Training Program For Students Research Articles

Components of contemporary linguo-methodological competence of students in language training programs at the present stage

Importance. The competence-based approach prevailing in the current higher education puts forward special requirements to the systematization of knowledge and skills of graduates. The composition and description of professional competence, which is the main reference point in course design, has a strong impact on the overall effectiveness of the educational process, so there is an imperative need for a comprehensive and practice-oriented model of linguo-methodological competence. The purpose of the study is to develop a general model of linguo-methodological competence that meets the needs of linguo-methodological areas of training.Materials and Methods. To carry out the research: the corpus of research literature on the topic is analyzed, the general regularities of requirements to the competence of a specialist are synthesized and systematized, the structure of linguo-methodological competence is modeled.Results and Discussion. Interpretation of the general model of professional competence under specific conditions of foreign language teaching reveals a number of functionally different aspects of specialist’s competence. The following aspects are identified: behavioral, sociocultural, motivational, information and communication, and linguodidactic. Each component actualizes a relatively autonomous set of knowledge and skills, which can be purposefully influenced.Conclusion. The presented model is characterized by its structural completeness, which allows integrating private professional competences within the framework of individual components. The selected components reflect the main aspects of professional activity of a modern foreign language teacher, which allows us to use it as a starting point for designing a foreign language teacher training course.

A place to call our home: innovative rural physical therapy training in Canada

BackgroundTo promote rural practice and increase enrollment in the entry-level Master of Science Physical Therapy program at the University of Alberta, the Department of Physical Therapy developed a rural physical therapy satellite campus located in a farming region in central Alberta. A distributed learning format was used to connect the rural cohort to the main urban campus. Real time video conferencing was used to connect the two campuses for all lectures, seminars and clinical skills classes. This evaluation aimed to describe a unique rural training program for physical therapy students and its effectiveness in promoting work in rural communities after graduation.MethodsPhysical Therapy students in the first three years (2012–2015) of commencing the rural satellite program (n = 280) were surveyed, and six focus groups were held to capture student experiences, satisfaction and engagement. Data were collected on employment locations of the 2012–2019 graduates’ first physical therapy position and current employment.ResultsSurvey results suggested comparable levels of satisfaction and engagement for all physical therapy students regardless of campus. Focus group data revealed that students quickly accepted the distributed learning technological interface, enjoyed their local campuses, and felt connected to instructors and student colleagues. Compared to the overall physical therapy workforce, a higher percentage of physical therapists graduating from the rural campus reported working in rural centers for both their first and current jobs.ConclusionRegardless of campus, students were satisfied and equally engaged in the physical therapy program. Students who completed the physical therapy program in a rural setting tended to work rurally after graduation. A distributed learning model may be useful for other healthcare training programs to promote engagement in rural health.

Experimental Design of Steel Surface Defect Detection Based on MSFE-YOLO—An Improved YOLOV5 Algorithm with Multi-Scale Feature Extraction

Integrating artificial intelligence (AI) technology into student training programs is strategically crucial for developing future professionals with both forward-thinking capabilities and practical skills. This paper uses steel surface defect detection as a case study to propose a simulation-based teaching method grounded in deep learning. The method encompasses the entire process from data preprocessing and model training to validation analysis and innovation optimization with the goal of deepening students’ understanding of AI technology and enhancing their ability to apply it to real-world scenarios. We have designed an experimental framework that incorporates the Efficient Multi-Scale Attention (EMA) mechanism into the Backbone network. This approach helps students understand the principles of feature extraction and the core functions of attention mechanisms. Additionally, we introduced a novel architecture—Convolution 3 Dilated Convolution X (C3DX)—into the Neck network. This architecture effectively expands the network’s receptive field, improves its ability to capture multi-scale information, and thus enhances defect detection accuracy. Furthermore, the implementation of the Efficient Intersection over Union (EIoU) loss function optimizes the bounding box predictions, further increasing the model’s accuracy and robustness. Overall, the teaching design not only ensures that the content remains at the cutting edge of technology but also emphasizes its practicality and operability. This approach enables students to effectively apply theoretical knowledge to real-world engineering projects.

Didactic foundations for modifying the home reading aspect using mobile technologies in vocational education (based on the teaching of French to students in non-language training programs)

Didactic foundations for modifying the home reading aspect using mobile technologies in vocational education (based on the teaching of French to students in non-language training programs)

Construction of Wushu Routine Training Program for Wellness Promotion in Secondary School Students

Background and Aim: As an important way of small and medium-sized sports communication, the current schools propose to stimulate the physical quality of middle school students in Wushu training. Wushu training is also to train primary and middle school students to enhance their physical fitness, enhance their self-confidence, and improve their emotional conditions. Therefore, the research goal of this paper is to promote the construction of healthy Wushu sports training programs for middle school students. The main research objects of this paper are middle school students. Research method: this study adopts the literature method, questionnaire method, and experimental comparison method of the exercise intervention of middle school students’ physique and mental health, in this paper, a total number of 50 students in Xianyang City, 50 were tested, and 30 could not be tested due to some reasons, such as lower limb injury, cardiopulmonary disease, and other symptoms. Result: After the eight-week Wushu routine exercise training intervention, the lung capacity increased (endurance quality), sitting forward flexion (flexibility quality), high leg lift (coordination ability), and 50 m short distance running (speed strength quality) were all improved and enhanced. the improvement of emotional state, self-confidence, and the improvement of anti-frustration ability to establish a sense of achievement reduce anxiety, and resist depression was significantly reduced. the subjects of lung capacity increase, flexibility, coordination, speed strength and aerobic endurance, anxiety, and depression mood significantly decreased. The results: the main ways to stimulate the physical quality of middle school students through Wushu routine training. It shows that wushu routine training can not only improve the physique of middle school students, but also promote mental health, and provides a certain basis for exercise training practice through exercise intervention experiments. Conclusion: After the eight-week Wushu routine training intervention, the lung capacity increased (endurance quality), sitting forward flexion (flexibility quality), high leg lift (coordination ability), and 50 m short distance running (speed strength quality) were all improved and enhanced. the improvement of emotional state, and self-confidence, and the improvement of anti-frustration ability to establish a sense of achievement reduces anxiety and resist depression was significantly reduced.

French Dentists’ knowledge, attitudes and practices toward oral cancer detection: A national survey

BackgroundFrance is ranked 6th in Europe in terms of oral cancer incidence. Dental surgeons are on the front line in examining the oral mucosa, but little is known about the knowledge, attitudes and practices of French dental surgeons with respect to lesions suspected of malignancy. MethodsAn online survey including 18 self-administered questions was widely shared on social media using major networks of French dentists. Items included socio-demographic characteristics of the respondents, their self-assessed knowledge, screening practices and training on oral cancer detection and care. ResultsA total of 676 dental surgeons participated in this survey. The vast majority, 92.8 %, were general dental surgeons, 83.9 % had a private practice and 49.1 % had less than 5 years of dental experience. Almost 55 % declared that they did not conduct systematic examinations of the oral mucosa and 45 % reported that they did conduct such examinations. In-hospital practice, lower patient age, dental surgeon experience, and specialty were all positively associated with systematic examination of the oral mucosa. Conversely, absence of a patient complaint, absence of an obvious lesion, lack of time, and lack of training/skills were all negatively associated. DiscussionThis is the first survey to analyze the practices of French dental surgeons in oral cancer screening. Only half of the respondents, the best trained, performed systematic oral mucosa examinations which objectively help to early detect mucosal cancer lesions. To improve oral cancer early detection, we recommend mandatory screening training programs for all dental students and dental surgeons.

Towards equity & inclusion: a critical examination of genetic Counselling Education on Intersex Healthcare

BackgroundIntersex describes a diversity of individuals with variations in sex characteristics (VSC), reflecting underlying differences in reproductive anatomy, hormones, and/or genes and chromosomes. With a shift towards socially-conscious clinical practices, genetic counsellors (GCs) are increasingly needing to provide comprehensive care to individuals with VSC and their families. However, the current quality of training provided to genetic counsellors on intersex health is unclear.MethodsQualitative interviews were conducted between Jan-Feb 2021 with 20 current and graduated students of Canadian GC training programs to assess the quality of GC education on intersex health topics. An agency-based model of VSC health as proposed by Crocetti et al. was used to guide the inductive thematic data analysis.ResultsResults revealed three key themes: limited discussions on psychosocial considerations when caring for intersex individuals, enthusiasm for integrating more intersex training into the curriculum, and personal initiative in ensuring equity and justice in the care of individuals with VSC.ConclusionsThese findings demonstrate existing knowledge gaps in the GC curriculum, with a need to increase the profession’s overall awareness on intersex issues. GC training programs have an opportunity to meet the desires of students while promoting person-centered and validating healthcare for the intersex community.

Evaluation of a Multi-Site Cancer Health Disparities Research Training Program for Underrepresented Undergraduate and Medical Students.

Diversifying the biomedical research workforce is crucial for eliminating cancer health disparities. To address this need, Moffitt Cancer Center and Louisiana State University Health Sciences formed the Southeast Partnership for Improving Research and Training in Cancer Health Disparities (SPIRIT-CHD). A key component of SPIRIT-CHD is the Cancer Research Education Program (CREP), designed to train underrepresented undergraduate and medical students in biomedical science research. The CREP featured an 8-week summer internship with a web-based curriculum, community outreach, and mentored research experiences. Three cohorts (n = 39) completed the CREP. Students were evaluated before and after the internship using the Goal Attainment Scale (GAS), Science Teaching Efficacy Belief Instrument (STEBI), and Research Appraisal Inventory (RAI), modified to assess CREP outcomes. These scales measured students' intentions to pursue cancer research careers, self-efficacy in communicating scientific information, and perceived research abilities. Paired test results showed significant increases (p < 0.001) in scores across the scales (GAS, STEBI, RAI) pre- and post-training. Trainees reported heightened intentions to pursue cancer research careers (GAS; mean increase of 5.3, p < 0.001) and greater self-efficacy in relaying scientific information (STEBI; mean increase of 9.2, p < 0.001). They also showed increased self-confidence in conducting research (RAI; mean increase of 58.2, p < 0.001). These findings demonstrate the program's success in fostering interest in cancer research careers and enhancing research confidence. Results support the development of programs like CREP to positively impact the academic and professional trajectories of underrepresented students, ultimately creating a more diverse and inclusive biomedical research workforce equipped to address health disparities.

Two-week intensive medical student point-of-care ultrasound training impact on long term utilization

BackgroundThere is little to no data evaluating long term usage of point of care ultrasound (POCUS) after a training intervention for medical students. The purpose of this study was to examine the impact of an intensive POCUS training program on medical student’s usage at 9-months post-program.MethodsThis was a prospective cross-sectional study of rising second year medical students who participated in a 2-week summer POCUS training program. Instruction consisted of 8 h of asynchronous online didactic material, 2–4 h of daily hands-on instructor-led and independent scanning, and instruction on how to teach POCUS. Students were assessed pre- and post-program, and again at 9 months post-program to evaluate POCUS usage.ResultsA total of 56 students participated in the program over 2 summers; 52 (92.9%) responded to the 9-month post-program survey. At 9 months, 49 (94.2%) of students taught POCUS after the program to peers or faculty. Students reported serving as a POCUS instructor in 283 subsequent teaching sessions accounting for 849 h of POCUS instruction time. Six (11.5%) students were involved in the creation of a POCUS interest group on their regional campus, 7 (13%) created a POCUS curriculum for their student interest group, and 4 (7.7%) created an opt-in co-curricular POCUS program for students at their regional campus. Three (5.8%) students did not serve as educators after the program and only one student reported not using POCUS again after the program.ConclusionAfter a 2-week intensive POCUS training program for medical students, the majority of students demonstrated continued involvement in POCUS learning and education at 9-month follow-up including serving as peer instructors and assisting with limitations in financial resources and trained faculty.

Does an expanded allied health student training programme in regional New South Wales (Australia) result in a positive social return on investment? A protocol for a single-university education-based economic evaluation

Introduction20 years ago, health professional student placements in rural areas of Australia were identified as an important rural recruitment strategy and funding priority. Since then, there has been a growing...

The impact of a curriculum-based research training program on medical students’ research productivity and future research interests: a longitudinal study

BackgroundIncorporating scientific research into undergraduate medical education is necessary for the quality of future health care. However, providing rigorous research training to a large number of medical students at one institution remains one of the major challenges. The authors studied the impact of a curriculum-based Research Training Program (RTP) for all undergraduate students at Zhejiang University School of Medicine (ZUSM) on research productivity and future research interests.MethodsMedical students (n = 2,213) from ZUSM who completed the course of RTP between 2013 and 2020 were studied. The authors measured the academic performance, research publications, and research projects of students across years, and evaluated potential factors that contribute to student research productivity and increased interest in future research.ResultsAcross the years, there was an increase in the number of student publications, a greater proportion of students with publications, and a greater proportion of projects involving three or more students (P < .01 for all). The academic performance of the course was associated with increased publications (P = .014), whereas overall satisfaction of the course (OR 2.07, 95% CI [1.39, 3.10], P < .001), Skill Composite Score (SCS) (OR 1.70, 95% CI [1.16, 2.50], P = .007), and male gender (OR 1.50, 95% CI [1.06, 2.12], P = .022) were associated with increased future research interests.ConclusionsThe findings suggest that the curriculum-based RTP improved students’ research productivity, and that overall program satisfaction and self-assessed performance were associated with increased students’ intent to participate in future research.

Impact of liminality and rituals on professional identity formation in physician training.

The transition from medical student to practicing physician affects the complex processes of professional identity formation and professionalism, which have a lasting effect on the physician's career development. This study explored two different transitional processes of medical students in Taiwan, the associated rituals during this transitional period (the 'liminal phase') and their effect on the formation of professional identity. Using snowball sampling, we recruited 13 medical students from two training systems: six from the traditional postgraduate year programme and seven from the accelerated postgraduate year (A-PGY) programme. Semi-structured interviews were thematically analysed to identify significant themes that encapsulated trainees' experiences. A consistent and mutually confirmed discussion ensured the identification of robust recurring themes. A comparative analysis of the two training modalities provided critical insights into the relative impact of the training dynamics. The A-PGY cohort, subjected to an altered 'incorporation' ritual, encountered an influx of unexpected symbolic social power, complicating their transformation within the liminal phase. Without a defined internship like in the PGY system, A-PGY trainees exhibited confusion and inconsistencies in professional identity formation marked by conflicting internal and external perceptions. This ambiguity affected their clinical training, social integration and overall development of professionalism. The absence of a structured, sequential liminal phase increased conflict and diminished motivation, culminating in an incomplete self-crafting journey for A-PGY trainees. This study highlights the impact of the well-sequenced implementation of rituals in liminality on professional identity formation. A good transition training programme for medical students should compass sequential rituals in the liminal phase, including clear starting and ending points, supervision by seniors, guided reflection and plenty of opportunities for observation and imitation in context. Optimal training and pivotal elements in a medical training system warrant delicate design and further research when developing and changing the structure of the training programme.

The Art of Medicine: Applying the Visual Thinking Strategy to Radiology.

The purpose of this project was to develop a formal visual arts training curriculum and evaluate if there was improvement in the observational and descriptive skills of first- and second-year medical students for radiologic images. Materials and methods: A demographic survey and an initial pre-test of 12 radiologic images were administered asking an open-ended question to describe the image and to identify the abnormality in their own words.Three virtual one-hour sessions of visual thinking strategy (VTS) training occurred, and an immediate post-test and a six-month post-test were administered, each with images different from the pre-test, as well as a final questionnaire. All tests were independently graded by two graders with a previously established grading rubric.Differences in scores were analyzed using paired T-tests. Thirty-nine medical students participated.The mean pre-test score was 62.2 +/- 18.6, and the mean post-test score improved by 41.7 +/- 17.9 points (p<0.01) to an average score of 103.9 +/- 20.4.Nine participants were lost to follow-up at six months, and the average six-month post-test score was 110.2 +/- 29.1 for a mean improvement of 9.3 +/- 13.1 points (p=0.320) from the initial post-test. Conclusion: There was a significant improvement in observational and descriptive skills in first- and second-year medical students when describing radiologic images, which was retained after six months.A formal VTS curriculum could play a beneficial role in medical student and radiology training programs not only to improve observational skills but also to address perceptual errors in diagnostic imaging.

Online Learning Resource Management System Utilization and College Students' Engagement at Zhongshan University

The study aimed to assess the extent of utilization of the Learning Resource Management System (LRMS) and its impact on student' engagement among 218 college students at ZhongShan College. Utilizing a descriptive correlational approach with a quantitative method, the study found that the students perceived a very high extent of utilization of LRMS, appreciating its clear instructions and regular access to reliable internet. Additionally, the students exhibited high engagement levels with the LRMS regarding online activities, academic relevance, collaboration, and social interaction. Notably, a significant relationship was observed between the extent of LRMS utilization and online academic relevance in students' engagement. The study suggests implementing training programs for students and teachers to enhance LRMS utilization, inform school policies, and promote awareness of its benefits. These findings lay the foundation for future training initiatives and policy enhancements within the educational institution.

The Effectiveness and Benefits of Disaster Simulation Training for Undergraduate Medical Students in Saudi Arabia.

There is a growing recognition of the need for disaster management training for medical students in Saudi Arabia, but there is limited research on its effectiveness. Thus, this study evaluated the effectiveness of a disaster simulation training program for undergraduate medical students in Saudi Arabia. A disaster management simulation activity was conducted for 32 medical students. The students attended a 30-minute lecture about mass casualty incidents (MCIs) and completed a pre-simulation survey. They were then randomly assigned to one of three groups (performer, actor, observer) and asked to apply their skills to triage patients after a Level C MCI. A debriefing session was conducted using the plus/delta debriefing method. Then, the students completed a post-simulation survey. The results showed that after the simulation training the students' self-confidence in their ability to respond to a disaster increased from 40.7% to 59.4% (p value < 0.01), to utilize incident command structure increased from 37.9% to 62.5% (p value < 0.01), to demonstrate START triage for victims of a disaster increased from 28.2% to 65.7% (p value < 0.01), and to apply safe search and rescue techniques increased from 40.7% to 59.4% (p value < 0.01). The students' self-confidence in their ability to perform basic first aid skills also increased after the simulation. The study findings suggest that disaster management simulation training can be an effective way to increase medical students' self-confidence and preparedness for disaster response.

Optimizing Digital Entrepreneurship Interest Among University Students: The Impact of SEHATI Program and Halal Certification in The Age of Social Media

The university is committed to developing digital entrepreneurship among students, which is realized through concrete efforts in the classroom by integrating entrepreneurial and Sharia business learning and e-commerce and outside the classroom with digital marketing training programs for students. Despite having interest and potential in digital entrepreneurship, students may face limited access and knowledge related to the halal certification process. The SEHATI program, which offers free halal certification, can be a solution to overcome these barriers. However, the effectiveness of this program in increasing students' interest in digital entrepreneurship still needs to be investigated. This research was conducted to determine the influence of the free halal certification program (SEHATI) and social media on students' interest in digital entrepreneurship. This study uses descriptive analysis with a quantitative approach. Data collection is based on surveys and other relevant sources measuring digital entrepreneurial interest, participation in the halal certification program, and the level of social media use. Then, the multiple linear regression model is used with Significance Tests using T-test and F-test. The research results show that the SEHATI program and social media significantly influence students' interest in digital entrepreneurship both partially and simultaneously

Interdisciplinary Training For Future Leaders Through The Create-Redevelop Graduate Student Program

REDEVELOP is a graduate student training program funded by the NSERC-CREATE grant, starting in 2017. Its goal is to support the training of new professionals and researchers (&gt; 100) who will be the next generation of science and engineering leaders and policymakers in Canada. The program has successfully developed a framework for operating almost completely virtually, well ahead of the world's transition to online learning due to the COVID-19 pandemic. Our psychology lab, The Individual and Team Performance (ITP) lab, has dedicated over a decade to researching and designing tools that enhance specific training and skill growth necessary for effective remote teamwork. In partnership with the REDEVELOP program, we support students in navigating the unique interpersonal and collaboration challenges posed by virtual team environments. We will discuss how a complex and multidisciplinary program succeeds in training graduate students to become stronger academics, practitioners, and communicators of knowledge.

The Healthcare Improvement and Innovation in Quality (THINQ) Collaborative: A Novel Quality Improvement Training Program for Undergraduate and Postgraduate Students.

The Healthcare Improvement and Innovation in Quality (THINQ) Collaborative is a uniquely designed program that engages undergraduate and postgraduate students to participate in improving health care and addressing important clinical problems. In 9 years, over 120 THINQ Fellows have been trained in quality improvement (QI) frameworks and methodologies focusing on research skills, social justice, leadership development, and problem-solving. Program evaluation has included surveying current and former THINQ Fellows about their experiences with the program and its subsequent impact on their careers. THINQ's research and outreach initiatives have contributed to improvements in workflows and clinical care on topics such as interdisciplinary team communication, discharge and care transition, sepsis management, and physician burnout. The THINQ Program has equipped future health care leaders to engage with and address QI issues in clinical practice. The structures, processes, and outcomes discussed here can guide other institutions in creating similar QI programs.

Early Exposure of Medical Students to a Formal Research Program Promotes Successful Scholarship in a Multi-Campus Medical School.

Many physicians today struggle to learn the complexities of the biological basis for evidence-based medicine. To bridge this gap, the Medical Scholar Research Pathway Program (MSRPP) founded in 2019 prepares medical students for analytical reasoning and critical thinking while engaging in faculty-mentored research projects in a community-based public medical school. MSRPP is an application-based extracurricular research program, designed for novice and experienced medical students. Three distinct pathways offer ample opportunities for pre-clinical and clinical students to participate in research on a flexible schedule. The program director guides students in one-on-one coaching meetings to set achievable goals with their faculty mentor, and plan their research deliverables, considering their interests and residency plans. We report the implementation of a multi-year and multi-campus research training program for medical students across five campuses. Our results show that five class cohorts (2021-2025) of MSRPP students were twice as likely to seek formal research support than students not in the program. MSRPP students continuously growth their self-confidence to disseminate their research by practicing oral communication in monthly Launch talk research reports and bi-annual research conferences. Moreover, students report they learn technical communication skills and feel inspired to participate in research by interacting with invited faculty seminars. MSRPP students have a significantly higher scholarship output as compared to non-MSRPP students. Early indicators show that students that participate in formal research programs have a measurable difference for matching into competitive residencies. MSRPP students report that they have gained research competencies and technical skills to establish a baseline to promote their future research engagement. This study provides other peer medical schools with strategies to create the infrastructure to support and promote medical student research. The online version contains supplementary material available at 10.1007/s40670-024-02098-6.

The Development of Broadcasting Communication Training Program for Students of MAN 1 Mandailing Natal

The Development of Broadcasting Communication Training Program for Students of MAN 1 Mandailing Natal