European Training Research Articles

Training ecologies for the actor-creator and Gordon Craig’s School for the Art of the Theatre

This article addresses the collaborative nature of twentieth-century European actor training in two ways: first, by using the framework of cognitive ecologies to see actor training as a vast and dynamic network of practices beyond single lineages, and second by using a short-lived theatre school as a case study to unearth forgotten transmissions and contributions. The framework of cognitive ecologies was first advanced by Edwin Hutchins in the cognitive sciences and later extended into theatre studies, most notably, by Evelyn B. Tribble in her analyses of the dynamic distribution of efforts in early modern English theatre. This article considers the notion of the actor-creator as a western twentieth-century vision forged by a variety of hands between international flows of contact among theatrical artists, thinkers, administrators, sponsors and craftspeople. To highlight how this approach can reveal the enduring presence of lesser-known experiments and contributions of unrecognised people, the main case study is The School for the Art of the Theatre (SAT) at the Arena Goldoni in Florence (1913–1914). Usually attributed to Edward Gordon Craig as his brainchild and considered a failed experiment, this school was made possible through a host of people, factors and forces, principally unsung women in Craig’s life – Elena Meo and Dorothy Nevile Lees. By tracing the dynamic ecology of efforts and contacts, SAT can be seen as an important flashpoint for the actor-creator, connecting canonical figures and underrecognised contributors alike as they jointly crafted visions and practices for the theatrical agents of the future.

EUSECTRA: European Nuclear Security Training Centre providing hands-on training and education in Nuclear Security and Safeguards

EUSECTRA: European Nuclear Security Training Centre providing hands-on training and education in Nuclear Security and Safeguards

Correction: Curriculum for small-bowel capsule endoscopy and device-assisted enteroscopy training in Europe: European Society of Gastrointestinal Endoscopy (ESGE) Position Statement.

The European Society of Gastrointestinal Endoscopy (ESGE) has recognized the need to formalize training in small-bowel endoscopy across European centers. The following criteria and framework for training in small-bowel capsule endoscopy (SBCE) and device-assisted enteroscopy (DAE), which aim to provide uniform and high quality training to ensure that small-bowel endoscopists are competent to operate independently, are based on the current literature and experience of experts in the field. Three main areas are covered: skills required prior to commencing training in small-bowel endoscopy; structured training for trainees to become independent endoscopists; and ways of ensuring competence is achieved. 1 Centers providing training in SBCE should perform a minimum of 75 – 100 SBCEs/year. 2 Experience in bidirectional endoscopies is desirable for structured training in SBCE. 3 SBCE courses should consist of at least 50 % hands-on training and cover information on technology, indications and contraindications for SBCE, pathologies that can be encountered on SBCE, and standard terminology that should be used during reporting of SBCE. An SBCE course should be completed prior to achieving competence in SBCE reporting. 4 Competence in SBCE can be assessed by considering a minimum of 30 SBCEs. Direct Observation of Procedural Skills, short SBCE videos, and multiple-choice questions can be useful to assess improvement in the skills of trainees. 5 Centers offering training in DAE should aim to carry out at least 75 DAEs/year, should have direct links with an SBCE service, and should allow regular discussion of cases at a radiology small-bowel MDT. Training centers with lower numbers are encouraged to offer training by “buddying-up” with other centers, or using mentoring systems. 6 DAE trainees must be independent in bidirectional endoscopies and have experience in level 1 polypectomy prior to commencement of training. They should also be competent in reviewing SBCEs. 7 Training in DAE should be structured with a minimum of 75 procedures, including 35 retrograde DAEs, with therapeutic procedures undertaken in at least 50 % of the DAEs performed. Training should cover the indications, contraindications, complications including prevention, and technicalities of the DAE procedure; formal evaluation should follow. DAE trainees must acquire skills to independently manage and advise on small-bowel pathology following DAE procedures. 8 It is highly recommended that international societies develop online modules and courses on DAE, which are currently lacking across Europe.

Възможности за формиране на междукултурна компетентност във висшите училища

The report substantiates the need for purposeful formation of intercultural competence in students from he programme “National and Regional Security” of the National Military University and students from the programme “Psychology” of Veliko Tаrnovo University. Opportunities are offered during the course of teaching to organize and manage this process with the available curricula and using the resources provided by the European and National training and development programmes.

INSPIRE: A European training network to foster research and training in cardiovascular safety pharmacology

Safety pharmacology is an essential part of drug development aiming to identify, evaluate and investigate undesirable pharmacodynamic properties of a drug primarily prior to clinical trials. In particular, cardiovascular adverse drug reactions (ADR) have halted many drug development programs. Safety pharmacology has successfully implemented a screening strategy to detect cardiovascular liabilities, but there is room for further refinement. In this setting, we present the INSPIRE project, a European Training Network in safety pharmacology for Early Stage Researchers (ESRs), funded by the European Commission's H2020-MSCA-ITN programme. INSPIRE has recruited 15 ESR fellows that will conduct an individual PhD-research project for a period of 36 months. INSPIRE aims to be complementary to ongoing research initiatives. With this as a goal, an inventory of collaborative research initiatives in safety pharmacology was created and the ESR projects have been designed to be complementary to this roadmap. Overall, INSPIRE aims to improve cardiovascular safety evaluation, either by investigating technological innovations or by adding mechanistic insight in emerging safety concerns, as observed in the field of cardio-oncology. Finally, in addition to its hands-on research pillar, INSPIRE will organize a number of summer schools and workshops that will be open to the wider community as well. In summary, INSPIRE aims to foster both research and training in safety pharmacology and hopes to inspire the future generation of safety scientists.

Curriculum for small-bowel capsule endoscopy and device-assisted enteroscopy training in Europe: European Society of Gastrointestinal Endoscopy (ESGE) Position Statement.

The European Society of Gastrointestinal Endoscopy (ESGE) has recognized the need to formalize training in small-bowel endoscopy across European centers. The following criteria and framework for training in small-bowel capsule endoscopy (SBCE) and device-assisted enteroscopy (DAE), which aim to provide uniform and high quality training to ensure that small-bowel endoscopists are competent to operate independently, are based on the current literature and experience of experts in the field. Three main areas are covered: skills required prior to commencing training in small-bowel endoscopy; structured training for trainees to become independent endoscopists; and ways of ensuring competence is achieved. 1 : Centers providing training in SBCE should perform a minimum of 75 - 100 SBCEs/year. 2 : Experience in bidirectional endoscopies is desirable for structured training in SBCE. 3 : SBCE courses should consist of at least 50 % hands-on training and cover information on technology, indications and contraindications for SBCE, pathologies that can be encountered on SBCE, and standard terminology that should be used during reporting of SBCE. An SBCE course should be completed prior to achieving competence in SBCE reporting. 4 : Competence in SBCE can be assessed by considering a minimum of 30 SBCEs. Direct Observation of Procedural Skills, short SBCE videos, and multiple-choice questions can be useful to assess improvement in the skills of trainees. 5 : Centers offering training in DAE should aim to carry out at least 75 DAEs/year, should have direct links with an SBCE service, and should allow regular discussion of cases at a radiology small-bowel MDT. Training centers with lower numbers are encouraged to offer training by "buddying-up" with other centers, or using mentoring systems. 6 : DAE trainees must be independent in bidirectional endoscopies and have experience in level 1 polypectomy prior to commencement of training. They should also be competent in reviewing SBCEs. 7 : Training in DAE should be structured with a minimum of 75 procedures, including 35 retrograde DAEs, with therapeutic procedures undertaken in at least 50 % of the DAEs performed. Training should cover the indications, contraindications, complications including prevention, and technicalities of the DAE procedure; formal evaluation should follow. DAE trainees must acquire skills to independently manage and advise on small-bowel pathology following DAE procedures. 8 : It is highly recommended that international societies develop online modules and courses on DAE, which are currently lacking across Europe.

Innovation of university system in the field of scientific staff training in Europe and Uzbekistan: experience and problems

Innovation of university system in the field of scientific staff training in Europe and Uzbekistan: experience and problems

European Section/Board of Anaesthesiology/European Society of Anaesthesiology consensus statement on competency-based education and training in anaesthesiology.

: The change from time-based to competency-based medical education has been driven by society's requirement for greater accountability of medical practitioners and those who train them. The European Society of Anaesthesiology and European Section/Board of Anaesthesiology (Anaesthesiology Section of the European Union Medical Specialists) endorse the general principles of competency-based medical education and training (CBMET) outlined by the international competency-based medical education collaborators. A CBMET curriculum is built on unambiguously defined learning objectives, each of which offers a measurable outcome, amenable to assessment using valid and reliable tools. The European training requirements laid out by the European Board of Anaesthesiology define four 'Generic Competences', namely expert clinician, professional leader, academic scholar and inspired humanitarian. A CBMET programme should clearly document core competencies, defined end-points, proficiency standards, practical descriptions of teaching and assessment practices and an assessment plan. The assessment plan should balance the need to provide regular, multidimensional formative feedback to the trainee with the need to inform high stakes decisions. A trainee who has not achieved a proficiency standard should be provided with an individualised training plan to address specific competencies or deficits. Programme formats will inevitably differ given the constraints of scale and resource that apply in different settings. The resources necessary to develop and maintain a CBMET programme in anaesthesiology include human capital, access to clinical learning opportunities, information technology and physical infrastructure dedicated to training and education. Simulation facilities and faculty development require specific attention. Reflective practice is an important programme element that supports wellbeing, resilience and achievement of professional goals. CBMET programmes should enable establishment of a culture of lifelong learning for the anaesthesiology community.

VOCATIONAL TEACHERS’ OPINIONS ABOUT THE ALREADY ACQUIRED AND YET TO BE IMPROVED COMPETENCES IN THE CONTEXT OF THE FOURTH INDUSTRIAL REVOLUTION

The fourth industrial revolution is associated with the ever-increasing requirements for vocational training. The important factors that are required for the qualitative change of vocational training include increasing the diversity of the vocational training programs, optimization of the school network, increasing the effectiveness and interaction between primary vocational training and the training systems of the labor market, and effective improvement of the qualification/competences of vocational teachers. The understanding of the changing role of vocational teachers and the expression of their competences are directly related to the learning motivation, self-education, striving for continuous education, and orientation towards the improvement of the acquired professional qualification among the learners of vocational training centers. This paper presents theoretical insights into the vocational teachers’ competences, comparing the documents that regulate European and Lithuanian vocational training, and presents the results of the interview of a focus group with vocational teachers of Kaunas city vocational training centers. The qualitative study aimed at revealing which competences were expressed among vocational teachers in the context of the fourth industrial revolution. The study showed that the vocational teachers regarded the group of functional (activity) competences as most important for the quality of their work and recognized the influence of the fourth industrial revolution on changes in their competences.

Inclusion of evidence and research in European radiography curricula

PurposeTo provide a short reflective article discussing the extent to which evidence and research are included within radiography training curricula and whether there is a need for change and greater standardisation. FindingsGreat steps have been taken to harmonise aspects of radiography training programmes across Europe, however, variations do exist, especially in the areas of clinical practice, training hours and inclusion of specific curriculum topics. Limited evidence exists regarding the inclusion of evidence and research; thus, diversity is likely. The majority of training curricula follow the Bologna cycle and both research and evidence components are likely to be included within teaching and assessment. Wider questions exist regarding maintaining and developing the research and evidence culture within the radiography profession. Education institutions will play an important role in this process. ConclusionLimited evidence exists regarding the inclusion of ‘evidence’ and ‘research’ themes within European radiography training curricula. Undoubtedly, there is a need for these themes, but this must be balanced with other demands on the curriculum and how research is likely to evolve within the profession. Implications for practiceGreater clarity is needed on how evidence and research are to be included within radiography training curricula. A single model is unlikely to be suitable for all, curricula should focus on the requirements for the newly qualified graduate and the radiography profession as a whole.

Differences in neurology residency training programmes across Europe - a survey among the Residents and Research Fellow Section of the European Academy of Neurology national representatives.

Background and purposeNeurology is rapidly evolving as a result of continuous diagnostic and therapeutic progress, which influences the daily work of neurologists. Therefore, updating residency training programmes is crucial for the future of neurology. Several countries are currently discussing and/or modifying the structure of their neurology residency training programme. A detailed and up‐to‐date overview of the available European residency training programmes will aid this process.MethodsA questionnaire addressing numerous aspects of residency training programmes in neurology was distributed among 38 national representatives of the Resident and Research Fellow Section of the European Academy of Neurology.ResultsWe obtained data from 32 European countries (response rate 84%). The median (range) duration of the residency training programmes was 60 (12–72) months. In the majority of countries, rotations to other medical disciplines were mandatory, mostly psychiatry (69%), internal medicine (66%) and neurosurgery (59%). However, the choice of medical fields and the duration of rotations varied substantially between countries. In 50% of countries, there were formal regulations regarding training in evidence‐based medicine, teaching skills and/or leadership qualities. In many countries (75%), residents had to take an examination.ConclusionsWe found substantial variation among European countries in the duration of residency training programmes, and especially in the choice of obligatory rotations to external medical disciplines. Despite a presumably similar spectrum of patients, neurology residency training programmes across Europe are not harmonized. The structure of the programme should be determined by its relevance for neurologists today and in the future.

European review of performance indicators towards sustainable road bridge management

Within the core of the European transport infrastructure, most roadway bridges have been built as part of the post-World War II reconstruction effort, meaning society is already facing the beginning of the end of their lifetime. Hence, bridge management is becoming more and more influenced by life-cycle multiobjective performance criteria that need to be balanced wisely from a sustainability point of view. This is in line with the 2030 Agenda for Sustainable Development promoted by the UN in 2015 towards a sustainable planet. In this context, a holistic review, at the European level, is given of the different performance levels, supported by national practice codes, guidelines and research accomplishments towards (a) homogenisation of concepts, (b) linking between performance and management and (c) strengthening of the links between costs, reliability and sustainability. Based on this, a holistic framework for performance indicators is proposed supported by hierarchical categorisation and benefiting from the increased utilisation of structural health monitoring. This framework defines the basis for European training on bridge management by addressing some of the Sustainable Development Goals defined in the aforementioned 2030 Agenda.

Current challenges and future needs of clinical and endoscopic training in gastroenterology: a European survey.

Background and study aims A universal European training program in gastroenterology and hepatology is currently not available. The European Board of Gastroenterology and Hepatology (EBGH) has produced guidance regarding expected competencies for European gastroenterology trainees but it is unclear whether these have been incorporated in national curricula. The aim of this study was to provide an in-depth assessment of training and research opportunities, professional activities and of socioeconomic aspects of gastroenterology training across Europe through a web-based 90-point questionnaire. Materials and methods Physicians in their last year or who had recently finished their training, from 16 European countries, were invited to answer the questionnaire. Results A total of 144 physicians answered the survey. A minimum number of procedures is required before completing training in nine of 16 countries (56 %). Overall, European trainees dedicate a median of 12 months (IQR 6–25) of their training period to endoscopy and a median of 3 months (IQR 0–6) to ultrasound. Training in interventional endoscopy was not always exhaustive, as about 50 % of participants performed fewer of several interventional procedures than was recommended by EBGH, most participants did not perform endoscopic hemostasis or endoscopic mucosal resection, and nearly a half of participants had no access to pancreatobiliary endoscopy training. Finally, up to 13 % of residents complete their training without the supervision of a mentor. Conclusion In this large European survey, deep gaps and considerable differences in several gastroenterology training activities were found both among and within 16 European countries. Homogenization of educational programs and training opportunities across Europe is therefore necessary.

Assessment methods in respiratory medicine training in Europe: current status and future needs.

There is a perceived need for harmonisation of training standards in medicine across Europe. Assessment methodology is a fundamental part of this harmonisation. Assessment may be: summative, measuring competency at the end of training, usually in a pass/fail mode; or formative, assessing strengths and weaknesses during training with a view to optimising performance. A survey of experienced respiratory medicine trainers in Europe was undertaken to discover the formative and summative assessment methods being used, and to explore the use of workplace-based assessments (WBAs). Structured interviews were sought with experienced trainers in adult and paediatric respiratory medicine. 35 trainers from 22 (71%) out of 31 countries were interviewed.The number of types of summative assessments required at the end of training varied from 0 to 4 including clinical (25%), written (44%) and oral (47%) examinations. Four respondents required a research thesis as a proof of clinical competence.WBA was not commonly used. Only 14% of respondents reported using a formal case-based discussion, 20% used a form of multisource feedback and 25% described some form of formal assessment of procedural skills. However, 77% of all respondents expressed a wish to have access to case-based discussion and 72% wanted to have a facility for multisource feedback. The majority also wanted training in the use of these tools. Almost half of the respondents had received no formal training in educational supervision and 80% of all respondents expressed a wish to receive such training.The findings suggest that there is no adequate process of ensuring uniform standards for specialist accreditation in Europe, and demonstrate a need and desire among trainers for more WBA tools and training in their use to be made available.

Evaluation of a Europe-wide Survey on Paediatric Nutrition Training.

Commissioned by the European Society for Paediatric Gastroenterology, Hepatology and Nutrition (ESPGHAN), we investigated how European physicians training in these fields are educated in nutrition. A survey on time spent in nutrition training, composition of multidisciplinary nutrition teams, and topics covered during training enrolled 50 participants. A median of 20% of training time was spent on nutrition training during fellowship. Fourteen (28%) had regular nutrition teaching. Thirty-four (68%) were part of a multidisciplinary nutrition team. Twelve (24%) used the ESPGHAN syllabus. Most frequent topics during nutrition training were diagnosis/investigation of failure to thrive, indications/contraindications for enteral feeds, and benefits/risks of enteral/parenteral nutrition. Twenty-seven (54%) had taken a formal nutrition course. Nutrition training in Europe varies and the ESPGHAN training syllabus is not yet implemented Europe-wide. ESPGHAN nutrition summer schools, and Web-based learning may provide appropriate training. We suggest that all patients necessitating nutritional care be treated by multidisciplinary nutrition teams.

Dual training in Europe: a policy fad or a policy turn?

Since the start of the global financial crisis Europe has experienced a new enthusiasm for dual vocational education and training (VET). The EU itself has actively promoted the benefits of dual VET to its members, offering financial and organisational support for the introduction of apprenticeships into the formal educational systems. However, while dual VET is widely considered to be a valuable tool for easing the transition into the labour market for young people, it is also a form of skill formation that requires a lot of coordination not only between the schools and firms that carry out the training, but also among the firms themselves and between employer and employee organisations. In this introduction we argue that whereas the EU has been successful in encouraging establishment of dual VET in all its member countries, its implementation has been very uneven. This is due in part to the pre-existing differences in the underlying organisational structures, but also to the ongoing demographic, technological, and institutional changes – some caused by European integration itself – which weaken firms’ incentives to train.

THE EUROPEAN POLICY ABOUT TRAINING STUDENTS OF LANGUAGES

The European Union (EU) is a political and economic union which comprises 28 member states primarily located in Europe. It works for its members to promote peace, its values and the well-being of its citizens. Offer freedom, security and justice without internal borders. It also aims to enhance economic, social and territorial cohesion and solidarity among EU countries. Consequently, education becomes one of the most important issues in Europe that is urged on. Especially, language education has a key position. Learning language means developing a multicultural identity and knowing about different cultures. In order to provide a better language education, training prospective language teachers in accordance with current educational principles has a significant role. European Commission has introduced several documents for teaching, learning, assessing and teacher training in Europe according to the European Educational Policy. This study examines the documents developed for prospective language teachers in order to identify the European policy about training European language teachers. In the study, qualitative method based on document analysis was used. The results of the study showed that …………..
 Keywords: European policy, training language teachers, language teaching, European documents

EANS Basic Brain Course (ABC): combining simulation to cadaver lab for a new concept of neurosurgical training.

Neurosurgical training has traditionally been based on an apprenticeship model that requires considerable time and exposure to surgeries. Unfortunately, nowadays these requirements are hampered by several limitations (e.g., decreased caseload, worktime restrictions). Furthermore, teaching methods vary among residency programs due to cultural differences, monetary restrictions, and infrastructure conditions, with the possible consequence of jeopardizing residents' training. The EANS Basic Brain Course originated from a collaboration between the Besta NeuroSim Center in Milano and the Swiss Foundation for Innovation and Training in Surgery in Geneva. It was held for 5 neurosurgical residents (PGY1-3) who participated to this first pilot experience in January 2019. The main goal was to cover the very basic aspects of cranial surgery, including both technical and non-technical skills. The course was developed in modules, starting from the diagnostic paths and communication with patients (played by professional actors), then moving to practical simulation sessions, rapid theoretical lessons, and discussions based on real cases and critical ethical aspects. At the end, the candidates had cadaver lab sessions in which they practiced basic emergency procedures and craniotomies. The interaction between the participants and the faculties was created and maintained using role plays that smoothly improved the cooperation during debriefs and discussions, thus making the sessions exceedingly involving. At the end of the course, every trainee was able to complete the course curriculum and all the participants expressed their appreciation for this innovative format, with a particular emphasis on the time spent learning non-technical skills, confirming that they feel this to be a fundamental aspect of a comprehensive training in neurosurgery. It is possible that this combined concept of training on technical and non-technical skills, using emerging technologies along with pedagogic techniques and cadaver dissection, may become the state-of-the-art for European Neurosurgical training programs in the next future.

North African Crafts under Colonial Status, c. 1900: The Case of Pottery in Tunisia and Algeria

This article considers parallel approaches to ceramic craft revival, attempted at the same time in Algeria and Tunisia under French colonial administration. It compares two men – Georges Marye and Elie Blondel – who had idealist visions for the revival of glazed ceramics industries, both of which ultimately failed. In Algeria, where the craft was non-existent by the late nineteenth century, Marye proposed a revival of the industry based on tradition, without imposing European models and training, but this was misunderstood by the colonial authorities. In Tunisia, on the other hand, guilds still operated and glazed ceramics, especially tiles, were regularly shown in salons and international exhibitions. Blondel joined forces with the intellectual Jacob Chemla, and together they spent years experimenting in order to reinvent the iconic color of the Qallaline tiles of the eighteenth century. Their approach was a matter of ethnographic enquiry and the development of a training infrastructure, rather than an attempt to produce art objects for commercial ends. But it was slow and expensive compared to the competition from more mechanised, European-influenced processes that the colonial administration favored. While Blondel was unsuccessful in his goal, the project was continued by Chemla and became iconic in its own right; today Chemla ceramics are symbols of Tunisian national identity.

Employer Provided Training in Europe: Determinants and Obstacles

This report looks at employer–provided training in Europe. We start with a brief outline of the economic theory of training. We then look at the recent facts, by combining data from two employer surveys, the European Investment Bank's Investment Survey (EIBIS) and Eurostat's Continuous Vocational Training Survey (CVTS). We review the recent empirical literature on the relationship between economic institutions and training and between training and productivity and consider whether financing constraints hamper the training provision by firms. The paper concludes by discussing policy implications.