Training Directors Research Articles

Modalities ofMedical Assistance to Populations inFrench Role 1 Facilities From January 2020 to December 2021.

Medical assistance to populations (MAP) is a rich and varied activity, but it is not well known, and its modalities are inconsistent and unclear, particularly in the pediatric field; they can confront the military doctor with difficult management issues. Today, a military doctor deployed in foreign operations (FOs) does not know if he will perform MAP. He does not know how it will be carried out, nor if it will include a pediatric component. Finally, he does not know what difficulties he will face and therefore cannot prepare himself effectively. The primary objective of this work is to describe the modalities of MAP in FO, with an emphasis on the pediatric activity. The secondary objective is to develop a template for a post-session MAP registry. This was a retrospective descriptive study. An electronic questionnaire was sent to all physicians in Forces Medicine. All military physicians deployed to a role 1 structure between January 1, 2020, and December 31, 2021, were included. The questionnaire reports the sociodemographic data of the responding physicians and their skills in pediatrics, the modalities of MAP, and the difficulties encountered, and questions the interest of setting up a "tactical health watch" and a tele-expertise with pediatricians in France. Analyses are descriptive (means, graphs, and percentages). This work was authorized by the Directorate of Forces Medicine and the Directorate of Training, Research, and Innovation of the French Defense Health Service. We obtained 140 analyzable responses, among which 102 deployments in a role 1 facility, and 44% of the physicians practiced MAP. The share of pediatrics during MAP sessions is estimated to be significant (i.e., >50% of patients) by 42% of physicians. Physicians felt that they were having difficulties in their MAP activity in 26% of the cases and in their pediatric activity in 38% of the cases. Difficulties encountered in pediatrics seemed to diminish with the level of experience in FO or when the practitioner had a pediatric activity back in metropolitan France. On the contrary, difficulties seemed to increase when the training in pediatrics was greater. MAP in FO is an activity in which modalities are very variable depending on the theater. Practitioners must have a solid theoretical and practical preparation beforehand, particularly in pediatrics. Keeping a specific activity register is an essential basis for judiciously adapting human and material resources dedicated to this activity. Future studies should aim to investigate more precisely the difficulties encountered.

Master 4‐step approach to violence prevention training, no matter your budget

When it comes to violence prevention training, most colleges and universities “are really great at those one‐off programs,” according to Tawney Alonzo, Director of Training at Title IX Solutions LLC, such as the “things you see at freshman orientation, or that Red Zone period, the first pivotal weeks we know campus violence is at its highest.” Although those programs are vital to the health and well‐being of your students, simply checking the box without working hard to change the culture on your campus doesn’t go far enough.

Correction: Interprofessional Education in Psychology Doctoral Programs, Internships, and Postdoctoral Training: A Survey of Training Directors

Correction: Interprofessional Education in Psychology Doctoral Programs, Internships, and Postdoctoral Training: A Survey of Training Directors

Interprofessional Education in Psychology Doctoral Programs, Internships, and Postdoctoral Training: A Survey of Training Directors.

Interprofessional Education (IPE) is intended to prepare health professionals for teambased care. Little is known about IPE offerings for psychology trainees. The article reports on a survey of training directors (263) from graduate school, internship, and fellowship programs about IPE in a 39-item survey. Most programs have IPE activities across 17 types (e.g., classroom didactics, IP team care, Grand Rounds, simulations, etc.), though 34% reported no or poorly coordinated IPE. Barriers included limited funding/protected time and conflicting student schedules. Resources needed for implementing IPE included incorporating IPE into clinical settings, curricular materials, and evaluation tools. Only 15% felt institutional leadership considered IPE a high priority. Training directors need leadership engagement and support, protected time, and administrative support as well as faculty development for event design and facilitation skills. This study is an exploratory first step, more granular investigation of quality and quantity of IPE from training directors' perspectives is needed.

POLICY IMPLEMENTATION OF THE WORK SKILLS EDUCATION PROGRAM (PKK) IN PANDEGLANG DISTRICT

This study discusses the Implementation of the Work Skills Education Program (PKK) Policy in Pandeglang Regency. The aim of the research is to find out the implementation efforts made by the Ministry of Education, Research and Culture Technology through the Directorate of Courses and Training, Directorate General of Vocational Education, to Non-formal Institutions in Pandeglang Regency. This study uses a descriptive qualitative approach. Determination of informants using techniques purposive sampling. Data collection techniques through observation, direct interviews and documentation. Testing the validity of the data uses triangulation of data sources and member checks which are associated with the theory of public policy implementation by Van Metter & Van Horn, Deddy Mulyadi (2016). Data analysis techniques using Miles and Hubberman. The results of the research show that the implementation of the Work Skills Education Program (PKK) Policy in Pandeglang Regency is still not optimal.The implementation carried out by non-formal institutions is still general in nature and is more oriented towards government work routines. This condition hinders the implementation process for people who do not yet have skills in terms of work. The researcher recommends that non-formal institutions and the Education and Culture Office of Pandeglang Regency provide ongoing motivational assistance and support to people who need expertise. In the future, it is expected that the open unemployment rate in Pandeglang Regency can be reduced significantly.

‘Trust me, kid’: leadership style and how we train directors to talk to actors

This article considers some of the most relevant literature in business organisational studies and sports performance studies to see how we might apply work in these areas when training directors. While the protocols and practices are very different, business leaders and sports performance coaches are (like theatre directors) looking to manage creativity and teamwork, hoping to find inspired creative solutions to complex problems, and attempting to nurture the best possible performance from every team member. And while the success or failure of any performance will be judged against distinct criteria, the journey toward that success or failure will be determined largely by the ways in which a creative collaboration is led. Looking very specifically at the ways in which the communication between director and actor is determined by a specific leadership style, this article considers implied leadership styles that may be intuited in some contemporary books in theatre directing. Finally, a consideration of the theory of ‘motivational interviewing’ from a sports performance point of view suggests some possible ways forward.

Addressing the Maternal Mental Health Crisis Through a Novel Tech-Enabled Peer-to-Peer Driven Perinatal Collaborative Care Model

Addressing the Maternal Mental Health Crisis Through a Novel Tech-Enabled Peer-to-Peer Driven Perinatal Collaborative Care Model

Editorial introductions.

Editorial introductions.

Review of “Conflicted Care: Doctors Navigating Patient Welfare, Finances, and Legal Risk”

There is a quote in Hyeyoung Oh Nelson’s Conflicted Care: Doctors Navigating Patient Welfare, Finances, and Legal Risk, which captures the book’s substance beautifully. In an interview excerpt with the director of residency training at the hospital Nelson studied, the doctor explains the “single biggest dilemma” physicians face in an academic medical institution. He addresses an imaginary trainee to illustrate the problem: “Look, this is the time when you are learning to be a doctor: we want you to be cost-effective but we also want you to be thorough and humanistic and use physical diagnostic skills that you have learned appropriately, and not overorder tests. And you have to do all that within two and a half days…” (p. 37). Abundant research by medical and organizational sociologists has underscored the inescapable tension of the healthcare system in the United States: caught between the “do no harm” oath, which directs physicians to put patients’ wellbeing above everything else, and the financial and bureaucratic structuring of healthcare provision, which has introduced the principle of efficiency in every healthcare institution. In an ideal world, these mandates would align: providing the best care would also be cost-efficient (and such is the promise of managed care policies). In the real world, unsurprisingly, health logics and financial logics tend to clash.

CMS Extends Virtual Supervision of Residents to End of Year

CMS Extends Virtual Supervision of Residents to End of Year

Brooklyn Resident Competition Develops Young Researchers

Back to table of contents Previous article Next article APA & MeetingsFull AccessBrooklyn Resident Competition Develops Young ResearchersMark MoranMark MoranSearch for more papers by this authorPublished Online:4 May 2023https://doi.org/10.1176/appi.pn.2023.06.6.24AbstractThe competition, founded and coordinated for 31 years by APA President-elect Ramaswamy Viswanathan, M.D., Dr.Med.Sc., promotes resident involvement with APA and the Brooklyn district branch, while helping resident scholars advance their careers as psychiatric researchers.In March 1992, Ramaswamy Viswanathan, M.D., Dr.Med.Sc., then president of the Brooklyn Psychiatric Society (BPS), organized and moderated the first annual Brooklyn Psychiatric Society (BPS) Resident Scholarly Presentations Competition.APA Deputy Medical Director and Chief of Research Nitin Gogtay, M.D. (left), served as a judge in the resident scholarly presentations competition. With him are Kusum Viswanathan, M.D., chief medical officer at Brookdale University Medical Center, and APA President-elect Ramaswamy Viswanathan, M.D., Dr.Med.Sc.Mark MoranThis year’s competition 31 years later, which took place in April at Interfaith Medical Center in central Brooklyn, marked his last year coordinating the event. Viswanathan, who is president-elect of APA and professor and interim chair of psychiatry at SUNY Downstate Health Sciences University, is turning over coordination of the event to Maria Bodic, M.D., a psychiatrist at Maimonides Medical Center.The competition brings together resident scholars from psychiatric training programs at four Brooklyn hospitals—Brookdale University Hospital Medical Center, Maimonides Medical Center, SUNY Downstate Health Sciences University, and Interfaith Medical Center. The residents present poster and oral presentations on a variety of research projects, with winners selected by a panel of research experts (Brooklyn District Branch Honors Residents for Outstanding Research).Kelvin Oke, M.D., a resident at Interfaith Medical Center, received first prize in the poster competition for his research project titled “Adolescent Crimes: Association of Multiple Substance Use With Arrests Among Adolescents.”Mark MoranWhen he originated the competition, Viswanathan and his wife, Kusum Viswanathan, M.D., a pediatric hematologist-oncologist who is now the chief medical officer at Brookdale, donated what he called “a modest amount of money” to pay for some of the expenses related to the competition over the years.“At the time we originated it, it was an innovative program and the first such program to be organized by a district branch of APA,” he told Psychiatric News. “It has helped strengthen our residents’ involvement with APA and promoted their professional development.”Kunal Gandhi, M.D. (left), received first prize for his oral presentation titled “Is Cannabis a Gateway Drug? A Retrospective Analysis of American Adolescents.” With him are Tolu Olupona, M.D., president of the Brooklyn Psychiatric Society, and APA President-elect Ramaswamy Viswanathan, M.D., Dr.Med.Sc.Mark MoranThe judges were Nitin Gogtay, M.D., APA deputy medical director and chief of research; Aparna Dole, M.D., a clinical instructor in psychiatry at New York University Grossman School of Medicine; and Jose Vito, M.D., a clinical professor of psychiatry at NYU Langone Health. Vito is also past president of the New York County Psychiatric Society.“The BPS Resident Scholarly Presentations Competition is an outstanding way for young psychiatrist researchers to hone their skills at gathering and analyzing data on topics relevant to psychiatric practice and patient care and presenting their findings in a professional setting,” Gogtay said. “I urge these young researchers and all residents interested in research to join APA and avail themselves of the mentorship and resources offered by APA’s Division of Research.”Following opening remarks by LaRay Brown, CEO of One Brooklyn Health, Gogtay spoke about APA and the work of the Division of Research, especially around DSM, PsychPRO (APA’s mental health registry), and the APA Research Consortium.Brooklyn Psychiatric Society President Tolu Olupona, M.D., director of residency training at Interfaith Medical Center, credited Viswanathan and Linda Majowka, BPS executive director, for shepherding the program over many years.The competition “is a great opportunity for psychiatry residents in Brooklyn to showcase their scholarly activity to their peers and other faculty from psychiatry residency programs in Brooklyn,” she told Psychiatric News. “Residents and faculty also network with colleagues from other programs during the event, and the activity helps residents in training to build their CV as they grow in their academic careers.” ■ ISSUES NewArchived

WEO Newsletter.

WEO Newsletter.

"The VA was the first place as a trainee that I felt like I had to hide many parts of myself": Lived experiences and recommendations for empowering transgender, nonbinary, and gender expansive VA psychology supervisors and supervisees.

Psychology trainees are increasingly diverse in terms of gender identity and gender expression (Lund & Thomas, 2022), yet clinical supervision models often overlook the unique needs, strengths, and experiences of transgender, nonbinary, and gender expansive (TNBGE) trainees and supervisors. The Department of Veterans Affairs (VA) remains the largest training network for psychology trainees and many American Psychological Association-accredited VA sites advertise focused training opportunities in lesbian, gay, bisexual, transgender, and queer health at both the internship and postdoctoral levels. As such, VA psychology training programs are uniquely positioned to impact the professional experiences of TNBGE psychology trainees and supervisors. Critical issues in supervision with TNBGE supervisees and supervisors in VA health care settings are reviewed utilizing themes and examples from the authors' lived experiences as TNBGE supervisors and supervisees. Recommendations are provided for supervisees, supervisors, and training directors in VA psychology training programs. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Supervising and supporting trainees with disabilities in the Veterans Administration Healthcare System: An overlooked but critical need and opportunity.

Trainees with disabilities are chronically underrepresented in psychology and face many barriers throughout their training. Directors of Clinical Training and supervisors within the Veterans Administration Healthcare System (VAHCS), one of the largest employers of trainees with disabilities, have a unique opportunity to address this area of critical need. However, they must first understand the barriers facing psychology trainees with disabilities in VAHCS settings, including discrimination in trainee selection, barriers to obtaining reasonable accommodations, and attitudinal and cultural barriers. In this article, we illustrate how those barriers may present in VAHCS settings specifically and provide suggestions and frameworks for how the VAHCS can create accessible, disability-affirmative training environments in which trainees can truly thrive. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

A Framework for Developing and Assessing the Global Entrepreneurial Mindset

Assessment UpdateVolume 35, Issue 3 p. 1-15 Article A Framework for Developing and Assessing the Global Entrepreneurial Mindset James Berneking, James BernekingSearch for more papers by this authorSamantha Dewalt, Samantha DewaltSearch for more papers by this author James Berneking, James BernekingSearch for more papers by this authorSamantha Dewalt, Samantha DewaltSearch for more papers by this author First published: 29 May 2023 https://doi.org/10.1002/au.30344Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL References Baron, R. A. 2008. “The Role of Affect in the Entrepreneurial Process.” Academy of Management Review, 33(2), 328– 340. doi:10.5465/amr.2008.31193166 Bloom, B. S., M. D. Engelhart, E. J. Furst, W. H. Hill, and R. Krathwohl. 1956. Taxonomy of Educational Objectives: The Classification of Educational Goals. London: Longmans, Green and Co Ltd. Retrieved from https://bit.ly/3FJk8QW. Dinh, A., Oberrauch L., and S. Dewalt. 2022. “What's in a Mindset? Exploring the Entrepreneurial Mindset.” Journal of Entrepreneurship Education, 25(4), 1– 24. Fayolle, A., and B. Gailly. 2008. “From Craft to Science: Teaching Models and Learning Processes in Entrepreneurship Education.” Journal of European Industrial Training, 32(7), 569– 593. doi:10.1108/03090590810899838 Gedeon, S. A. 2014. “Application of Best Practices in University Entrepreneurship Education: Designing a New MBA Program.” European Journal of Training and Development, 38(3), 231– 253. doi:10.1108/ejtd-05-2013-0058 Gedeon, S. A. 2017. “Measuring Student Transformation in Entrepreneurship Education Programs.” Education Research International, 2017, 1– 12. doi:10.1155/2017/8475460 Ilonen, S., and Heinonen, J. (2018). “Understanding affective learning outcomes in entrepreneurship education.” Industry and Higher Education, 32(6), 391– 404. doi:10.1177/0950422218805177 Kirkpatrick, D. L. 1959. “Techniques for Evaluation Training Programs.” Journal of the American Society of Training Directors, 13, 21– 26. Kirkpatrick, D. L. and J. D. Kirkpatrick. 2006. Evaluating Training Programs: The Four Levels: Vol. 3rd ed. San Francisco: Berrett-Koehler Publishers. Kuratko, D. F. 2005. “The Emergence of Entrepreneurship Education: Development, Trends, and Challenges.” Entrepreneurship: Theory and Practice, 29(5), 577– 598. doi:10.1111/j.1540-6520.2005.00099.x Nabi, G., Liñán F., Fayolle A., Krueger N., and A. Walmsley. 2017. “The Impact of Entrepreneurship Education in Higher Education: A Systematic Review and Research Agenda.” Academy of Management Learning & Education, 16(2), 277– 299. doi:10.5465/amle.2015.0026 Rae, D., L.M. Martin, V. Antcliff, and P. D. Hannon. 2012. “Enterprise and Entrepreneurship in English Higher Education: 2010 and Beyond.” Journal of Small Business and Enterprise Development, 19(3), 380– 401. doi:10.1108/14626001211250090 Volume35, Issue3May/June 2023Pages 1-15 ReferencesRelatedInformation

The Effect of A Training Program Based on Action Oriented Learning Approach in Developing Change Agency Skills of the Vocational Training Corporation Trainers in Jordan

This study aimed to investigate the effect of training program based on action oriented learning approach in developing the change agency skills of vocational training corporation trainers in Jordan. The Middle Region Training Directorate was selected intentionally. The study was implemented on a sample consisting of (40) trainers, the control and experimental groups were randomly assigned, each consists (20) trainers. The experimental group was trained by training program based on an action oriented learning approach and the controlled group was trained by the regular program before. The researchers prepared a training program based on action oriented learning approach and developed a change agency skills scale that was verified for its validity and stability. The scale consisted from(36) items, within three experiences: expertise collaborative (community membership and empowerment), expertise problem solving (risk taking and motivation), and expertise contextual (mastery). (ANCOVA) and (MANCOVA) were used to analysis the results. There were statistical significant differences at the level of statistical significance (α≤ 0.05) in expertise problem solving and expertise contextual, in favor of the experimental group. There weren’t statistical significant differences in expertise collaborative. The study recommended that the program should be used and applied in other courses and for long period of time.

478 A qualitative exploration of the implementation of the Prescribing course Designated Prescribing Practitioner role in community pharmacy

Abstract Introduction To alleviate NHS workload pressures Scottish Government wish to train more pharmacist independent prescribers (IPs) for community pharmacy (1). A critical aspect for IP training is the role of Designated Prescribing Practitioner (DPP) for the period of learning in practice. A paucity of work has focussed on implementation of the DPP role with a recent cross-sectional survey (2) indicating that further qualitative exploration is warranted. Aim To explore the implementation of the DPP role in Scottish Community Pharmacy (CP). Methods Following a survey (2) participants opted in to qualitative semi-structured online mini-focus groups. This included key stakeholders likely be involved in the implementation of the DPP role (e.g Directors of Pharmacy, Prescribing Leads, Education and Training leads, IP qualified CPs). The topic guide was informed by the survey key findings, Royal Pharmaceutical Society DPP Framework and the Consolidated Framework for Implementation Research and piloted with academic and practice-based stakeholders. All focus groups were conducted using Zoom, recorded, transcribed, and independently analysed thematically, by two researchers, using the Framework Approach. Data generation continued until data saturation. Results Data were generated from six mini-focus groups with 12 key stakeholders across Scottish Health Boards. Key themes derived related to: views on the DPP role, characteristics of potential DPPs, facilitators and barriers to implementation. Participants supported DPP implementation and noted benefits of pharmacists training pharmacists. They noted that potential DPPs need to be confident and competent and be active prescribers. Facilitators for implementation included: new contracted services (e.g. NHS Pharmacy First Plus), growing need for more IPs, and the impact of COVID-19. Barriers included: limited time, capacity, resources, and support to take on the DPP role. Pharmacists were also considered risk averse which could influence role uptake. Conclusion This theory-based work involved a range of key stakeholders and highlights that there is a need to further consider interventions to overcome barriers related to capacity and resource related issues. A limitation relates to the dyadic nature of some focus groups that may have affected data collection. Future research should focus on further theory-based work evaluating structures, processes, and outcomes of DPP role implementation.

Importance of Community Engagement in Data Decision Making.

Importance of Community Engagement in Data Decision Making.

An Evaluation of Graduates’ Employment of Courses and Vocational Training Institutions

Evaluation of graduates’ employment of Courses and Vocational Training Institutions (LKP) is very important to conduct, as a step to obtain feedback on programs or policies that have been implemented by vocational LKP in Indonesia. However, the absorption data for vocational LKP graduates has not been properly recorded at the present. Therefore the aims of this study is to analyze achievement of performance targets at the Directorate of Courses and Training (Dit-Suslat), Ministry of Education and Culture. This study using the Goal-Oriented Evaluation of program evaluation model from Ralp W Tyler. The results of the analysis point out that the target percentage of courses and trainings graduates in one year who get a job or become an entrepreneur has not reached the set target. Most LKP graduates are absorbed in the trading sector, manufacturing industry, as well as health services & social activities. Future needed labor are massively from the sectors of healthcare, construction, manufacturing and retail. Clerical, routine and repetitive jobs start to be replaced by robots and intelligent machines. The implementation of vocational LKP must be transformed in carrying out link and match as a whole.

Master this four‐step approach to violence prevention training, no matter your budget

“One thing that most campuses are really great at [for violence prevention training] are those one-off programs — things you see at freshman orientation, or that Red Zone period, the first pivotal weeks we know campus violence is at its highest,” Tawney Alonzo, Director of Training at Title IX Solutions, said.