Professional Training Programs Research Articles

Teaching practice: Experiences of pre-service physics teachers

The experience pre-service teachers take to the teaching profession go a long way to determine their success level. This experience is usually learnt consciously or unconsciously, developed, and improved during their professional teacher training program. This paper adopts the concurrent mixed methods research approach to investigate the experiences of pre-service physics teachers after completing 2019/2020 teaching practice exercise. The investigation involved 84 final year college of education students in Nigeria. A semi structured questionnaire, which allows the collection of quantitative and qualitative strands of data simultaneously was used. Dewey’s (1963) theory of experience was adopted to unpack the experiences of pre-service teachers. Findings from this study revealed that secondary schools have qualified physics teachers who have good mastery of the subject matter. This study concludes that experience pre-service teachers have during teaching practice exercise has capacity to determine how far they would go in profession.

Enhancing professional development and training through AI for personalized learning: a framework to engaging learners

This paper explores the transformative potential of AI-driven personalized learning in enhancing professional development and training programs. As the workforce landscape rapidly changes, the demand for tailored and engaging learning experiences has become increasingly evident. This paper presents a comprehensive framework that leverages artificial intelligence (AI) to determine suitable learning theories and strategies for individual learners, thus promoting higher learner engagement and skill acquisition. Through analysing learner data, preferences, and performance, AI algorithms enable the customization of training content, delivery methods, and assessment strategies. This study builds a design space with three axes to situate and position AI-Driven Personalized Learning in the larger research field of professional development and training. This paper presents a comprehensive review of existing literature using the PRISMA systematic review methodology to explore the transformative potential of AI-driven personalized learning on professional development and training. The analysis showcases the potential of AI-driven personalized learning to revolutionize the learning process, catering to individual learner needs, preferences, and pace. By embracing this framework, organizations can foster a culture of continuous learning, empowering professionals to thrive in a dynamic and evolving professional landscape.

Uniform methodology for the development and application of electronic educational and methodological complexes aimed at the realisation of supplementary professional development programmes in the main areas of disaster medicine

Introduction. The problems of organisation of continuous medical education and the need for accreditation of specialists in the main areas of disaster medicine bring to the fore the development and realisation of electronic educational and methodological complexes as a fundamental component for implementing supplementary professional advanced training programmes. Purpose of the study: to present a uniform methodology for the development and application of electronic educational and methodological complexes based on modular technology, iterative approach and expert evaluation method. Methods. The empirical pedagogical research was based on the results of observation, experiment and content analysis of the educational process organised for the Federal state budget-funded institution Nikiforov All-Russian Centre for Emergency and Radiation Medicine under the Ministry of Emergency Situations of Russia in the main areas of disaster medicine from 2017 to 2023, based on the module technology, iterative approach and expert evaluation method. Results. A number of electronic educational and methodological complexes were developed and successfully implemented in the distance learning system of Nikiforov All-Russian Centre for Emergency and Radiation Medicine under the Ministry of Emergency Situations of Russia, being based on the uniform methodology and State standard (GOST) R 55751-2013: “Medical assets and resources of the Ministry of Emergency Situations of Russia used to eliminate medical consequences of emergencies”, “Organisation of a system of medical and evacuation measures during elimination of emergency situation consequences”, “Statistical indicators of morbidity among the staff of the Federal Fire-Fighting Department of the State Fire-Fighting Service under the Ministry of Emergency Situations of Russia”, “Actions to protect personnel in the event of radiation emergencies”, “Radiation safety in public health organisations”, “Aeromedical evacuation of victims in emergency situations”, “Technology of extracorporeal membrane oxygenation at pre-hospital and in-clinic stages”. In 2022 and in the first quarter of 2023, more than 300 trainees from different regions of the Russian Federation successfully completed an instructional course. Conclusion. A uniform methodology makes it possible to standardise the educational process, to apply similar approaches and solutions, and also serves as a model for designing electronic educational and methodological complexes for other specialities. The electronic educational and methodological complexes developed and implemented in the distance learning system of the Federal state budget-funded institution Nikiforov All-Russian Centre for Emergency and Radiation Medicine under the Ministry of Emergency Situations of Russia have no analogues in the system of continuous medical education of the Russian Federation developed for basic five-year programmes.

Модульный принцип формирования дополнительных профессиональных программ на основе компетентностного и процессного подходов

The process of designing the content of additional professional training programs for personnel of enterprises and organizations is quite laborious since it requires consideration of the customer’s requirements for the knowledge, skills, and abilities of the employee, same as legislative and regulatory acts in the workplace. In this article, the authors propose a new methodology for forming the content of additional professional training programs on a modular principle, the practical implementation of which is a program design service for the work of a methodologist and an expert on the part of the customer. The concept of the program design service is based on: a competency based approach, which allows determining the goals of education, organizing the educational process and evaluating its results, and a process approach, reflecting the interconnections and interdependencies between the design elements of additional professional training programs. The capabilities of the program design service include: providing a list of competencies from a ready-made list for selection by a methodologist; conclusion of a list of disciplines (modules) that form the specified competencies; formation of an educational and educational-thematic plan and assessment tools package for an additional professional training program. The program design service will speed up the development process and make it more convenient and “transparent” for the customer, formalize the work of the methodologist when designing an additional professional training program, ideal for remote interaction.

Assessing the condition of percutaneous coronary intervention services in Africa: challenges and prospects for advancement - a review.

This study assesses the state of percutaneous coronary intervention (PCI) services in Africa, identifying the challenges and prospects for improvement. The study highlights limited infrastructure, resources, and the healthcare workforce as significant challenges in providing adequate PCI services to the population. However, opportunities for improvement are available through increased investment in healthcare infrastructure, healthcare professional training programs, and telemedicine. Collaboration among governments, healthcare providers, and international organizations is essential to address these challenges and improve access to high-quality PCI services for all Africans. Improving PCI facilities and utilization will not only benefit current and future patients with cardiovascular disease but will also advance healthcare as a whole in Africa.

УПРАВЛЕНИЕ ПРОЕКТИРОВАНИЕМ ДОПОЛНИТЕЛЬНЫХ ПРОФЕССИОНАЛЬНЫХ ПРОГРАММ: ОПЫТ РЕГИОНА

The presented article describes the results of a large-scale project implemented by representatives of the RANEPA Law School aimed at replenishing the range of additional professional programs with expert, high-quality, specialized educational content. In order to develop such programs on a competitive basis, the jury selected 22 applicants who for several months, under the guidance of tracker teachers, designed additional professional programs, the content of which was their unique expert experience. From a research point of view, the process of managing the design of educational content in the conditions of interaction between trackers, teachers of the Presidential Academy and the participants of the educational project themselves, who are experts in their professional activities, is interesting. As a qualitative and quantitative result, we note the development of four unique additional professional training programs, which are implemented within the framework of the national project «Demography».

The application of "four self-confidence" ideological elements in the practical courses of information majors

In the major of information theory, the practical course is an important part of the professional training program, and the combination with the ideology of the course should not be ignored. This paper analyzes the current teaching situation of the practical courses of information theory majors, discusses the importance of combining the practical courses with the course thinking and politics, how to explore the "four self-confidence" thinking and politics elements of the information majors, and the methods of integrating the thinking and politics elements of the information majors' practical courses, so as to ensure that the teaching objectives of the information majors' practical courses are taken as the starting point and are naturally and appropriately integrated with the course thinking and politics. The purpose is to ensure that the teaching objectives of the information professional practice courses are the starting point, to naturally and appropriately integrate the content of thinking and politics education, to achieve the purpose of "thinking and politics in the curriculum" to educate people throughout the whole process, and then to build a new pattern of "big thinking and politics".

The effectiveness and challenges implementing a formative assessment professional development program

ABSTRACT This study reports on the effectiveness and challenges of a formative assessment professional development program designed to address the challenges Kosovo teachers face in adequately using formative assessment in their classrooms. Selected teachers (n = 19) from Kosovo municipalities participated in the professional development training program. Data were collected from open-ended pre- and post-questionnaires, mentoring, and teacher portfolios. This mixed-methods approach utilized an inductive analysis approach. Positive results included teacher attitude changes toward and a better understanding of formative assessment and lesson planning. The study reveals the complexities of the cultural context in implementing peer and self assessment and the shifting of learning responsibility from teacher to student. Consequently, the study considers the impact of the cultural context on the many challenges teachers face in their practices. Thus, the study promotes further culturally contextual professional development to improve teacher practices, potentially impacting student outcomes and the educational system directly.

TeamSTEPPS®-based clinical simulation training program for critical care professionals: A mixed-methodology study

IntroductionThe Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS®) programme has been shown to improve interprofessional work among healthcare professionals by enhancing teamwork. Intensive care professionals were trained in this methodology through the course “Simulation Trainer: Improving Teamwork through TeamSTEPPS®”. ObjectivesTo analyse the teamwork performance and good practice in simulation of the intensive care professionals attending the course and to explore their perceptions of the training experience carried out during the course. MethodsA cross-sectional descriptive and phenomenological study was carried out using a mixed methodology. The 18 course participants were administered the questionnaires “TeamSTEPPS™ 2.0 Team Performance Observation Tool” to evaluate teamwork performance and “Educational Practices Questionnaire” for good practices in simulation after the simulated scenarios. Subsequently, a group interview was conducted through a focus group with 8 attendees using the Zoom™ videoconferencing platform. A thematic and content analysis of the discourses was carried out using the interpretative paradigm. Quantitative and qualitative data were analysed using IBM SPSS Statistics™ 27.0 and MAXQDA Analytics Pro™ respectively. ResultsBoth the level of teamwork performance (mean = 96.25; SD = 8.257) and good practice in simulation (mean = 75; SD = 1.632) following the simulated scenarios were adequate. The following main themes were identified: satisfaction with the TeamSTEPPS® methodology, usefulness of the methodology, barriers to methodology implementation and non-technical skills improved through TeamSTEPPS®. ConclusionsTeamSTEPPS® methodology can be a good interprofessional education strategy for the improvement of communication and teamwork in intensive care professionals, both at the care level (through on-site simulation strategies) and at the teaching level (through its inclusion in the students' curriculum).

Public Stigmatization of Women Victims of Intimate Partner Violence by Professionals Working in the Judicial System and Law Enforcement Agencies in Spain.

Recent international literature has demonstrated that the public stigma suffered by women victims of intimate partner violence (IPV) makes them less likely to disclose the abuse and to seek help and has a negative influence on third-party responses, with professionals working in the judicial system and law enforcement agencies being particularly susceptible to its impact. The absence of theories explaining how this stigma works and the legal and cultural differences that exist between countries prompted us to explore the process by which professionals working in law enforcement and the judicial system in Spain stigmatize this specific group of victims. Constructivist grounded theory was used to establish meanings and relationships between the components and processes involved in stigmatization, based on the data collected from individual, semi-structured, in-depth interviews with 11 professionals working in the aforementioned fields. In addition to the stigmatization that the interviewees claimed to have observed in coworkers, we also analyzed the conscious and/or unconscious stigmatization that they themselves exercised, which became evident during the course of the interview. The results confirmed the existence of stigma among professionals, with the said stigma often being unintentional and implicit in nature. The theoretical model that emerged from the data comprised four broad categories linked to the origin of the stigma, stigmatizing myths about victims and IPV, stigmatizing responses to victims who are seeking help, and the consequences of the stigma for the victims. In the study, we outline the associations observed between these factors and the subcategories included in each, and highlight the need to design training programs for professionals who are designed to fight against the stigma and which include self-analysis exercises as well as theoretical contents. We also discuss other implications of the results for both research and practice.

EDUCATIONAL ENVIRONMENT OF HIGHER EDUCATION INSTITUTION AS A RESOURCE FOR TRAINING FUTURE TEACHERS FOR INNOVATIVE ACTIVITIES

The article highlights the theoretical and applied aspects of the transformation of the processes of building an appropriate educational environment in a higher education institution. The content of the concept of "educational environment" and its structural organization as a resource for training future teachers for innovative activities in institutions of higher education has been clarified. The content of the macro, meso, and micro levels of the formation of the educational environment as a resource for preparation for innovative activity is determined. The components of the structural organization of the educational environment as a resource for training future teachers for innovative activities in higher education institutions are analyzed. The personal component involves active inclusion in the educational process of all participants in the educational process. The axiological component involves aligning the vision, strategy, values, rituals and symbols with the innovative trends within the corporate culture of the higher education institution. The substantive component involves the updating of educational and professional training programs for future teachers by including extracurricular activities and preparation for competitions, social projects that regulate the harmonious interaction of the subjects of the educational process. The activity component involves the generalization of experience and the adaptation of forms, methods, means, and technologies for the implementation of innovative activities through the communication styles of the subjects of the educational process at all levels within formal and informal collectives. The resource component provides for the creation of the material and technical infrastructure of the higher education institution. Summarizing the above, an important task in institutions of higher education is the creation of conditions for the development of an appropriate educational environment, which contributes to the formation of the personality of a future specialist capable of realizing, producing and applying innovative products in his/her own pedagogical activity

COMPETENCE-ORIENTED TRAINING OF FUTURE PRESCHOOL EDUCATORS AS A COMPONENT OF THE SUCCESSFUL IMPLEMENTATION OF INCLUSIVE EDUCATION

The article highlights the problem of training future educators of preschool education institutions for the implementation of inclusive education. The analysis of the Professional Training Standard of specialty 012 "Preschool Education" and the corresponding educational and professional program was carried out. The key professional competencies necessary for future educators to ensure high-quality educational process for preschool children with special educational needs were determined. A problem was identified in the insufficient development of the content load of the educational and professional training program for educators regarding the implementation of inclusive education in Ukraine: to this category belong only three courses from the general curriculum and one from the list of selective courses. Taking into account the components of inclusive education, the author highlighted the specifics of competence-oriented training of future educators of preschool education institutions as an end-to-end component of the successful implementation of inclusive education: awareness of the general philosophy of inclusive education; study of the legal and methodological framework for inclusive education in Ukraine; formation of the ability to ensure the psycho-emotional comfort of children during adaptation and throughout their education in a preschool education institution; deepening theoretical and practical experience by conducting seminars, trainings, conferences, master classes, etc.; formation of skills for self-education and self-improvement; immersion in an inclusive educational environment during internship; gaining experience in implementing a barrier-free educational environment; formation of skills to create an individual development program for a child with special educational needs in accordance with various types and degrees of health isuues, interests and opportunities; cooperation with psychologists, parents to achieve a common goal; integration of traditional and remedial education; mastering the variety of ways of monitoring the progress of each child with special educational needs; mastering the skills of providing "equal mentoring". This scientific study only partially solves the problem of inclusive education in the country as a whole, and in preschool education institutions in particular.

Practice research on the construction of Innovation and Entrepreneurship curriculum System of Hotel management Major based on new liberal arts background

The construction of new liberal arts is to adapt to the new requirements of the development of philosophy and social sciences in the new era, to cultivate the new liberal arts with Chinese characteristics and Chinese style, and to train the new era of liberal arts talents to take on the great task of national rejuvenation as the goal. At present, the major of tourism and hotel management in Chinese colleges and universities is moving towards the direction of high quality development. The restructuring and reform of traditional personnel training mode is a key to break through the contradiction between supply and demand of professional personnel. In-depth analysis of the current college tourism and hotel management professional talent training mode facing the training and curriculum system, training mode, training teachers and training evaluation system need to be further clear, innovation, optimization and improvement of realistic difficulties. Therefore, the training mode and program of tourism and hotel management professionals in colleges and universities should be re-examined, and a scientific orientation and curriculum construction system should be established. Deepen teaching reform and establish modern teaching mode of "integration of science and practice"; Docking industry development and building a regional training platform of "production, learning and research"; We will improve the security system and build a "double-qualified" professional teaching team.

International cooperation and the challenge of internet accessibility in Caribbean territories: example of a collaborative platform between the University Hospital of Martinique and Ramón González Coro Hospital in Cuba, through the French PRPH-3 program

BackgroundMartinique shares with the other Caribbean countries specific public health issues, particularly in the diagnostic and therapeutic management of cancer patients. Mutualization of human and material resources by promoting cooperation is the most appropriate response to the challenges of the health systems of the Caribbean territories. Through the French PRPH-3 program, we propose to set up a collaborative digital platform adapted to the specificities of the Caribbean to strengthen professional links and skills in oncofertility and oncosexology and reduce inequalities in access to reproductive and sexual health care for cancer patients.MethodsWithin the context of this program, we have developed of an open-source platform based on a Learning Content Management System (LCMS), with an operating system developed by UNFM for low speed internet. LO libraries have been created and interaction between trainers and learners were done in asynchronous mode. This training management platform is based on: a TCC learning system (Training, Coaching, Communities); a web-hosting with pedagogical engineering appropriate to low bandwidth; a reporting system and a responsibility for processing.ResultsWe have carried out a flexible, multilingual and accessible digital learning strategy functionality called e-MCPPO according to low-speed internet ecosystem. In close connection with the e-learning strategy we conceived (i) a multidisciplinary team; (ii) an appropriate training program for expert health professionals and (iii) a responsive design.Discussion and ConclusionThis low-speed web-based infrastructure allows communities of experts to cooperate in creating, validating, publishing and managing academic learning content. The self-learning modules provide the digital layer for each learner to extend their skills. Learners, as well as trainers, would gradually take ownership of this platform and encourage its promotion. Innovation in this context is both technological (low-speed Internet broadcasting, free interactive software) and organizational (moderating educational resources). This collaborative digital platform is unique in its form and content. This challenge could contribute to the digital transformation of the Caribbean ecosystem for capacity building in this specifics topics.

The Effect of Locus of Control, Leadership Style, and Professional Training on Internal Auditor Performance

This research empirical study was conducted on 9 State-Owned Enterprises in Palembang City, Indonesia with 35 company internal auditors as respondents. This study aims to answer the hypothesis about the influence of Locus of Control, Leadership Style and Professional Training on the performance of internal auditors. The method used is a quantitative method. The results of the study show that locus of control has no significant effect, this means that the source of individual behavior can come from internal and external factors. Individuals with an external locus of control have more limitations in processing information so that their performance is less than optimal. This behavior proves that individual characteristics can affect auditor performance. But in fact obtained from a preliminary survey at PT. Bureau of Classification of Indonesia Bureau stated that this company did not implement a locus of control, which according to this company the locus of control was not related to the performance of the auditors themselves., leadership style has no significant effect, leadership style is a leader's way of influencing other people/subordinates in such a way that the person wants to do the leader's will to achieve organizational goals even though personally it may not be liked but in this study leadership style did not affect the performance of internal auditors. with a negative influence value because state-owned companies have not implemented democratic type leadership behavior, which means that all control is in the hands of company leaders regardless of the opinions and desires of their subordinates and professional training has a significant effect on the performance of internal auditors, meaning the provision of professional training programs will have a greater influence in improving auditor performance. Auditor experience gained through training conducted by the company will increase accuracy and gain new experience in auditing audits. Partially locus of control and leadership style have no significant effect on the performance of internal auditors, while professional training has a significant effect on internal auditor performance.

A pilot evaluation of a training programme on understanding and responding to sexual behaviours in children and young people

ABSTRACT Practitioners who work with children and young people such as educators, psychologists, and social workers, are required to understand and respond to various sexual behaviours in children and young people. However, there is a dearth of training programmes dealing with sexual development. To reduce over- and under-reporting of risk, which can have serious adverse outcomes, it is essential to educate practitioners in understanding and responding appropriately to sexual behaviours. This study evaluated Traffic Lights® professional development training programme – a one-day programme offered across Queensland, Australia, with the goal of educating practitioners and promoting safe and respectful sexual health among children and young people. Thirty postgraduate psychology students working with/interested in working with children and young people received Traffic Lights® training, and accuracy of understanding and responding to sexual behaviours presented in scenarios was assessed pre- and post-training. Participant responses were scored using criteria developed by a local sexual health organisation’s research specialists. Findings revealed no significant improvement in understanding and responding to sexual behaviours in children and young people. Implications of this study include recommendations for small-scale evaluations with sexual health experts and follow-up research, which is critical given the need for evidence-based practice in this area.

Teachers taking it online: Measuring teachers’ self-efficacy to teach online after completing a training program on distance education

Research on the effects of ongoing professional development on distance education and teachers’ online teaching self-efficacy is sparse. This quantitative study examines secondary teachers’ self-efficacy to teach online after completing an online, six-week professional development training program on distance education. During the 2020–2022 calendar years, 51 secondary teachers from a large, urban school district in the southwest participated in this study. Data were collected using a modified version of Gosselin’s Online Teaching Self-Efficacy Inventory. Using Shapiro-Wilk tests, results indicate participation in the program had a significant impact in all five of the self-efficacy domains for online teaching, with posttest means higher than pretest means for all scales. Recommendations for further research and implications for teacher educators are provided.

Navigating the challenges of neuro-oncology in Africa: addressing diagnostic and treatment barriers in the region: a correspondence

Navigating the challenges of neuro-oncology in Africa: addressing diagnostic and treatment barriers in the region: a correspondence

Exploration and Practice of the Organic Integration of Professional Skills Competitions and Application-oriented Undergraduate Course Teaching: A Case Study of Introduction to Museology

Professional skills refer to the ways and systems of action that individuals master through practice. To achieve the goal of cultivating application-oriented talents, the cultivation of skills is an important direction for the current reform of application-oriented higher education. By establishing an organic integration mechanism between professional skills competitions and classroom teaching, competition plans can be developed based on professional training programs, teaching outlines, student situations, and course progress. Incorporating competition results into course evaluations can increase students' learning motivation, improve their skill level, consolidate knowledge, and enhance their abilities, making this mechanism an essential means of improving classroom teaching quality.

Time for Dementia: Quantitative evaluation of a dementia education programme for healthcare students.

The future healthcare workforce needs the skills, attitudes, and empathy to better meet the needs of those with dementia. Time for Dementia (TFD) is an educational programme in which healthcare students from a range of professional groups visit a person with dementia and their family carer over a two-year period. The aim of this study was to evaluate its impact on student attitudes, knowledge and empathy towards dementia. Measures of dementia knowledge, attitudes and empathy were administered to healthcare students at five universities in the south of England before and after (24months) they completed the TFD programme. Data were also collected at equivalent time points for a control group of students who had not taken part in the programme. Outcomes were modelled using multilevel linear regression models. 2,700 intervention group students, and 562 control group students consented to participate. Students undertaking the TFD programme had higher levels of knowledge and positive attitudes at follow-up compared to equivalent students who did not undertake the programme. Our findings indicate a positive relationship between the number of visits undertaken and increasing dementia knowledge and attitudes. No substantial differences in the development of empathy was observed between groups. Our findings suggest that TFD may be effective across professional training programmes and universities. Further research into the mechanisms of action is needed.