern Russian universities. University graduates are faced with solving the problem of employment in the face of continuous transformation of the labor market. As a result, the issue of training highly professional specialists capable of adapting to the dynamically changing requirements of employers and willing to build a successful career throughout their lives is on the agenda. As the university practice of career centers shows, the job search assistance and employment support is usually carried out within its framework. Meanwhile, the issue of training students for career development should become a key one in the philosophy of university education. In modern conditions, universities are designed to prepare a student who is potentially capable of acting independently to develop his career to meet the challenges of the labor market and his own vision of an individual educational trajectory and professional interests. Thus, university training programs for specialists in a context of ever-changing technologies in the professional sphere need to be adjusted accordingly. It assumes restructuring the system of relations between all the subjects of the educational process, when it is necessary to take into account the importance of readiness for employability and building a career of a university graduate and his life self-determination. Despite the importance of the employability problem and career development readiness to achieve the sustainable development of the Russian economy, this topic has been little studied by domestic scientists. At the same time, Russia's higher education development agenda began to see the problem of graduate employment as a special one especially during the pandemic. In particular, the topic on developing career centers of universities has gained momentum in the large-scale program of the Ministry of Science and Higher Education of the Russian Federation on the development of Russian universities Priority-2030. Thus, this study will be useful to the stakeholders of systemic changes in processes related to building employment conditions for students and graduates. Also, this study can contribute to analytical basis development for the expansion of career centers of Russian universities.

Qualitative analysis of peer reviews of a large introductory programming course

ABSTRACT Background and Context Getting timely feedback is important for learning. However, providing individual feedback is a problem in large courses. Peer code review can address this issue and has shown to offer various advantages such as enhanced collaboration among students, improved coding skills, and seeing and criticizing different solution strategies. Objectives The goal is to gain a comprehensive understanding of the contents of voluntary peer reviews and students’ review skills in a first-semester university-based introductory programming course with about 900 enrolled students and no special support or training for conducting reviews. Method A qualitative analysis was conducted on 215 randomly sampled peer reviews as well as the associated code submissions. Qualitative factors such as frequencies of corrections, coding tips, questions, “empty” submissions/feedback, and the sentiment are analyzed. Furthermore, errors in the submissions and mentioned errors in the reviews are investigated exploratively. Findings The analysis results indicate that, in general, students are better in detecting incorrect solutions as incorrect than correct submissions as correct. The feedback is neutral to positive contains a lot of praise, but is rather short and uncertainty is expressed quite often. Students seem to be very nice to each other. Submissions without intensive solution attempts and “empty” reviews are quite rare. Students can correct errors and provide coding tips, however, often do not see subtle errors such as partly incorrect algorithms, typos in method names, or output formatting errors. Implications The results help to train students to write better reviews and to inform educators on how to provide better instruction or support for peer review.

Pengenalan Game Edukasi Flora dan Fauna untuk Siswa SD Inpres 4 Arborek Raja Ampat

Education in remote areas often encounters challenges such as inadequate infrastructure and limited access to technology, as seen at SD Inpres 4 Arborek, Raja Ampat, West Papua. To address these issues, a technology-based learning medium emphasizing Papua's biodiversity was developed. This interactive digital educational game includes features like a flora and fauna encyclopedia, quizzes, and puzzles designed to enhance students' comprehension of local natural resources. A community service activity conducted on August 21, 2024, engaged 38 students from grades 1 to 6, accompanied by two teachers and the vice principal. The activity employed direct student training and demonstrations to illustrate the game's potential as a learning tool. Students were encouraged to explore the game independently, while teachers observed its integration into daily learning routines. The results demonstrated the effectiveness of this educational medium in enhancing student motivation, engagement, and understanding. The integration of local content within the game also reinforced students' connection to their environment, cultivated cultural pride, and heightened conservation awareness. Challenges with younger students' adaptation to digital tools were mitigated through proper guidance. Questionnaire feedback indicated strong acceptance of the game as a supplementary learning resource and highlighted its potential as a model for implementing educational technology in other remote regions.

Empathy and tolerance of ambiguity in medical students and doctors participating in art-based observational training at the Rijksmuseum in Amsterdam, Netherlands: a before-and-after study.

This research presents an experimental study using validated questionnaires to quantitatively assess the outcomes of art-based observational training in medical students, residents, and specialists. The study tested the hypothesis that art-based observational training would lead to measurable effects on judgement skills (tolerance of ambiguity) and empathy in medical students and doctors. An experimental cohort study with pre- and post-intervention assessments was conducted using validated questionnaires and qualitative evaluation forms to examine the outcomes of art-based observational training in medical students and doctors. Between December 2023 and June 2024, 15 art courses were conducted in the Rijksmuseum in Amsterdam. Participants were assessed on empathy using the Jefferson Scale of Empathy (JSE) and tolerance of ambiguity using the Tolerance of Ambiguity in Medical Students and Doctors scale (TAMSAD). In total, 91 participants were included; 29 participants completed the JSE and 62 completed the TAMSAD scales. The results showed statistically significant post-test increases for mean JSE and TAMSAD scores (3.71 points for the JSE, ranging from 20 to 140, and 1.86 points for the TAMSAD, ranging from 0 to 100). The qualitative findings were predominantly positive. The results suggest that incorporating art-based observational training in medical education improves empathy and tolerance of ambiguity. This study highlights the importance of art-based observational training in medical education in the professional development of medical students and doctors.

Engaging Students as Health Cadres in the Implementation of a Healthy Campus

Background: The younger generation has a very important role in determining the success of health development. Efforts to mobilize youth in public health development can be made in the form of participation as health cadres. Universities or campuses as student affairs have a strategic role in creating a healthy and superior young generation. To describe the implementation of student health cadre training as part of healthy campus activities at one of the private universities in Yogyakarta, Indonesia. Methods: Student health cadre training is part of the healthy campus program which was implemented on October 28, 2021, in collaboration with the Public health office dan Public Health Center at Sleman Regency Yogyakarta. Training materials include healthy living skills education, the urgency of student health cadres, and smoke-free area ambassadors. 30 student representatives were invited to attend the training but participation was voluntary. The criteria for training participants are students who are active in student activities and taken purposively. Results: The student health cadre training was carried out as planned and 30 students participated from start to finish. Participants were enthusiastic during the training and at the end of the session it was agreed to create a WhatsApp group as a follow-up to the program. Based on the pre-test and post-test, there was an increase in student knowledge about healthy life skills education from a score 69,67 to 78,67 after training with P value &lt; 0,05. In addition, training participants are committed to helping realize a healthy campus, such as admins on healthy campus social media. Conclusion: Student health cadre training is an important activity in the implementation of a healthy campus. This activity is a form of student involvement as a healthy campus course. Students who have attended the training are expected to be pioneers of peer educators for other students in terms of practicing a healthy lifestyle.

Ценностные основы профессиональной подготовки будущих учителей русского языка и литературы

The purpose of the study is to identify the teacher’s priority values and ways to form them in the process of studying at the university for future teachers of Russian language and literature. The scientific novelty of the research lies in an integrated approach to solving the problem of forming the value foundations of professional training for undergraduate students in the specialty 44.03.05 Pedagogical education (with two training profiles), profiles “Russian language”, “Literature”, within the framework of the axiological direction in teaching the Russian language, which includes a wide range of opportunities to work with folklore texts, contributing to the formation of a system of traditional values and professional competencies of future teachers. Through a qualitative and quantitative analysis of the results of the survey of future language teachers, the most relevant values of a modern teacher have been identified, and the importance of each category of values has been established, taking into account the statistical indicators of students’ choice of each course of study. The research has shown that a systematic approach to the formation of the value foundations of students’ professional training and a comprehensive solution to the current problems of methodological support for future teachers of Russian language and literature are necessary conditions for the successful development of the modern educational space of the Russian Federation.

An Overview of Dentist–Patient Communication in Quality Dental Care

Dentist–patient communication is at the core of providing quality dental care. This study aims to review the importance, challenges, strategies, and training of dentist–patient communication. The World Dental Federation (FDI) emphasizes the importance of effective communication between oral healthcare providers and patients as a critical component of high-quality care. Effective dentist–patient communication allows dentists to accurately and effectively pass on essential medical information to patients. It improves the dentist’s efficiency, boosts self-confidence, reduces occupational stress, and minimizes the risks of complaint or litigation. Moreover, it alleviates dental anxiety and fear, helps build trust between dentists and patients, addresses patients’ needs and preferences, increases patients’ adherence to improved treatment outcomes, and ultimately leads to enhanced patient satisfaction. Nonetheless, it has been widely acknowledged that dentists universally encounter the repercussions arising from suboptimal communication strategies. Time constraints, difficulties in establishing rapport, the oral-health illiteracy of the patients, the poor communication skills of the dentists, dentists’ perceptions, and language barriers often hinder dentist–patient communication. Dentists should take the patient-centered approach as a premise and acquire verbal and non-verbal communication skills to overcome these communication barriers. The patient-centered approach comprises the understanding of patients’ illness, shared decision-making, and intervention with mindfulness of the patient’s own pace. Simple, succinct, and jargon-free language should be used in verbal communication. Proper body postures and gestures are fundamental for showing positive attitudes towards patients. Communication training for dental students should involve a structured pedagogical approach that includes didactic instruction, role-playing exercises, patient interviewing, and ongoing assessments. Key components of effective communication skills training in dental education include motivational interviewing, open-ended questioning, affirmations, reflective listening, and summaries to enhance patient engagement and adherence to treatment plans.

Специфика формирования учебных материалов по языку специальности для иностранных студентов-медиков

The article deals with the features of teaching Russian as a foreign language within the framework of the professionally oriented training of foreign students of medical universities. The purpose of the work is to consider methodological approaches, tools and techniques that ensure effective language teaching in the medical and biological specialty. The main attention is paid to the requirements for the content, selection and development of educational materials for the effective formation of the communicative competence of future doctors, the quality of which is associated with the need to master not only the lexical and grammatical aspects of the language, but also the skills of speech behavior, conditioned by the peculiarities of medical discourse. Based on this, the main characteristics of the scientific style in general and medical terminology in particular, significant from the point of view of the substantive aspect of teaching language for special purposes (LSP), are covered. Based on the analysis of scientific and the most popular educational and methodological literature in medical universities, the authors derive typological principles for the implementation of the textological approach in teaching Russian for special purposes. The scientific novelty of the work lies in an attempt to generalize and systematize the methods and techniques of LSP teaching used in modern practice, on the basis of which a practical model for organizing educational materials for the systematic development of professional and communicative competence of medical students is proposed. The results of the study are practice-oriented in nature and can be used as a template for further improvement of the principles of organizing the educational process in the field of teaching Russian language in the medical and biological profile.

The ongoing impact of COVID-19 on the clinical education of Australian medical radiation science students.

The COVID-19 pandemic has had a significant and ongoing impact on health care, particularly for medical radiation science (MRS) professionals. There exist many studies that describe the negative effects of clinical placement restrictions and access to universities on the well-being of all health professional students during the pandemic. There also exists evidence of changes to MRS student teaching and impacts to students and academic clinical educators; however, there exists a paucity of research that investigates how changes have affected the performance of students within the clinical environment and entering the workforce. This study surveyed workplace MRS clinical educators within Australia to gather their perspectives regarding the impact of COVID-19 on student clinical education. A descriptive study comprising an online structured survey of 44 questions was provided to Medical Imaging and Radiation Therapy Clinical Educators across Australia. A total of 55 survey responses were received. Of note, respondents described heavy reductions to student intake capacity, losses of clinical placement time, a noted theory-practice gap and possibility of sites 'failing to fail' students. Negative impacts to all domains of MRPBA professional capabilities, as well as a perceived unpreparedness to meet the MRPBA capabilities were described. There was general agreement that graduating students will require supportive periods upon entry into the profession. This study highlights the considerable impact of changes to the education and training of MRS students in response to COVID-19. The results pose a real concern for a generation of MRS students affected by the COVID-19 pandemic.

4IR modules in accounting curriculum: the university of Johannesburg in perspective

The main aim of this paper is to provide justification for the inclusion of Artificial Intelligence (AI) and other Fourth Industrial Revolution (4IR) technology innovations in the higher educational institutions’ curriculum based on evidence from modular, short-learning courses, degree and master’s programmes with particular focus on 4IR technology currently being offered by the University of Johannesburg, South Africa. In achieving this objective, this paper reviews the University’s policy document on the Fourth Industrial Revolution and various programmes and courses aligned to the 4IR, which have been designed and offered by the Department of Accountancy of the University of Johannesburg to provide both sensitization and knowledge of the 4IR technologies including AI. The content and outcomes of these courses and programmes together with target learners were reviewed. The Department of Accountancy of the University of Johannesburg in conjunction with the South African Institute of Chartered Accountants (SAICA) developed short learning programmes (SLPs) namely: Introduction to 4IR for Accountants; Introduction to 4IR for Professionals in Business; Artificial Intelligence for Accountants; Artificial Intelligence for Professionals in Business; Blockchain Technology for Accountants; Blockchain Technology for Professionals in Business. SAICA mandated their members to enroll for these courses as part of their continuous professional education. Apart from accountants, other professionals in other fields in various organisations were also encouraged to enroll for these SLPs. The findings show that in line with the institution’s policy on the fourth industrial revolution, various courses and programmes were developed to provide opportunity for the students, academics, professionals and managers to appreciate and acquire relevant knowledge on the 4IR technologies. This ensures that students are adequately prepared for the work of the future and that the current workforce are made relevant for the work of the future more so as the future is already here. The paper’s main recommendation is that other higher institutions of learning in South Africa and other parts of the world should join the train by developing course contents and providing training for students and the workforce in various field of endeavors to create ‘a better world in the future’.

Advancing surgical education: An evaluation of laparoscopic simulation training for medical students.

To examine the medical students' awareness of laparoscopic surgery as well as assess the perceived importance of laparoscopic simulation training, and its impact on students' confidence, career aspirations, proficiency, spatial skills, and physical tolerance. Descriptive and comparative study using pre- and post-training assessments. Simulation training sessions centred on laparoscopic surgery techniques. Medical students in year three (n = 49) participated in laparoscopic simulation training sessions. Before the simulation training, 85.7% of students were unaware of laparoscopy, with females being less familiar than males (96.3% vs. 72.8%). 85.7% believed mastering laparoscopy was crucial before training, and 81.6% believed simulation training could enhance surgical skills. A disparity existed in this belief between the sexes, with 91% of males and 74.1% of females seeing the value in such training for skill improvement. Pretraining, males (54.5%) were more confident than females (26%) in mastering laparoscopy. Post-training, confidence increased for both groups, and the percentage of students wishing to pursue a surgical career also rose from 50% to 72.7%. Despite initial disparities in the time spent on training modules between males and females, both groups achieved similar proficiency levels by the end of the training. Although females initially lagged in spatial awareness and skills, post-training results showed significant improvement, matching their male counterparts. 26.5% of students experienced physical fatigue post-training, with a higher percentage of females (33.3%) reporting fatigue than males (18.2%). Regarding concentration during simulations, 81.8% of males could maintain focus compared to 48.2% of females. Laparoscopic simulation training effectively improved the understanding, confidence, and surgical skills of medical students, with evident benefits in shaping their career aspirations. While both genders exhibited significant gains, female students faced challenges in terms of physical tolerance and initial spatial awareness. However, their post-training achievements mirrored those of their male peers, highlighting the effectiveness and importance of such simulation training programmes.

Research on the Import Skills Based on Micro-Teaching in Junior Middle School

Attaching importance to the improvement of teachers' skills and qualities and strengthening the construction of teachers' ranks are the foundation of consolidating education and the source of education. As a new training method of teaching skills, micro-teaching provides support for the cultivation of classroom teaching skills of normal university students and promotes the implementation of teaching skills training of normal university students. At present, in the actual teaching, teachers' import skills still need to be strengthened. Therefore, this paper selects the import skills in micro-teaching, combined with the specific teaching content cases in junior high school chemistry, to explore the application of import skills.

Supported internships: vocational training and labor inclusion for students with intellectual and developmental disabilities

Supported internships: vocational training and labor inclusion for students with intellectual and developmental disabilities

Remodeling pedagogical evaluation tools to incorporate student self-efficacy and sense of belonging in scientific research.

Curated undergraduate research experiences have been widely used at colleges and universities for decades to build student interest, technical preparation, and confidence in the pursuit of scientific careers. Educators often employ standardized survey instruments to evaluate learning outcomes for research experiences, but many of these assessments consider only technical skill development and career interests and are not rooted in discrete pedagogical theories. As higher education aims to create inclusive and equitable learning experiences for students, we argue that pedagogical assessment tools for undergraduate research experiences need to expand to consider outcomes such as increased science literacy, confidence in relational "soft" skills, and a sense of belonging to a community that values scientific inquiry. We report on and critique a survey instrument that uses validated metrics to evaluate student sense of belonging and the relational skills developed during an undergraduate research experience. We also provide a revised survey instrument that is founded in social and emotional learning principles and expectation disconfirmation theory. We describe best practices for remodeling the undergraduate research environment to prioritize these inclusive learning objectives alongside publishable research output that is sought by research advisors. Survey tools, like the one described here, are critical for helping colleges and universities train students in science while evolving to promote inclusivity, self-efficacy, and sense of belonging. Higher education programs will continue to produce scientists, but a focus on confidence-building and soft-skill development is essential for creating a general population that is scientifically literate and supportive and trusting of the scientific process.

Teletraining to Teach Communication Partners to Support Students With Multiple Disabilities Including Cortical Visual Impairment and Emerging Symbolic Communication in Communicating Choices.

The purpose of the current study was to investigate the impact of a teletraining to teach adult communication partners the "Communicating Choices-Cortical Visual Impairment (CVI)" strategy to support participation for students with multiple disabilities. A nonconcurrent, multiple-probe, across-participants design was implemented with four adult communication partner (i.e., speech-language pathologist, paraeducators, and parent) and student dyads to determine the effects of a teletraining administered over a video-calling platform on the partner's implementation of the substeps from the Communicating Choice-CVI strategy. Dyads completed a randomly predetermined number of baseline sessions, two teletraining sessions to instruct the partners in the strategy, and five intervention probes. Results of the study indicated that communication partners successfully implemented an increased number of the strategy substeps following two short teletraining sessions and that all students communicated choices in every opportunity when they were provided with a structured opportunity. Communication partners reported that the strategy was successful for the students and that the strategy could be applied to other contexts or students. This study provides evidence for the importance of communication partner training for students with complex needs in domains such as vision and communication. Furthermore, the Communicating Choices-CVI strategy may lead to increased opportunities for academic participation, social engagement, and self-determination for students whose opportunities to take on active roles in educational settings are often severely restricted. https://doi.org/10.23641/asha.28108139.