Training Institutions Research Articles

MLA Research Training Institute (RTI) 2018 and 2019: participant research confidence and program effectiveness.

The article reports on an assessment of the effectiveness of the MLA Research Training Institute (RTI) for the years 2018 and 2019. The RTI is a year-long continuing education research methods training and support program for health sciences librarians. The study focuses on assessing RTI participants' research confidence after program completion and compares these results with their perceptions of workshop/program performance and learning outcomes. In addition, the authors discuss how the findings were applied to inform and improve the program. The study used a 26-item questionnaire, RTI Research Confidence Questionnaire, to gather information on participants' self-reported research confidence before the workshop, immediately after the workshop, and one year after the workshop to determine statistically significant differences. Differences in research confidence were identified by using three nonparametric statistical tests. Additional workshop and program surveys were used to corroborate the research confidence findings. Post-workshop and one-year-after-workshop research confidence ratings were significantly higher than pre-workshop levels for years 1 and 2. A comparison of median ratings between years 1 and 2 showed significant increases in research confidence for nine items in year 2. Participants' positive perceptions of workshop/program effectiveness and learning outcomes corroborated these findings. Overall assessment findings indicated that RTI training helped participants understand, use, and apply research skills to conduct research. Findings also revealed that participants' heightened research confidence persisted at least 12 months postintervention. The RTI Research Confidence Questionnaire proved effective for rigorously assessing and improving the RTI program. This study enhances the currently limited evidence on evidence-based approaches for assessing and improving research instruction for librarians.

Gender dynamics in nursing profession: impact on professional practice and development in Tanzania

BackgroundGender disparity has long been noted in nursing, a predominantly female-dominated profession. However, recently the increase in the number of male nurses disproves the existing belief that nursing is exclusively a female profession. Even though the studies have reported changing gender trends in nursing, the information is not sufficient and the effects of the changing trend on professional practice and professional development have not been explored. Therefore this study aims to assess the influence of gender in nursing on professional practice and development in Tanzania.MethodsThis was an analytical Hospital-Based Cross-sectional Study Design, conducted at four hospitals in Dar es Salaam, with 580 nurses between 20th May and 20th June 2024. Proportionate sampling was used to determine the required number of participants from each of the four facilities. Moreover, systematic random sampling was used to recruit participants from each facility. The validated questionnaire was used to obtain data, which were analyzed through descriptive and inferential statistics.ResultsAmong seventy items that measured professional practices, sixty three items indicated good professional practices among female nurses compared with their male counterparts male. On the association of gender in nursing to professional practice and development, the findings revealed no significant association between gender in nursing and professional practice (χ2 = 1.384; P = 0.239). Moreover, the item analysis revealed that male nurses have professional development in three items similar to female nurse who had shown professional development on other three items. Through binary logistic regression, male nurses were 0.528 (OR) times less likely to have good professional development than their female counterpart (P < 0.001; 95% CI: 0.379, 0.737). Several social demographic factors were found to be associated with professional practice and development.ConclusionIt was found that professional practice does not depend on gender in nursing, because the practice was optimal across both genders. Nurse’s self-image of nursing, facility factors, and professional development influence their professional practice. Moreover, gender in nursing is associated with professional development, indicating the existence of gender stereotypes in the distribution of opportunities between male and female nurses. The study recommends extending this cross-sectional study to nonclinical settings such as training institutions.

Adequacy of Pharmacovigilance Training in the Health Professional Training Institutions in Uganda: Training Gaps and Opportunities for Improvement

Adequacy of Pharmacovigilance Training in the Health Professional Training Institutions in Uganda: Training Gaps and Opportunities for Improvement

Webometric analysis of the visibility, reach and impact of food science research publications: institute of agricultural research and training, ibadan (1972-2023)

This study evaluated the visibility, reach and impact of Food Science research publications from the Institute of Agricultural Research and Training (IAR&amp;T) in Ibadan, Nigeria, over the period 1972-2023. Utilizing webometric analysis, data were collected from Google Scholar, Research Gate, and Scopus, focusing on citation metrics, article counts, and online engagement. A total of 745 scholarly articles across various food science disciplines, including Food Microbiology, Human Nutrition, Meat Science, Nutritional Biochemistry, and Food Science Technology and Biotechnology, were analyzed. The study incorporated log file data from the 14 food scientists’ profiles, examining a total of 9,392 cited works. These citations were derived from materials indexed by Google Scholar (5,221 citations), Research Gate (3,358 citations) and Scopus (813 citations). Findings revealed that Food Science Technology and Biotechnology had the highest number of articles and citations, with 257 articles (64.4% of total) on Google Scholar and 3,108 citations (60% of total). Research Gate showed 171 articles (65% of total) with 2,249 citations (67% of total), while Scopus recorded 52 articles (63% of total) with 449 citations (55.2% of total). A paired t-test measuring the evolution of access and growth in published works indicated a statistically significant increase (p &lt; 0.05) across all specializations in Food Science. Citations for Food Science/Technology and Biotechnology rose from 19 (1%) in 1972-1997 to 3,089 (99%) in 1998-2023, highlighting substantial growth in visibility and usage. The geographical distribution analysis showed that Africa had the highest citation metrics, followed by Europe, North America with Asia and South America having relatively lower impact. The study underscores the critical role of digital platforms in enhancing research impact and suggested that improved dissemination strategies are needed, particularly for areas with lower reach such as food Microbiology. These findings provided valuable insights for researchers aiming to enhance the visibility and impact of scientific research in food Science.

Increasing maritime cybersecurity awareness through game-based learning

Abstract Increased connectivity, digitalization and emerging autonomous operations within the maritime sector are paving the road for new cybersecurity risks. Such risks are not just a technical concern, as effective awareness and training programs play an important role in increasing the knowledge of relevant cyberattacks and defences, thereby improving security practices among stakeholders. Serious games have emerged as an engaging method to train individuals, effectively communicate an understanding of emerging cybersecurity threats and promote cybersecurity culture and hygiene. This paper delves into the development process of an asymmetrical strategy game for the maritime sector. The game uses a red versus blue paradigm to educate players about critical assets of maritime operations and how they can be exploited. The novelty of this work has been to design a gameplay based on actual incidents that for instance shipping companies have been facing up until today and likely future events. We employ a design science research methodology to ensure problem relevance and utility for practitioners. The game has been designed towards a demography of students from maritime education and training institutions and professionals working in the maritime sector but should be appealing to others looking to expand their comprehension of the maritime cybersecurity intricacies as well. The game serves as a pedagogical learning tool for elevating cybersecurity awareness, preparedness and response in the maritime digitalization sphere.

Gender-focused Training for Non-university Teachers in Spain, through Social Media

The growth of social media has been suggested as a potential tool for teacher training and development. This study aims to identify patterns of SM use in the ongoing education of non-university teachers in Spain from a gender perspective. The research was based on a survey conducted between November 2021 and January 2022 involving 462 male and female non-university teachers. The data presented in this work reveals differences between teachers based on gender and associated patterns. It also highlights variables contributing to a better understanding of SM use and responsible use among female and male teachers. This study emphasizes teachers' role in implementing strategies to increase SM use among the studied population in Spain. This role requires promoting the dissemination and access to scientific knowledge from educational centres, training institutions, and university academic institutions. Actions should focus on providing relevant scientific content in appropriate and attractive formats to increase the use of SM as a continuous training resource.

Addressing malnutrition through inclusive nutrition and early childhood development (ECD) services: A review of the contribution of a research and training institution in Rwanda.

Addressing malnutrition through inclusive nutrition and early childhood development (ECD) services: A review of the contribution of a research and training institution in Rwanda.

Achieving Sustainable Digital Transformation in TVET Institutionsthrough Enterprise Architecture

The approachof Enterprise Architecture (EA) inTechnical and Vocational Education and Training (TVET) institutions holds significant potential for the institution's digital transformation. This study explores key factors to sustain digital transformation in TVET Institutionsusing a Systematic Literature Review (SLR) and semi-structuredinterviews. The SLR provides a comprehensive overview of existing literature on EA in educational contexts, focusing on its role in aligning institutional goals with industry requirements. Common themes and research gaps identified through this review setthe stage for empirical investigation. Interviews with IT administrators, academia, and expertsoffer practical insights into the challenges and opportunities associated with EA implementation in TVET institutions, validating findings from the literature and uncovering unique contextual factors relevant to TVET institutions in Malaysia. The thematic analysis highlights several key factors, namely,management support and their involvement, a clear business vision and goal strategy, and the adoption of emerging technologiessuch as Artificial Intelligence and the Internet of Things towardssustainable digital transformationin TVET institutions. The findings indicate that a well-implemented EA framework can significantly drivethe digital transformationof TVET institutions, leading to better-prepared graduates and a more adaptable workforce. This study provides a detailed analysis of the key factorsto sustain digital transformation in TVET Institutionsand offers practical recommendations for policymakers and educational leaders. The insights gained can guide future initiatives aimed at the digital transformationof TVET institutions, contributing to a more competitive and responsive educational sector in Malaysia.

Telehealth Education in Athletic Training

Context: Within the broad telehealth education literature, there are numerous case studies and position statements from various associations of model practices. Little is known about how athletic training is addressing telehealth education. Objective: To determine how athletic training education programs teach, assess, and structure telehealth content. Design: Cross-sectional study Setting: Online survey instrument Patients or Other Participants: An institutional athletic training faculty member from 82 athletic training programs in the United States. Data Collection and Analysis: The survey contained the validated Telehealth Evaluative Content in Higher Education (TECHE) instrument, which consisted of descriptive items focused on how education programs teach, assess, and deliver telehealth education content. Data were cleaned and basic descriptive statistics were calculated. Results: Of the program faculty that responded, 49% (n=39) reported that their program includes telehealth content. Specifically, 19 programs (49%) taught about the knowledge, skills, and abilities using multiple presentations across the curriculum (42%, n = 8) ,including techniques such as class discussions (68%, n = 13) and lectures (63%, n = 12). For assessment, 17 programs (44%) included simulations (65%, n = 11) evaluated most commonly by faculty (82%, n = 14). Only 14 (36%) programs created telehealth clinical experiences including practice with simulated patients throughout all the domains of telehealth skills. When programs included telehealth clinical experiences, they mainly focused (28%, n = 16) on orthopedics and (26%, n = 15) on primary care experiences. Discussion: The development of telehealth content should be based on model practices and delivered across multiple curriculum presentations. Assessment should incorporate various perspectives and utilize different methods. Practice opportunities with classmates and simulated patients that require interpersonal communication, data gathering, and patient education should be developed. Conclusion: While a slight majority of programs do not teach telehealth content, those that do teach telehealth utilize various strategies. Most program faculty use simulations conducted by faculty to assess orthopedic and primary care telehealth content.

Setting up Ecos at the Ifsi of the Paris Saint-Joseph and Marie-Lannelongue hospitals

The teaching team of the Paris Saint-Joseph nursing training institute is implementing in 2022, for the first time, the "Objective Structured Clinical Examination" (Ecos) project during semester 2, with nursing students nurses of the 2022-2025 class. This project aims to develop learners' ability to assess a clinical situation and apply an appropriate care plan. Eight reference training managers participated in the development of the training Ecos. Following the success of the latter, they are implemented in semester 3 with students of the same promotion as part of a normative evaluation.

Study on Development of RSETI Training Programme at South Andaman district of Andaman and Nicobar Islands

The first and foremost important problem in today’s generation and economy is lack of financial literacy. The financial literacy towards entrepreneurship intention of rural youths of South Andaman District of Andaman and Nicobar Islands are studied here. The Rural self-employment training Institute are working on several districts of India and they are provided with these programmes to improve the entrepreneurial intention and financial literacy among the rural youths. This study is intended to know the influence of these programmes on entrepreneurship and its inception of skill in their respective fields and role of RSETI in supporting the trained candidates in settlement. Rural self-employment training institute (RSETI) is a replicated model of rural development and self-employment training Institute (RUDSETI) and a unique initiative which ids not only imparts training to the rural youths for different economic activities but also extends the supports to beneficiaries to settle though self-employments by providing credit linkage to the beneficiaries. The data was collected through primary and secondary data sources. The data taken from the beneficiaries who took training during last eight years and were engaged different entrepreneurial activities. Findings of this study states that 75% of them (cumulative) are new self-proud to be as successful entrepreneur. This year i.e., (2019-20) 489 candidates have been trained and majority of them i.e., 71% and above settled through bank finance/ wage employment.

ФИЛОЛОГ-СТУДЕНТТЕРДІҢ ӘДІСТЕМЕЛІК ҚҰЗЫРЕТТІЛІГІН ҚАЛЫПТАСТЫРУ ЖОЛДАРЫ

This article discusses the ways of forming the methodological competence of a future teacher of the Kazakh language and literature. Theoretical works are summarized and studies related to the disclosure of the essence of the concept of "methodological competence of a university student" are analyzed. It is known that methodological training is an important component in the content of teaching philology students. The importance of methodological training as an integral part of the student's professional competence in the formation of methodological competence is determined. Using the example of the research directions of scientists, it was suggested that various factors influence the definition of ways to form methodological competence. In addition, the criteria for the formation of such types of methods as modeling of pedagogical situations, analysis of pedagogical situations, design, game method, case method, problem seminar, problem lecture, used in the formation of methodological competence of students, are clarified and defined. It is known that the formation of methodological competence of students of philology is an important and multifaceted process. Here are some main ways to achieve this goal: providing fundamental knowledge in the field of theoretical education, linguistics, literary studies and pedagogy, deep learning in teaching methods and technologies, and the development of practical skills. Conducting micro-lessons, drawing up curricula, analysis, development of educational materials, pedagogical practice, practical training in schools and other educational institutions, participation in the real educational process help to effectively form the methodological competence of students of philology. It was found that the personalization of this process is also important, taking into account the individual characteristics of each student.

교원양성기관의 생활지도 영역 교육과정 개선에 관한 합의적 질적연구

Purpose: This study aimed to examine the experiences and perceptions of in-service teachers and pre-service teachers regarding the Life Guidance Curriculum in teacher training institutions, in order to obtain insights for improving the related curriculum at these institutions. Methods: This study used a consensual qualitative research method targeting a total of thirty people from February to July 2024. Individual interviews were conducted with twenty-one current and prospective teachers, and focus group interviews were conducted with nine educational experts. Relevant research reports and policy documents were also referenced in this study. Results: As a result of analyzing the collected data, each area, category, and subcategory were derived with a total of four topics. The category of the research participants' experiences and perceptions was first, 'difficulties experienced in teaching life guidance ', second, 'life guidance competency that pre-service teachers need to qualify', and third, 'experience of taking lectures related to life guidance at teacher training institutions', and finally, 'proposal for improvement of lectures related to life guidance at teacher training institutions'. Conclusion: This study revealed a change in the field where the term of 'life guidance' was being transitioned by the concept of 'life education', and it was possible to examine the necessity of developing teachers' community leadership competencies, and the importance of life guidance linked to the subject. Through this, we propose the necessity of changing the guidance-related courses, currently categorized as elective courses in teacher training institutions, to required courses. We urge academia and teacher training institutions to pay close attention to ensuring that future guidance-related courses in teacher training programs are improved to adequately reflect the relevance and applicability to school settings.

Perception of Technological Integrations as a Catalist for Steam Teacher Education

STEAM Education connotes the addition of Arts to STEM education. The fourth industrial revolution as a buildup from the first three revolutions is rapidly changing the education landscape. This study examined students’ perception of technology integration for enhancing STEAM teacher training programmes in VUCA times while investigating influencing factors and impending challenges for a holistic assessment. The descriptive survey research design was adopted for this study. The population for the study was students for tertiary institutions while the target population was university teacher trainees offering STEAM-related subjects. The data was collected using a researcher designed and validated questionnaire with an overall Cronbach alpha reliability index of 0.81. The collected data was analysed descriptively (using frequency, percentages, percentile ranking) and inferentially (using a multi-level Factorial ANOVA) tested at 0.05 level of significance. The findings from this study revealed that students had a positive perception of technology integration for enhancing STEAM teacher training programmes. However, the highest-ranking influencing factor for technology integration was the availability of adequate infrastructure while the inadequate access to technology infrastructure was observed as the highest-ranked impediment. The findings of this study informed the conclusion drawn which shows how important technological integration is in pedagogy. As such, teacher training institutions must have the latest resources and use them to advance student growth, including soft skills while upholding STEAM education’s emphasis on creativity and innovation as hallmarks of discoveries.

Determination of Training Participants in Community Work Training Centers Using the Naïve Bayes Classifier Algorithm

Community work training centers are skills training institutions that aim to improve the skills of the surrounding community by providing training programs that align with industry needs. Registration of training participants at the Al-Ikhwan Islamic Boarding School community work training centers often faces obstacles, namely, the selection process is still manual, so it takes a long time, and there is a possibility of errors. This study aims to apply the Naive Bayes Classifier Algorithm to determine whether applicants pass training at the Al-Ikhwan Islamic Boarding School community work training centers. This classification method is used to help optimize the applicant selection process by considering administrative factors, income, and training quotas. RapidMiner software is used as a tool to implement the algorithm. This study found that the Naive Bayes Classifier Algorithm can provide good accuracy results in determining applicants who pass the training selection. The test results show that the resulting model has an accuracy of 90.00% in determining passing training participants with data that has the highest chance of passing, namely data that has the attributes of the female gender, age 20 years, last education Senior High School/Vocational High School, student work/student, income 364,912, father's work as laborer, father's income 3912,280, mother's work as an IRT, and mother's income 885,964. This research increases efficiency and accuracy in determining training applicants at the Al-Ikhwan Islamic Boarding School community work training centers.

THE ROLE OF TEACHER TRAINING IN FACILITATING THE ADOPTION OF DIGITAL TECHNOLOGIES IN ART EDUCATION

As technology plays an increasingly prominent role in education, the undeniable need for training programs aimed at equipping teachers with digital technology skills in art education becomes evident. This case study, conducted within the Abai Kazakh National Pedagogical University framework, examines teacher training programs, the challenges teachers face in integrating technology, and art faculty members' learning motivations andpreferences. The research employs a descriptive survey, utilizing a questionnaire to collect data. Participants included 25 art professors from the Art Education, Graphic Design, and Visual Arts departments, who responded to questions about teaching methods across three areas: experientiallearning, self-directed learning, and institutional learning. The results indicate that the teachers' level of self-directed learning, with an average of 3.7, was higher than experiential and institutional learning. Thissuggests that teachers are making considerable personal efforts to improve their skills. Additionally, they rated the necessity of institutional training programs as 4.0 (very high), though the challenges they face when using technology were rated at 2.9.The findings reveal that teachers' academic rank influences their perspectives on digital technologies. These insights can help pave the way for educational institutions in Kazakhstan to develop more technology-driven curricula in the future.

Professionalism in Residency Training: The Learning Environment for Professionalism Survey.

Role modelling is important in developing professionalism with a need for reliable, evidence-based tools to assess professionalism in the learning environment (LE). The Learning Environment for Professionalism (LEP) survey is brief, anonymous and balanced assessing medical trainees' and attendings' positive and negative professionalism behaviours that can be tracked longitudinally and identify problem areas in the LE. Seven training programs agreed to facilitate administration of the LEP survey at four hospitals in Ottawa, Canada. The survey was carried out iteratively between 2013 and 2020. A total of 3783 LE ratings of training programs and hospitals were assessed longitudinally using univariate linear regression. A Bonferroni corrected p-value of ≤.0045 was used to account for multiple comparisons. Positive professional behaviours were observed across time with some of the negative behaviors having improved. A negative signal was found, with attendings appearing to be treating patients unfairly because of their financial status, ethnic background, sexual or religious preferences. Applying LEP survey longitudinally across diverse training programs and institutions is feasible and may assist programs to identify areas requiring attention and acknowledging areas of exemplary professionalism. Continuous monitoring of LE to meet requirements of accrediting bodies can also be considered an important quality improvement metric.

MCQs in-training examination scores of the surgical residency program in Thailand: the relationship between medical school vs public health-based training institutions

BackgroundThis study aims at investigating and evaluating the categorical knowledge of residency using an internet-based examination.MethodsAll in-training examinees from 32 Thailand’s general surgery residency training institutions participating in the online examination. One hundred fifty Multiple Choice questions (MCQs) were selected for this examination from a pool of previous MCQs used for board certification examinations. Baseline chracteristic of the examinee including residency year, training institution (medical schools and public health-based training institutions), regional-based area of the institution, overall test score, scoring by subcategory, total time to complete the examination, and the length of accredited as a training centre time were collected and analysed.ResultsTotal 613 examinees. The mean total score of 1st and 3rd year residency of a public health hospital institution differed from those with medical school-based training. On average, the scores in 4 out of 10 categories of residency from medical school training institutions were higher. However, residency from institutions with over 7 years of experience tended to score higher in the Liver, Biliary and Pancreas category.ConclusionsThe average scores of MCQs exams which reflect the medical knowledge for general surgical residency training at medical schools do not significantly differ from those of individuals undergoing public health training. Additionally, the mean scores of MCQs exams did not differ between high-experience training institutions and recent accredited training centers.

THEORETICAL ANALYSIS OF THE CONCEPT OF «KEY COMPETENCIES OF FUTURE SPECIALISTS»

The study conducts a systematic theoretical analysis of the concept of «key competencies of future specialists» in line with the ideas and provisions of modern foreign and domestic regulatory documents, scientific positions of leading scientists in the subject area, and methodological materials of practicing teachers. The purpose of the article is to identify the theoretical foundations of the interpretation of the concept of «key competencies of future specialists» in the educational and professional contexts of training in institutions of pre-university and higher education by means of generalization, comparison and synthesis of leading scientific positions. The article analyzes the interrelationships and dependencies of the concepts of «competence approach», «competence», «key competence»; the scientific approaches of domestic and foreign scientists to the systematic classification of groups of personal competencies (key – over subject, inter-subject; subject – acquired in the course of studying a particular discipline). The conclusions are drawn that competencies are a dynamic combination of knowledge, understanding, skills, abilities and abilities. The development of competencies is the goal of educational programs. Competencies are formed in different academic disciplines and assessed at different stages. Scientists argue that the competency-based approach, along with specific knowledge and skills, includes abilities, readiness to learn, readiness for professional activity, social skills, etc.; all these qualities are formed in the process of professional training. Modern employers are increasingly prioritizing the requirements for graduates of higher and higher education institutions to have systemic, intellectual, and communication skills, the ability to self-organize and organize the activities of employees, and the ability to reflect on their own activities, so society's requirements for the educational activities of vocational schools are constantly growing. The main features of the key competencies of future specialists are: multifunctionality (allowing to solve various problems of everyday professional or social life); supersubjectivity and interdisciplinarity (can be applied not only in the process of education, but also at work, in the family, in the political sphere); multidimensionality (including thought processes, intellectual skills, creative discoveries); determining the need for intellectual development of the individual (abstract thinking, critical thinking, self-reflection, recognition of one's own position).

National schools of diplomatic training: divergences in the global epistemology of international relations

The proposition of establishing “global international relations” (Global IR) as an amalgamation of diverse national epistemologies in the field of international relations, potentially superseding the Western-centric paradigm, presents significant challenges. A critical inquiry emerges: Is it possible to form a discipline based on the polyphony of national approaches, despite the fact that the ontology of international relations has remained fundamentally unchanged since the mid-17th century? This study evaluates the thesis of extant national epistemologies in international relations by examining national traditions of diplomatic training. The primary research question is formulated as follows: What are the foundational approaches employed by leading states in the training of IR specialists, and can these approaches be considered reflective of national epistemologies regarding the nature of international relations? The research methodology involves a synthesis of findings from an examination of diplomatic training institutions across a diverse sample of countries. This sample encompasses Western nations (United Kingdom, Hungary, Poland, United States, Finland, France, and Germany), Asian countries (Vietnam, Indonesia, India, China, and the Republic of Korea), Middle Eastern states (Egypt, Iran, Saudi Arabia, and Turkey), African nations (Nigeria and South Africa), and Latin American countries (Brazil, Mexico, and Cuba). The article is structured in two principal sections. The theoretical section explores the hypothesis of “global international relations” within the context of existing literature and theoretical frameworks. The second section synthesizes the empirical findings from the study of national approaches to diplomatic training, testing the hypothesis of its correlation with national epistemologies in the field of international relations.