European Training Research Articles

The Negotiated Geography of the Treaty of Nerchinsk (1689) and the Role of the Jesuits

The 1689 peace negotiations in Nerchinsk between Muscovite Russia and Qing China resulted in the first bilateral settlement of the territorial disputes between the two empires and led to extensive surveys in the frontier region. More importantly, the surviving textual and material evidence qualifies this encounter as a site of knowledge exchange that provides exemplary insights into the Jesuits' activities as knowledge brokers in late imperial China. By using Jesuit, Russian, and Qing sources, this article reconstructs the exchange of geographic information in Nerchinsk and traces the knowledge fragments that made up the Jesuits' new spatial imagination of these lands. In arguing that their European cartographic training ultimately prevented them from successfully integrating the fragments of local geographic knowledge that were exchanged at the negotiations, it presents the Jesuits as highly problematic go-betweens and their allegedly "superior" knowledge as essentially refracted.

European mental health research resources: Picture and recommendations of the ROAMER project

As part of the Roamer project, we sought to have a picture of the available mental health research (MHR) funding, capacity-building and infrastructures resources and to establish consensus-based recommendations that would allow an increase of European MHR resources and enable better use and accessibility to them. The methods fell into three sections (i) a review of the literature, (ii) a mental health-related keywords search within the Cordis®, On-Course® and Meril® databases which contain information on European research funding, training and infrastructures. These reviews provided an overview that was presented to (iii) two experts workshops with 28 participants drawn from academic which identified gaps and produced recommendations. The literature review illustrates the debates in the scientific community on funding, training and infrastructures. The database searches estimated the fraction of health research resources available for mental health. Eight overarching goals for MHR resources were identified by the workshops; each of them was carried out with several practical recommendations. Resources for MHR are scarce considering the burden of mental disorders, the high rate of return of MHR and the under-investment of the field. The recommendations are urgently warranted to increase resources and their optimal access and use.

Newly qualified chiropractors' perceptions of preparedness for practice: A cross-sectional study of graduates from European training programs.

The purpose of this pilot study was to explore chiropractic graduates' perceived preparedness for practice in the 7 key competencies of the Canadian Medical Education Directives for Specialists. An anonymous 5-point Likert scale electronic questionnaire was distributed to graduates from the 2014-2016 cohorts of 9 European chiropractic colleges accredited by the European Council of Chiropractic Education. For each group under 1 competency role, the mean overall score was calculated. Statistical differences were analyzed using a t test and analysis of variance. Cronbach's alpha was calculated for internal consistency. Results of 7 chiropractic colleges were analyzed (n = 121). Differences were found among colleges, competencies, and items. Overall, the graduates who responded scored the lowest in collaborator (3.76) and scholar (3.78) competencies. They scored the highest in professional (4.39) and chiropractic expert (4.13) competencies. In all colleges, a lower level of perceived preparedness was found in collaborator, scholar, and manager competencies. Statistical differences were found that compared the type of employment and cohorts. Our results show there may be a gap between education and professional practice regarding perceived preparedness, and graduates perceived themselves to be unprepared in some competencies. The preliminary results of this study could be used to improve curricula of chiropractic education.

Spanish university assessment practices: examination tradition with diversity by faculty

Classroom assessment is crucial to understand how students approach course materials, even more so in a competitive environment such as higher education. Our aim was to explore the current situation of assessment in higher education to consider further institutional and training actions. Every syllabus from all public universities in Spain was entered into a database, from which 1,693 syllabi were selected completely at random for a content analysis. It was found that: (1) university teachers use a greater variety and number of assessment instruments than did their counterparts of decades ago, (2) final examination score is still the highest-weighted source of information for the final grade, (3) the cluster of assessment practices show that conventional approaches are still the most prevalent ones, (4) formal peer and self-assessment practices are still extremely rare in the classroom, (5) assessment practices barely change between first and fourth-year courses, and (6) most variations in assessment are explained by differences on faculty/academic divisions. This research has implications for European legislation, university regulation and university teacher training programmes.

Maritime simulator training across Europe: a comparative study

Simulator-based training has witnessed considerable attention in recent years for the training of operators in the maritime domain and is employed by majority of nautical training institutes. IMO has published the model course 6.10 Train the simulator trainer and assessor which acts as a guideline and aims to promote uniformity in the simulator-based training for maritime operations. Nevertheless, the model course should not be “implemented blindly,” since one has to acknowledge the institution’s own resources and apply them in an appropriate way. Consequently, a variation in different institutions simulator training can exist. This study aims to discover how such variations exist in the European full mission simulator training institutions. Semi-structured interviews were conducted to clarify each of the participating institution’s simulator training design. The interviews comprised relevant performance indicators—e.g., identical elements, training time, teaching of general principles, students’ needs, feedback, training needs analysis, assessment, and instructors´ qualifications—selected after a detailed literature review. The findings present variations and similarities observed in the European simulator training facilities, in relation to the designated performance indicators. The study demonstrated that although some simulator training in Europe appears to be performed uniformly due to comparable proceedings and understanding of the model course 6.10, the implementations of these aspects on the basis of interpretation and available infrastructure can create dissimilarities.

The European Certificate in Nephrology: towards harmonization and excellence in training.

Nephrology is a young medical specialty that has evolved and expanded during the last 4 decades of the past century, becoming recognized as one of the most innovative and challenging medical specialties. The training of nephrology takes place mainly in public hospitals, and there are important variations in the duration and assessment of training among the European countries. The Union of European Medical Specialties (UEMS) Renal Section and the European Renal Association–European Dialysis and Transplant Association have been working jointly since 2010 to harmonize European nephrology training and more recently to establish the European Certificate in Nephrology (ECN). The first two editions of the ECN were held in early 2017 and 2018. In total, 122 candidates from 26 countries have sat for the exam, with a success rate of 59% (72/122). To date, Switzerland has adopted the exam as their national training assessment and we expect that other countries will join Switzerland in the near future. Fostering the development and importance of the ECN requires that member states work to increase the academic and professional profile of the ECN within their countries. The ECN should be considered a ‘quality mark’ and a sign of high achievement in nephrology training in Europe. If holding the ECN becomes advantageous for employment or improving scientific careers, the number of candidates will increase and the sustainability of the ECN will be guaranteed. A recent, positive development is the pre-agreement between the UEMS Renal Section, UK Renal Association and Royal Colleges of the UK to adopt a unique pan-European exam beginning in 2020. However, any decision to commence the pan-European exam will depend, in part, on strong candidate enrolment for the ECN 2019 edition. Thus support of the national societies is crucial for the sustainability and growth of a European exam, because of their capacities to influence strategic policies in hospitals, universities and medical associations, with a longer-term aim to increase the professional recognition of the European exam.

P04.08 GLIOTRAIN: Exploiting Glioblastoma intractability to address European research training needs in translational brain tumour research, cancer systems medicine and integrative multi-omics

P04.08 GLIOTRAIN: Exploiting Glioblastoma intractability to address European research training needs in translational brain tumour research, cancer systems medicine and integrative multi-omics

ОСНОВНІ НАПРЯМКИ ПІДГОТОВКИ ІНОЗЕМНИХ СТУДЕНТІВ НА КАФЕДРІ НЕВІДКЛАДНОЇ ТА ЕКСТРЕНОЇ МЕДИЧНОЇ ДОПОМОГИ

Мета роботи – аналіз ефективності навчально-виховної роботи серед іноземних студентів на опорній кафедрі невідкладної та екстреної медичної допомоги щодо засвоєння ними клінічних знань та практичних навичок із невідкладної медицини, а також оцінка перспективи впровадження нових сучасних віртуальних навчально-контролюючих програм.
 Основна частина. Апробовані на кафедрі невідкладної та екстреної медичної допомоги сучасні навчально-виховні методики роботи з іноземними студентами (єдиного навчального дня, проведення занять у навчальному симуляційно-тренінговому центрі, використання сучасних європейських віртуальних навчальних програм, групові та індивідуальні заняття з іноземними студентами з урахуванням їх етнічно-релігійних особливостей) є досить перспективними напрямками в педагогічному процесі. Так, використання в навчальному процесі на кафедрі системи єдиного навчального дня протягом 6 годин дає змогу не лише глибоко проаналізувати зі студентами теоретичні питання за темою заняття, але й впровадити в навчання елементи симуляційно-тренінгового засвоєння практичних навичок. Високий методичний рівень забезпечення навчального процесу на кафедрі, наявність університетського навчально-тренінгового центру симуляційного навчання за адаптованими європейськими віртуальними навчально-контролюючими програмами та широке залучення студентів-гуртківців у науковий, навчальний та тренінговий процес дозволяють забезпечити високий кінцевий рівень засвоєння ними теоретичних знань та практичних навичок.
 Висновок. Навчання за системою єдиного навчального дня дає змогу враховувати етнокультурні та релігійні особливості іноземних студентів та впровадити елементи симуляційно-тренінгового засвоєння практичних навичок.

Radiology trainees forum survey report on workplace satisfaction, ESR education, mobility and stress level

ObjectivesThe Radiology Trainees Forum (RTF) of the European Society of Radiology (ESR) conducted a survey among radiologists in training to gather and evaluate data on workplace satisfaction, ESR educational initiatives, mobility of professionals and stress levels.MethodsA questionnaire was forwarded to radiologists in training across Europe. The subject of the questionnaire was related to: (1) the working place, (2) safety of the working environment, (3) satisfaction at the working place, (4) familiarity with educational initiatives within the ESR and (5) reasons and motivation for mobility. Results were obtained and analysed.ResultsInvitations to participate were sent by the ESR office to radiologists in training across Europe. A total of 1045 radiologists responded to the questionnaire; 77.8% were trainees and 22.2% were certified radiologists. Of the responders 65.3% considered the working place safe. Only 25.7% considered themselves involved in management, 43.9% would consider working in another country, and 52.3% were moderately satisfied with their working place. Of the responders 46.8% did not have any teaching responsibilities; 59.7% knew the European Diploma in Radiology (EDiR) and 69.7% were not aware of the content of the ESR European Training Curriculum (ETC).ConclusionThe level of training in aspects related to management safety and quality is low among trainees. The level of satisfaction at work is adequate but not sufficient. The degree of responsibility in training tasks is scarce. A small percentage is familiar with the ESR educational initiatives. As for the mobility the main reservation is lack of confidence in the training acquired.Main Messages• For satisfaction levels to improve, it is vital to include more creative aspects of the profession, such as research and teaching, in balance with the routine aspects of radiology.• Furthermore, a greater involvement of radiologists in patient care is also essential in radiology training.• To facilitate mobility, it is important to standardise training across European countries through universal programmes and training controls such as the EDiR and the ETC.

Comparing health care professionals’ CPR-knowledge between different specialties, departments and educational training in Europe

Purpose of the study: Nurses and physicians are the first who respond to in-hospital cardiac arrest by applying standardized cardiopulmonary resuscitation (CPR). The purpose of this questionnaire study was to assess the knowledge of health care professionals on CPR and compare achieved scores between the different specialties, departments and CPR-education.

Developing a Crisis Management Exercise Training in Industrial Environment: From Needs Analysis to Exercise Facilitation

Crisis and emergency management in hazardous industries rely on a particular organization which modifies the companies’ normal operating mode. This kind of organization requires, from both operatives and decision-makers, specific knowledge that cannot be acquired through theoretical course or real-life practice only. Simulation exercises can be a training solution to allow the practice of crisis management. Besides, developing and implementing such exercises, adapted for agents and their needs, is time and resource consuming, especially when the system where they operate is complex. There is a need to simplify the development and exploitation of these simulations to make them more affordable. A solution is to develop them according to both rigorous and flexible methodology allowing cost-effectiveness.Between the ends of 2015 and 2017, the Expert’Crise project, an European funded training project on emergency and crisis management in industrial environment, organized seven crisis exercises mainly in hazardous chemical companies, classified as “SEVESO”. This recurrent exercise development process leads us to build a design methodology based on our own experience with industrial and existing methodology. During exercises proposed to industrial partners, trainees play their own role in their usual working place. Only some emergency functions are simulated and, for instance, physical intervention with firefighter’s tool are rarely set up. Therefore, these exercises can be defined as functional crisis management learning role-playing game. Because some part of the emergency organization are not simulated, arrangements must be made to isolate trainees from real environment and establish exercise framework in which participant can interact with each other and with the facilitation interface.This paper deals with the design methodology used to set up emergency and crisis exercises in industrial environment and its experience feedback.

CELAM and the emerging reception of the “bridge theology” of Pope Francis: from Marcos Gregorio Mcgrath to the Latin American church today

The Second Vatican Council has a special significance in Latin America. This is especially true due to the influence of the document Gaudium et Spes (The Church in the Modern World). This took place at the Medellin Conference (1968) when Bishop Marcus Gregorio McGrath, C.S.C., pointed to this influence through his keynote address “The Signs of the Times.” He was prepared for this moment through his earlier theological training in Europe and his pastoral missions, especially in Chile and Panama. It was his earlier practice of Catholic Action among young lay persons that led him into the “bridge theology” that was to be promoted further by Pope Francis.

Book Review: History of Vocational Education and Training in Europe

The book is volume 14 in the series Studies in Vocational and Continuing Education. Series editors are Philipp Gonon & Anja Heikkinen. Volume 14, History of Vocational Education and Training in Europe: Cases, Concepts and Challenges is edited by Esther Berner, Professor for Educational Science, Helmut-Schmidt University in Hamburg, Germany, and Philipp Gonon, Professor for VET and Teacher Training, University of Zurich, Switzerland.

P065] Revival of interest in nuclear sciences via the ENEN+ project and the perspectives of the medical physics community

Purpose It is currently acknowledged that the enrolment of students to nuclear disciplines is not in a satisfactory level. The European Nuclear Education Network ENEN+ project proposes activities to substantially contribute to the revival of the interest of young generations in careers in nuclear sector. It is based on four nuclear disciplines: Nuclear reactor engineering and safety; Waste management and geological disposal; Radiation protection; and Medical applications. The European Federation of Organisations for Medical Physics (EFOMP) is involved in this project focusing on last two disciplines. This presentation aims to highlight the tasks related to the involvement of EFOMP in the project and expected to open the door for beneficial possibilities to the medical physics community. Methods The project activities are organized in 7 work packages (WP), with EFOMP participating in three of them: Attracting bachelor students to nuclear fields and retain them in the nuclear professions (WP2); Attract and develop new talents through nuclearization (WP3) and consolidate-further develop European Fission Training Schemes (EFTS); and Mobility (WP5). Each of these packages has tasks that will be carried out during the period of the project. Results The initial steps include the consolidation of the European Master of Science in Nuclear Engineering (EMSNE) scheme and its evolvement to European Master of Science in Nuclear Disciplines (EMSND). The terms of reference document defining all aspects of how the EMSND will be conducted has been drafted. Additionally, the ENEN+ project will financially support through mobility grants students and professionals willing to carry out any education and training activity in nuclear fields. The manual describing the details concerning the mobility grants has been prepared. Conclusions The results described are only the initial steps of the project. Future actions include launch of call for applications for mobility grants; development of the European Credit System for Vocational Education and Training (ECVET) based curricula for the identified profiles; consolidation of the vocational EFTS through voluntary accreditation and the coordination of the development of EFTS in niche applications.

555 Do young surgeons in training in Europe and Asia integrate sexual health in daily treatment - self-assessment-results at the Davos Courses in Gastrointestinal Surgery, Davos, April 2017

Colorectal and GI-surgery do affect functionality of the small pelvis and consecutively short-, mediate-, or long-term impact on sexual health. At the 35th international gastrointestinal surgery courses, Davos, Switzerland, April 2017, 39 of 247 young surgeons in training from Europe and Asia participated in a self-assessment of the integration of patients’ sexuality in daily treatment via 3-parted survey: on patients treated (A), health care system (B), participant’s profile (C), proven by the ethics committee of Vienna’s medical university. 56% of the surgeons in training were male, 64% aged 31 – 40 years, 26% aged 21-30 years, 59% active in public hospitals, 36% in university hospitals, 59% having 2-5 years of clinical experience. 56% of the participants asked up to 20% of the patients about sexual irritations, 3% 100% of the patients. 64% of the surgeons were asked by up to 20% of the patients. 33% of the doctors suggest that up to 40-60of the patients had sexual problems but did not ask the patients about sexuality. Reasons for not-bringing up the issue by the patients were suggested: embarrassing topic (62%), lack of time (59%), culture (41%). Young surgeons assessed these settings to actively address sexual dysfunction by the doctors: before surgery (85%), after surgery (67%), concrete diagnoses (46%). The surgeons did refer patients to urologists (51%), gynecologists (36%), physical therapy (31%), sexual medicine specialists (41%). The support given was information on physiology of sexual function (44%), specialists in other fields (28%), pain therapy (28%), evaluation medications’ side-effects on sexuality. 36% of the young surgeons assessed to have been helpful to 21-40% of the patients in sexual concerns, 33% up to 20%. Reasons decreasing the successful treatment were rated: patient’s age (56%), patient’s culture (36%), patient’s religion and lack of surgeons’ expertise in sexual medicine (26%), patients’ lack of motivation for therapy, no sexual medicine network for medical cooperation (21%).

On the J M Keynes-Joan Robinson Correspondence Between September and November, 1936: How Keynes Finally Came to Realize That Joan Robinson Had No Understanding Whatsoever About His Liquidity Preference Theory of the Rate of Interest or the General Theory

In the course of examining papers sent to him by Joan Robinson for review and comments before publication in late 1936, Keynes discovered that Joan Robinson had absolutely no understanding whatsoever about his theory of the rate of interest, which was based on the Liquidity Preference Function, in the General Theory. Despite repeated attempts by Keynes to correct her errors, Joan Robinson persisted in resisting Keynes’s attempt to repair her deeply flawed work on liquidity preference. Keynes finally realized in November 1936 that his acknowledgment of her on page xii of the General Theory regarding her comments on the draft copies of the General Theory he had sent her was mistaken. Keynes had no alternative in his letter to J. Robinson of November 9th, 1936, but to state to her bluntly that “… your argument as it stands is most certainly nonsense.” Robinson’s argument was that the rate of interest is determined by the demand and supply of money alone. Keynes had finally come to realize over the three month time period of their correspondence that Joan Robinson had no grasp whatsoever about his IS-LM(LP) (Hicks’s 1937 IS-LL and Hansen’s 1953 IS-LM are distorted versions of Keynes’s model) model of interest rate determination in Effective Demand (Y) and interest rate (r) space. Robinson viewed Keynes’s Liquidity Preference theory of the rate of interest of the General Theory as a purely monetary theory of the rate of interest that was determined only by the demand for money and the supply of money. According to Robinson, Keynes in the General Theory had shown that the rate of interest is a purely and uniquely determined monetary variable only. Keynes’s Y=C plus I and Y=Cplus S model, leading to the conclusion that I=S, which generates the IS equation on pages 63,115 and page 298 of the General Theory, had no role to play in determining the rate of interest. Therefore, the rate of interest can only be determined by the speculative demand for money,M= L2(r). Keynes had already seen this faulty description of his theory described to him in correspondence with Hawtrey in the January-March, 1936 time period. Keynes ‘s response to Hawtrey was that Hawtrey’s summary was completely wrong. Keynes was surely shocked to see Robinson making the same, identical mistake as Hawtrey. Interestingly, this correspondence between Keynes and Robinson has never been examined at any time by any economist or academic since it first appeared in print in Volume 14 of the CWJMK in 1973. For instance, the only mention made by Skidelsky about this correspondence (1992, p.627) was that the slowness of trains in Europe gave Keynes a chance to “…read the proofs of Joan Robinson’s new book.” The footnote provides no additional information. The reason why this correspondence has never been examined should be obvious. It completely destroys the strident claims, made by the Post Keynesian and Institutionalist schools of economics, that Keynes never presented an IS-LM type model in the General Theory because his theory was a purely monetary theory of the rate of interest only. Practically all of Skidelsky’s work on the General Theory, which was directly based on Joan Robinson, can now be seen to be completely flawed. One comes to the truly bizarre conclusion that the Post Keynesian and Institutionalist schools have, for the last 82 years, based their understanding of the General Theory, not on Keynes, but on Joan Robinson’s badly flawed “interpretation” of Keynes and the General Theory.

A harmonized European training syllabus for thoracic surgery: report from the ESTS-ERS task force.

Training of European thoracic surgeons is subject to huge variations in terms of length of training, content of training and operative experience during training. Harmonization of training outcomes has been approached by creating the European Board of Thoracic Surgery, which has been accredited by the European Union of Medical Specialists (UEMS); however, a clear description of the content of training is lacking. Building on their recognized experience with curriculum building, task forces of the European Respiratory Society and the European Society of Thoracic Surgery agreed on a joint task force on training in thoracic surgery. The goal of this study is to report on the mission statement developed from the UEMS-driven survey, describe the Delphi method and the observed results and present the first large consensus-based syllabus. The working group is currently working on a description of the curriculum and assessment of learning outcomes.

Assessment of measurement-based methods for separating wheel and track contributions to railway rolling noise

The noise produced during a train pass-by originates from several different sources such as propulsion noise, noise from auxiliary equipment, aerodynamic noise and rolling noise. The rolling noise is radiated by the wheels and the track and is excited by the wheel and rail unevenness, usually referred to as roughness. The current TSI Noise certification method, which must be satisfied by all new mainline trains in Europe, relies on the use of a reference track to quantify the noise from new vehicles. The reference track is defined by an upper limit of the rail roughness and a lower limit of the track decay rate (TDR). However, since neither the rail roughness nor the track radiation can be completely neglected, the result cannot be taken as representing only the vehicle noise and the measurement does not allow separate identification of the noise radiated by wheel and track. It is even likely that further reductions in the limit values for new rolling stock cannot be achieved on current tracks. There is therefore a need for a method to separate the noise into these two components reliably and cheaply. The purpose of the current study is to assess existing and new methods for rolling noise separation. Field tests have been carried out under controlled conditions, allowing the different methods to be compared. The TWINS model is used with measured vibration data to give reference estimates of the wheel and track noise components. Six different methods are then considered that can be used to estimate the track component. It is found that most of these methods can obtain the track component of noise with acceptable accuracy. However, apart from the TWINS model, the wheel noise component could only be estimated directly using three methods and unfortunately these did not give satisfactory results in the current tests.

PD58-08 MENTAL TRAINING AND ITS EFFECT ON PROCEDURAL AND COGNITIVE LEARNING - A BLUEPRINT FOR UROLOGIC RESIDENTS IN A CONDENSED WORK ENVIRONMENT?

You have accessJournal of UrologySurgical Technology & Simulation: Training & Skills Assessment II1 Apr 2018PD58-08 MENTAL TRAINING AND ITS EFFECT ON PROCEDURAL AND COGNITIVE LEARNING - A BLUEPRINT FOR UROLOGIC RESIDENTS IN A CONDENSED WORK ENVIRONMENT? Phillip Marks, Julia Kaulfuβ, Luis Kluth, Philippe Grange, Felix Chun, Margit Fisch, and Christian Meyer Phillip MarksPhillip Marks More articles by this author , Julia KaulfuβJulia Kaulfuβ More articles by this author , Luis KluthLuis Kluth More articles by this author , Philippe GrangePhilippe Grange More articles by this author , Felix ChunFelix Chun More articles by this author , Margit FischMargit Fisch More articles by this author , and Christian MeyerChristian Meyer More articles by this author View All Author Informationhttps://doi.org/10.1016/j.juro.2018.02.2796AboutPDF ToolsAdd to favoritesDownload CitationsTrack CitationsPermissionsReprints ShareFacebookTwitterLinked InEmail INTRODUCTION AND OBJECTIVES The work environments of current residents are fundamentally changing, characterized by a demand for cost-containment and dense working hours without compromising highest quality of care (outcome quality/patient safety). As a field, urology requires core competencies in cognitive processing of a diverse range of diseases and the perfection of many different manual skills (endoscopy, sonography, open surgery etc.). This training is cost- and time-consuming. We hypothesized that a specific mental training can enhance and optimize cognitive and manual skill acquisition. METHODS We designed a prospective trial of 24 laparoscopic novices (medical students) who were randomized to 1) a control group, 2) a video training group, 3) a mental training group. Mental training consisted of the identification of procedural key steps, relaxation, mental vocalization and mental imaging techniques over a course of 2 weeks after one initial supervised training session. All groups completed a basic training in 2 exercises of the official E-BLUS (European training in basic laparoscopic urological skills) curriculum (PEG transfer, cutting a circle) before intervention (video training, video training+mental training). Both exercises were assessed 48 h and 2 weeks after intervention. Primary endpoints were scores in a global rating scale (handling, efficiency of movement etc.), procedural time and error rates. Additionally, participants completed several theoretical tests examining spatial differentiation, theoretical knowledge and a test of performance strategies. Statistical analyses included ANOVA and general linear models with repeated measures. RESULTS All group baseline characteristics were homogeneous after randomization (p>0.05). Mental training improved time efficiency in PEG transfer but not cutting a circle exercises after 48 h (p=0.017). Mental training significantly improved the global rating scale score (p=0.035) and performance strategies (p=0.041) after 2 weeks. Participants who received and exercised mental training significantly reduced procedural error rates and improved their performance strategies (p=0.02 and p=0.01, respectively). There was no significant differences between the groups with regards to cognitive functioning tests or theoretical knowledge testing. CONCLUSIONS In this randomized controlled trial of laparoscopic novices, mental training significantly improved procedural time efficiency and performance strategies, while theoretical knowledge did not significantly change. The regular and continuous integration of mental training strategies into urological residency might serve as a blueprint to improve and streamline manual skill acquisition and performance while retaining cost- and time-efficiency. © 2018FiguresReferencesRelatedDetails Volume 199Issue 4SApril 2018Page: e1136-e1137 Advertisement Copyright & Permissions© 2018MetricsAuthor Information Phillip Marks More articles by this author Julia Kaulfuβ More articles by this author Luis Kluth More articles by this author Philippe Grange More articles by this author Felix Chun More articles by this author Margit Fisch More articles by this author Christian Meyer More articles by this author Expand All Advertisement Advertisement PDF downloadLoading ...

A comparative study on the psychiatric specialist system between Europe and China

European psychiatric specialist training system has been maturely developed for 6 decades. The institutional framework for psychiatric training during specialization has been conformed to European standards, including training content, assessment and training base. In Europe, psychiatry spe-cialist education lasts 5-7 years. Trainees should have experience of psychiatric internships and get assessed prospectively. After the training, trainees will receive the qualifications of the association for psychiatric training in Europe. While in China, the training time of psychiatrists is 3 years, the training of related departments is nearly 1 year, and psychiatric training is only 2 years. The training time of psychotherapy and clinical practice of psychiatry is still not enough. There is also a lack of consistency in the implemen-tation of theoretical and practical training in all the bases in China. Therefore, by comparing the advantages and disadvantages of the Chinese and European psychiatry training system, this paper proposes optimizing the training program in China, increasing the students' humanistic cultivation and psychological care, and further improving the input of special training funds. Key words: European; China; Psychiatric specialists; Training system