Teaching Trainees Research Articles

Using Peer-Led Behavioral Skills Training to Teach Trainees Active and Empathic Listening Skills in a Virtual Environment

Using Peer-Led Behavioral Skills Training to Teach Trainees Active and Empathic Listening Skills in a Virtual Environment

From principles to practice: an oline learning experience on designing at brazilian university

The Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-CoV-2) virus affected the year 2020 causing the migration of educational curricula developed in the face-to-face mode for Emergency Remote Education (ERE). `public university in the State of São Paulo (Brazil), in two periods in 2020: June 22 to July 31; September 3 to October 14, for about 260 graduate students. The course aimed to contribute to improving the training of graduate students with a focus on teaching in higher distance education, supported by digital information and communication tools that enable pedagogical mediation. This paper aims to present the pedagogical project of the developed course, as well as the experience of using methodologies and pedagogies focused on remote education in higher education. The collected data shows that the course allowed for a growth in the academic training of future teaching trainees at the University of São Paulo.

Training the Next Generation of Pediatrician-Advocates: A New Focus on the Inpatient Setting.

Training the Next Generation of Pediatrician-Advocates: A New Focus on the Inpatient Setting.

How to Appeal to a Diverse Array of Learners?

Radiology educators are tasked with teaching trainees and students from all walks of life with diverse backgrounds and perspectives. The methods by which each individual student learns are as unique as their respective backgrounds. When teaching, it can be difficult to appeal and tailor learning sessions to all of the various types of learners in a classroom or lecture hall. As educators, how often do we consider the different types of learners that will attend our lectures when planning our teaching sessions?

Attitude of Postgraduate Diploma in Teaching (PGDT) Trainees towards the Teaching Profession in Ethiopia

This study explored the attitude of trainees in postgraduate diploma in teaching towards the teaching profession. The study had a descriptive survey design. Two hundred and fifty-eight trainees participated in the study. Proportionate stratified random and simple random sampling were used in the selection of the study participants. Quantitative data was collected using a standardized questionnaire developed by Renthlei and Malsawmi (2015). Percentages and Stanine scale frequency distributions were used to analyze the data and report the findings. The study revealed that a lack of other better job opportunities was the main reason for the trainees to choose teaching as their future profession. Most also expressed the interest to quit the training and join any other better job opportunity the moment they get the chance. Overall, the majority had a low attitude towards teaching as a profession. Such a low trainees’ attitude towards teaching and their intention to quit the training or leave the profession any time the opportunity comes their way, puts the government’s plan to expand the coverage of education in jeopardy. Clearly, an increase in schools cannot be achieved without a parallel increase in the number of qualified teachers. Finally, implications of the findings were forwarded to pertinent bodies in teacher education programs.

Child Psychiatry Training During COVID-19: Impact on Clinical Care, Education, and Fellow Well-Being

The COVID-19 pandemic has altered all aspects of personal and professional life, including how we practice psychiatry and teach trainees. This article presents and explores the challenges faced by child and adolescent psychiatry program directors in addressing the educational needs of fellows amidst this international crisis. The challenges presented by the pandemic to program directors include prioritizing fellow safety and education while ensuring quality treatment for our vulnerable patients and families. Amidst these difficulties, and remaining mindful of fellow wellbeing, program directors work to preserve communication and connection through transitioning in-person clinical care to telepsychiatry and live teaching onto remote platforms. This article addresses these current issues while reflecting on the future of child psychiatry training as programs prepare for subsequent stages of the COVID-19 pandemic.

Teaching the Yale Health Education and Literacy for Asylees and Refugees: An Innovative Educational Initiative About Refugee Health for Medical Trainees.

Global health—clinical service, research, and education that transcend national and cultural boundaries to address resource-limited populations—is an increasingly important component of training; 32% of surveyed pediatric residents desired global health education.1–3 Pediatric trainees can benefit from domestic global health activities, including care and education of refugees.4 We developed Yale Health Education and Literacy for Asylees and Refugees (Y-HEALAR), a community-based health curriculum to enhance health literacy of refugee patients and teach trainees to provide culturally sensitive medical education.

Didactics of Mathematics Profile of Engineering Students: A Case Study in a Multimedia Engineering Degree

Multimedia engineers develop digital content in a wide range of fields that require them to acquire skills in the development of web solutions for those fields. In this study, we evaluated the level of didactic knowledge of mathematics that Multimedia Engineering degree students possess. The aim was to determine whether they are prepared to conceive, design and develop educational multimedia tools for teaching mathematics to primary school children. For this evaluation, the Didactic–Mathematical Knowledge and Elementary Algebraic Reasoning (DMK/EAR) test was carried out on a sample of 50 students in the second year of a Multimedia Engineering Degree. The results were compared with those of teacher training students who receive specific training in mathematics didactics. The study shows that, for most of the variables analysed, the Multimedia student scored better or comparatively equal to the teaching trainee. In conclusion, students of Multimedia Engineering have a solid foundation in the didactics of mathematics, although some deficiencies have been detected in the cognitive dimension and the content in structures, which indicate that they would need to complete their training in these areas.

Teacher Self-efficacy and Its Antecedents among Post Graduate Diploma in Teaching Trainees of Dilla University: Implications for Ethiopian Secondary School Teacher Education

The purpose of this study was to investigate the level of self-efficacy belief of Post Graduate Diploma in Teaching (PGDT) trainees of Dilla university and identify the factors that affect their belief with the intention of recommending possible improvement strategies to enhance effectiveness of the pre-service teacher education in program. To this end, descriptive survey design was employed because of its suitability for gathering data on attitudes, beliefs and predictions, behavior and experiences both in the past and the present. The study was conducted in Dilla University, Ethiopia on 2017 summer modality prospective graduates of Post Graduate Diploma in Teaching Program. From the total of 568 (161 Female & 407 male) prospective graduates who were attending the program, 112 trainees were selected as a sample using stratified random sampling technique. The results indicated that trainees have marginally average level of efficacy which suggested that they can have only ‘Some influence’ on their students’ learning performance and behavior. It was also found that attitude to teaching (β= .573, t=10.129, p<.01) was the biggest contributor to self-efficacy belief followed by teachers’ professional collaboration in secondary schools (β= .198, t= 5.276, p=.002) and in-campus training practice (β= .146, t=3.201, p<.05) respectively. In contrast to popular expectations, no significant mean difference was observed in trainees’ efficacy scores in terms of their Cumulative Grade Point Average. Based on these findings, it was concluded that trainees’ efficacy with regard to bringing desired impact on secondary school students’ achievement and behavior was not adequate and requires immediate attention. Hence, it was recommended that graduates should be given on-job training and teachers’ professional collaboration in Ethiopian secondary schools should be further strengthened with more emphasis on the affective dimension of the profession.

Contribuições do ensaio como experiência formadora do estagiário em filosofia

O texto reflete sobre as contribuições do ensaio como experiência formadora do estagiário no ensino de filosofia. Objetiva destacar suas potencialidades na relação teoria e prática como formação para a autonomia docente. A reflexão tem por referência concreta a experiência de acompanhamento de estágios pelo autor, como professor orientador, em escolas da cidade de Florianópolis. Com base nas contribuições conceituais de Theodor Adorno, apresenta-se a modalidade ensaio como abordagem pedagógica crítica orientadora à prática de ensino e, ao mesmo tempo, como exercício de elaboração textual sobre a experiência de ensinar. A sistematização escrita como atividade conceitual reflexiva sobre a prática pedagógica é processo de autoconhecimento. É nessa atividade de pensar a própria ação que o estagiário também se autoforma como docente.

Cognitive Debiasing Strategies: A Faculty Development Workshop for Clinical Teachers in Emergency Medicine.

Medical decision-making is a cornerstone of clinical care and a key contributor to diagnostic accuracy. Medical decision-making occurs via two primary pathways: System 1, pattern recognition, is fast, intuitive, and heuristically driven and occurs largely unconsciously. System 2, analytic thinking, is slow, deliberate, and under conscious control. Biases are systematic errors that can impact reasoning via either pathway but predominantly affect decisions made by pattern recognition. Debiasing strategies involve the deliberate switching from pattern recognition to analytic thinking triggered by a stimulus. This resource describes a faculty development workshop designed to train emergency medicine educators about common biases and debiasing strategies, to improve teaching of diagnostic reasoning to trainees. This workshop was implemented at the 2017 Society for Academic Emergency Medicine Annual Meeting. The workshop consisted of a brief didactic, followed by small-group case-based learning. A retrospective survey and qualitative evaluation were administered to attendees. The participants' self-assessment showed significant improvements (p < .001) in their abilities to recognize how pattern recognition can lead to bias, identify common types of bias in the emergency department, teach trainees about common types of bias, and apply cognitive debiasing strategies to improve diagnostic reasoning. Strengths of the workshop included the interactive case-based format, discussions of bias-mitigation strategies, and take-home resources. Suggestions for improvement included lengthening the discussion time and providing more cases. Cognitive biases can negatively impact patient care. Faculty development is needed to improve instruction about bias and debiasing strategies for all levels of trainees.

Eliminating Residents Increases the Cost of Care.

Academic health centers are facing a potential reduction in Medicare financing for graduate medical education (GME). Both the Medicare Payment Advisory Commission and the National Commission on Fiscal Responsibility and Reform (Deficit Commission) have suggested cutting approximately half the funding that teaching hospitals receive for indirect medical education. Because of the effort that goes into teaching trainees, who are only transient employees, hospital executives often see teaching programs as a drain on resources. In light of the possibility of a Medicare cut to GME programs, we undertook an analysis to assess the financial risk of training programs to our institution and the possibility of saving money by reducing resident positions. The chief administrative officer, in collaboration with the hospital chief financial officer, performed a financial analysis to examine the possibility of decreasing costs by reducing residency programs at the University of Massachusetts Memorial Medical Center. Despite the real costs of our training programs, the analysis demonstrated that GME programs have a positive impact on hospital finances. Reducing or eliminating GME programs would have a negative impact on our hospital's bottom line.

Expert Evaluation of a Chicken Tissue-based Model for Teaching Ultrasound-guided Central Venous Catheter Insertion

Ultrasound-guided central venous catheterization (CVC) is a commonly performed procedure which carries significant risks for complications. Current models used for simulation-based teaching are expensive and may not replicate tissue feel and ultrasound qualities of human tissues. We aimed to evaluate a tissue model composed of chicken breast and balloons and compare it to a commercially available mannequin. Forty attending physicians from four departments with extensive CVC experience were enrolled. Participants completed an ultrasound-guided central line placement utilizing both models during a hands-on workshop. Following CVC placement on each model, participants completed a survey to assess their experience with that particular model. 40 attending physicians (12 (30%) anesthesia, 11 (28%) emergency medicine, 11 (28%) internal medicine, and 6 (15%) surgery) participated in the study. The chicken model was rated significantly higher than the mannequin model with regard to ultrasound quality (p=0.02) and tissue feel (p=0.002). In a direct comparison, participants rated the chicken model more highly than the mannequin in all categories except similarity to the human anatomy. Overall the chicken model was preferred to the mannequin, (mean score 44.5; standard deviation 26.0). The mannequin was rated higher with regard to similarity to human anatomy (mean score 52.8; standard deviation 25.7). The comparison between key features (ultrasound characteristics, similarity to human anatomy and teaching trainees) of the models did not vary significantly by area of practice, with the exception of ease of use (p=0.045). In this prospective study of experienced clinicians we found that a novel tissue model for ultrasound-guided CVC placement was rated more highly compared to a commercially available mannequin task trainer.

Stress at School? A Qualitative Study on Illegitimate Tasks during Teacher Training.

What do I expect when stating that “I am going to be a teacher”? Social roles, including professional roles, often become part of people's identity and thus, of the self. As people typically strive for maintaining a positive sense of self, threats to one's role identity are likely to induce stress. In line with these considerations, Semmer et al. recently (e.g., Semmer et al., 2007, 2015) introduced “illegitimate tasks” as a new concept of stressors. Illegitimate tasks, which are defined as unnecessary or unreasonable tasks, threaten the self because they signal a lack of appreciation regarding one's professional role. Teacher training is a phase of role transition in which the occurrence of illegitimate tasks becomes likely. A holistic understanding of these tasks, however, has been missing up to now. Is there already a professional role identity during teacher training that is vulnerable to threats like the illegitimacy of tasks? What are typical illegitimate tasks in the context of teacher training? In order to close this research gap, 39 situations taken from 16 interviews with teaching trainees were analyzed in the present study on the basis of qualitative content analysis. Seminars and standing in to hold lessons for other teachers were identified as most prevalent illegitimate tasks. More specifically, unnecessary tasks could be classified as sub challenging, inefficient and lacking in organization (e.g., writing reports about workshops no one will ever read). Unreasonable tasks appeared overextending, fell outside responsibility, and lacked supervisory support. Training interventions focusing upon task design and supervisory behavior are suggested for improvement.

3D Printing in Complex Congenital Heart Disease: Across a Spectrum of Age, Pathology, and Imaging Techniques

We applied 3-dimensional (3D) printing in patients with congenital heart disease to precisely visualize complex anatomy, plan surgical procedures, and teach trainees and patients. Cases presented range from infants to adults with congenital heart disease. A variety of pathologies are shown,

Self-efficacy perception of candidates' Turkish and primary school education on Turkish teaching

The purpose of the present study is to investigate the perceptions of self-efficacy in Turkish language and primary teaching trainees studying at the department of primary school teaching and Turkish language teaching. The study investigated whether the program in which they study had an impact on the perception of self-efficacy. As a descriptive study, the present study adopts a co-relational survey model, one of the commonly used survey models in the literature. In the present study, in which a previously developed self-efficacy perception scale was used, the data were analyzed using SPSS. The results indicated that the teacher trainees studying at the Turkish language teaching department had higher levels of self-efficacy. To boost the self-efficacy levels of the participants studying at the department of primary school education department various recommendations were made such as introducing more language courses and Turkish education courses into the curriculum and doing more practice.

מסוגלות עצמית ומידת השותפות בבחירת מקצוע ההוראה כקשורים למוטיבציה לימודית בקרב סטודנטיות להוראה במכללת אלקאסמי

מוטיבציה | מסוגלות עצמית | שותפות בבחירת מקצוע | סטודנטיות להוראה במכללת אלקאסמי | Self-efficacy | motivation | participating in the process of choosing the profession of teaching | Arab teaching trainees

Perceived effects of attending physician workload in academic medical intensive care units

Increases in the size and number of American intensive care units have not been accompanied by a comparable increase in the critical care physician workforce, raising concerns that intensivists are becoming overburdened by workload. This is especially concerning in academic intensive care units where attending physicians must couple teaching duties with patient care. We performed an in-person and electronic survey of the membership of the Association of Pulmonary and Critical Care Medicine Program Directors, soliciting information about patient workload, other hospital and medical education duties, and perceptions of the workplace and teaching environment of their intensive care units. Eighty-four out of a total 121 possible responses were received from program directors or their delegates, resulting in a response rate of 69%. The average daily (SD) census (as perceived by the respondents) was 18.8 ± 8.9 patients, and average (SD) maximum service size recalled was 24.1 ± 9.9 patients. Twenty-seven percent reported no policy setting an upper limit for the daily census. Twenty-eight percent of respondents felt the average census was "too many" and 71% felt the maximum size was "too many." The median (interquartile range) patient-to-attending physician ratio was 13 (10-16). When categorized according to this median, respondents from intensive care units with high patient/physician ratios (n = 31) perceived significantly more time constraints, more stress, and difficulties with teaching trainees than respondents with low patient/physician ratios (n = 40). The total number of non-nursing healthcare workers per patient was similar in both groups, suggesting that having more nonattending physician staff does not alleviate perceptions of overwork and stress in the attending physician. Academic intensive care unit physicians that direct fellowship programs frequently perceived being overburdened in the intensive care unit. Understaffing intensive care units with attending physicians may have a negative impact on teaching, patient care, and workforce stability.

A study on the relationship between trainee teachers&apos; self-evaluation and self-reflection regarding a practice class : Developing self-reflection skills in elementary school English teaching trainees

A study on the relationship between trainee teachers&apos; self-evaluation and self-reflection regarding a practice class : Developing self-reflection skills in elementary school English teaching trainees

E-learning in radiology: Italian multicentre experience

The aim of our work was to design, implement and evaluate an e-learning programme in favour of trainee radiologists enrolled at the many specialty schools located throughout Italy, in the spirit of "sharing culture". Once a common educational programme and time slot had been identified and planned, the programme was delivered via Internet-based video conferencing once a week for 2-h lectures. Each lecture was followed by interaction between the teaching staff and trainees at the individual sites. The universities involved were Trieste, Udine, Verona, Milano Bicocca, Novara, Varese, Genova, Sassari, Rome "Campus", Rome "Cattolica", Chieti, Foggia, Catania, Modena and Firenze. The University of Rome "Cattolica" participated in the project with two locations: Rome "Policlinico Gemelli" and Rome "Cattolica Campus of Campobasso". Eighteen lectures were conducted, for a total of 36 h. "Transient" connection interruption occurred 13 times for a total of 33 min over 2,160 min of lessons. Video quality and, in particular, details of radiological images shown in slides or moving pictures, were rated as very good by 71% of trainees, good by 24% and satisfactory by 4.5%; no one gave a rating of unsatisfactory. Based on our experience, whereas e-learning in radiology has become established and compulsory, there is the need for legislation that on the one hand protects online teaching activity and on the other allows study and continuing medical education (CME) credits to be recognised.