Two-year Training Program Research Articles

The Female Global Scholars Program: A mixed-methods evaluation of a novel intervention to promote the retention and advancement of women in global health research.

Fewer than 25% of global health leadership positions worldwide are held by women, adversely impacting women's health and widening gendered health disparities. The Female Global Scholars (FGS) Program, established in 2018 at Weill Cornell Medicine, is a two-year hybrid training and peer-mentorship program that promotes the retention and advancement of early-career female investigators conducting health research in low- and middle-income countries (LMICs). The purpose of this study is to determine the impact of the FGS Program on individual career advancement, academic productivity, and research self-efficacy. This mixed-methods study followed an explanatory sequential design. Participants completed an electronic survey collecting information on demographics, academic milestones, and research skill competency. Survey data were descriptively analyzed using R (Version 1.4.1106). In-depth interviews explored perceptions of the impact of the FGS Program on career development. The authors independently reviewed and thematically analyzed de-identified transcripts using NVivo (Version 13). In June 2022, twelve participants completed the survey. The median age was 40 years; 90% carried an MD, PhD, or other post-graduate degree. Since joining the FGS Program, respondents achieved a combined total of eight awarded grants, five academic promotions, 12 oral scientific presentations and 35 first-author peer-reviewed publications. Thematic analysis identified four overarching themes: gaining confidence through mimicry; improved self-efficacy to address gendered challenges; real-world application of scientific and career development skills; and building multi-disciplinary communities in a protected female-only space. We demonstrate that this low-cost training and mentorship program successfully addresses critical barriers that impede women's advancement in global health research. Our data may inform the adaptation of this initiative across other academic institutions.

What Predicts Undergraduate Students' Decision to Pursue a Career in Biomedical/Behavioral Research within an Upper-Division Research Training Program? A Study of Trainees' Science Identity and Educational Outcomes.

This study examined how science identity and positive educational outcomes relate to student trainees' decision to pursue a research career in health-related sciences, within the context of a two-year research training program that prepares diverse undergraduate students for a research career. In analyses using the evaluation data, science identity and one of the positive educational outcomes significantly predicted trainees' decision to pursue a research career in biomedical and behavioral sciences. In general, students with stronger science identity and interest in pursuing research in academia exhibited a firmer decision to pursue a research career in sciences. In a separate analysis that examined the associations between the trainees' decision to pursue a health-related research career and their underrepresented minority identities, gender, and disciplinary track, results revealed that: (1) the interaction between trainees' disciplinary track (i.e., biomedical vs. behavioral sciences) and their total number of underrepresented minority status was associated with their decision to pursue a research career, but (2) the gender x disciplinary track interaction was not. Emphasizing the need for supporting diverse undergraduate trainees to solidify their science identity and prepare them for a research career in academia, we discuss implications of our findings for research training programs with similar aims.

Promoting community and competence: the development and evaluation of an international research training network of sexual and gender diverse (SGD) emerging scholars

ABSTRACT Specialized research training is a key component of graduate education, yet sexual and gender diverse (SGD) emerging scholars may not receive quality training and networking opportunities at their home institutions. International and interdisciplinary trainings by SGD scholars may develop research competence and academic networks, but few such extracurricular research training programs exist. This article presents the curriculum and mixed-method evaluation of the International Student Training Network (ISTN), a two-year bilingual training program designed to train SGD emerging scholars in Canada, the USA, Mexico, and the UK to conduct research with SGD youth. The racially diverse and interdisciplinary trainees (N = 38) completed a competence self-assessment at pre-test, midpoint, and post-test. Significant improvements in knowledge and skill were found, while importance of the concepts remained consistently high. Twelve trainees participated in interviews to reflect on their experience. Thematic analysis produced three themes, describing benefits of the ISTN: (1) ‘You do stick out a lot’: Fostering SGD scholarly community in academia; (2) ‘We were all working together’: Bridging the disciplinary and geographic gaps; and (3) ‘A transformative experience’: Developing scholarly self-concept and academic self-efficacy. The findings highlight the utility of specialized research training for emerging SGD scholars limited by geographical and disciplinary siloes.

Effect of Soft Skills Training on Teaching Competency of Prospective Teachers

Aims: The present Study examine the effect of Soft Skills training on Teaching Competency of Prospective Teachers by administering pre and post test.
 Study Design: Within the framework of quasi-experimental research, the present study has utilized the experimental method and the one-group pre-test post-test design for the experiment.
 Place and Duration of Study: 90 prospective teachers who were enrolled in a two-year teacher training program (B.Ed.) at three of the training colleges of Bndelkhand University in Jhansi, India, during the academic year 2022–2023 made up the sample size. 
 Methodology: Before the Soft Skills training is administered, the participants' Teaching Competency is measured using appropriate assessment tools. The Soft Skills training is provided to the selected group of prospective teachers. After the Soft Skills training has been completed, the participants' Teaching Competency is measured again using the same assessment tools. The changes in the participants' competencies from the pre-test to the post-test are analyzed statistically by paired sample t-test.
 Results: The intervention or training in soft skills appears to have had a very significant impact on teaching competency, according to the results. The results highlight the value of including soft skills in teacher preparation programs to provide educators the interpersonal and emotional intelligence needed for effective teaching.

IMPACTO DAS CARACTERÍSTICAS MORFOLÓGICAS E DAS HABILIDADES MOTORAS AO REALIZAR GYAKU TSUKI

ABSTRACT Objective The aim of this study was to determine the influence of morphology on karate characteristics and basic motor skills for the criterion variable counter-punch (gyako zuki) in boys, after a two-year training program. Methods A system of 25 variables (12 morphological, 12 motor, and one situational (gyako zuki)) was applied in a sample of 82 karatists, aged 10 to 14 years. Data were processed using regression analysis. Results Body weight had a statistically significant influence on the criterion variable in the initial measurement, as well as on the triceps and back skinfolds in the final measurement. In the motor space, semi-squat endurance had a significant impact on both initial and final measurements. In the reduced system, triple jump, half-squat endurance, and long jump impacted the initial measurement, while the 30-second torso lift, hyperextension on the bench, and semi-squat endurance impacted the final measurement. Conclusion From the data obtained, it can be concluded that the counter-punch (gyako zuki) performance results were better in participants with higher body weight, longer arms, less subcutaneous upper arm and back fat, greater static and explosive power in the lower limbs, and greater hamstring and spine flexibility. Evidence Level II; Therapeutic Studies – Investigating the results.

Evaluation of a Conceptualised Learning Design for the Development of Techno-Pedagogic Competencies among Pre-Service Teachers

The present study aims to evaluate a conceptualised learning design for the growth of techno-pedagogic competencies among Pre-Service Teachers (PST). A teaching experiment is conducted for assessing the effectiveness of the conceptualised learning design by implementing it in a two-year teacher training programme for one year on 36 PST. The progress in the techno-pedagogic competencies’ growth is measured through the self-reporting rating scale, assessment of lesson activities prepared by the PST and semi-structured interview. The result of repeated measure ANOVA statistically signifies the growth of techno-pedagogic competencies amongst PST who participated in the teaching experiment. The assessment of lesson activities further illustrated the growth of techno-pedagogic competencies. PST also reported that they have learned new ways of integrating technology into teaching and have become a more confident user of computers.

Evaluating the utility of an international webinar as a platform to educate students and doctors on the UK core surgical training portfolio

BackgroundCore Surgical Training (CST) is a competitive two-year postgraduate training program in the UK that is scored based on three equally weighted stations: management, clinical and portfolio. Preparing a surgical portfolio can start in medical school, however, there is limited guidance on what forms a competitive portfolio with the majority of advice coming from university resources and national societies which are variable throughout the country. Our aim was to assess the utility of a webinar to educate students and doctors on the CST portfolio to address this disparity.MethodsPre- and post-event questionnaires that included demographic data, 10-point Likert scales to self-report confidence on the understanding of the CST portfolio and its domains, and questions on utilising webinars were distributed to attendees. Pre- and post-event responses were paired, and scores were assessed for normality via the Shapiro–Wilk test; the Mann–Whitney U test was used to assess statistical significance. Cohen's d effect sizes were calculated to report standardised differences between pre-and post-event scores.ResultsA total of 177 participants from over 24 countries responded to both questionnaires. A statistically significant improvement in awareness of how to score maximum points was demonstrated across all nine CST domains (p < 0.0001). Regardless of whether they were UK-based or international, approximately half of the participants stated a preference for a webinar over an in-person format. Interestingly, most attendees did not feel that their university had provided them with adequate information on preparing for a surgical career with over half of the attendees stating that they had to attend events by external organisations to obtain such information.ConclusionsThis study has demonstrated that a webinar can be effectively utilised to educate students and doctors on the various domains of the CST portfolio and how to maximise points in each section. Such events could address the variability of university resources and national societies across the country and provide equal opportunities for students. Further studies that directly compare webinars with in-person events and investigate long-term outcomes, such as success in CST applications, are required.

The performance of the two-year postgraduate year dentist training program in Taiwan

Background/purposeThe postgraduate year dentist training program (PGYD) officially implemented in 2010. This study aimed to assess PGYD trainees’ subjective satisfaction perception and objective competence performance according to different training institutions (either dental clinics or hospitals). Materials and methodsA nationwide cross-sectional survey was conducted in 2018. Subjective satisfaction questionnaires from 222 PGYD trainees and 166 PGYD trainees’ scores of objective structured clinical examinations (OSCEs) were collected for analysis. The t-test and logistic regression were used to compare differences between two groups. ResultsIn subjective satisfaction, PGYD trainees in hospitals revealed less positive perceptions on teachers (odds ratios [ORs] range: 0.33–0.7) and on training plans and auxiliary facilities (ORs range: 0.23–0.69), but they had more opportunities to attend and present at professional meetings than those in clinics. In PGYD trainees’ opinion, the optimal training period allocation was 25% in hospitals and 75% in clinics. Overall, trainees in hospitals had better OSCE scores than those in clinics (OR [95% confidence interval, CI]: 3.12 [1.68–5.79]), except for the item of “the relation between physical condition and dental treatment outcome” (0.3 [0.1–0.97]). ConclusionPGYD trainees in dental clinics have more positive perceptions on teachers and on training plans and auxiliary facilities, but PGYD trainees in hospitals have better OSCE scores. PGYD trainees prefer to be trained in clinics for a better connection with future careers, while hospitals can offer better training for PGYD trainees to become independent dentists because they have better training environment and more educational resources.

An introduction to the International Psychotherapy Institute’s adult psychotherapy programme in China

In response to an invitation from the Chinese mental health platform, Jiandanxinli, and its CEO Li Zhen, the International Psychotherapy Institute developed and implemented a two-year training programme, “Object relations psychoanalytic psychotherapy” to be held on-site in Beijing, and online weekly. This contribution begins with an example of the teaching intrinsic to the programme, and then describes the programme itself.

A Chinese family: teaching and learning in a clinical case conference

The authors show the interrelated processes of teaching and learning both for the Chinese student and the Western teacher. This article focuses on a clinical case conference as a co-constructed teaching and learning opportunity for Chinese therapists and Western teachers of family therapy. We present an account of a clinical case conference for family therapy students which occurred as part of a week-long training event, during the two-year continuous training programme in psychoanalytic couple and family therapy organised by Professor Fang Xin in Beijing. The first author, a Chinese family therapy student, made the family case presentation to her classmates and to the second author, a Western psychoanalyst as the discussant. The student introduced the referral to her of an index patient, a teenage boy who was refusing school, staying home to play videogames, and threatening suicide. She reported vividly on her consultation with the concerned mother, stern father, and rebellious adolescent son in a family group setting. Without process notes, the Western discussant could not comment on the presenter's analytic family therapy technique or move more deeply into the family unconscious. Yet, the material presented enabled the class to see how the boy had become the symptom bearer for his family, and at the same to learn about the strain of absence and the threat of death on a Chinese family. The article closes with a template for how to get the most out of a clinical case conference.

Effects of simultaneous interpreting experience and training on anticipation, as measured by word-translation latencies

Abstract This study aims to investigate the influence of interpreter training and conference interpreting experience on anticipation, as measured by word-translation latencies in a semantically constrained context. It involved professional conference interpreters, on the one hand, and, on the other, interpreter trainees being tested at the beginning and at the end of their two-year training programme. Both groups were asked to translate words embedded at the end of high-context constraint sentences (thus easily predictable), low-context constraint sentences or those appearing in isolation in both directions (from and to their native language). The data suggest that word-translation latency improves in the course of interpreter training but it is not enhanced further in the course of professional experience, whereas anticipation is not improved by either training or experience. All the participants, being late foreign language learners, manifested an advantage in native language comprehension by anticipating more in an A–B versus a B–A translation direction. The findings also suggest that professional interpreting experience might facilitate inhibition and lead to the selection of the appropriate translation equivalent.

Gaining Palliative Medicine Subspecialty Recognition and Fellowship Accreditation in Jordan

ContextPalliative medicine (PM) has gained subspecialty recognition in many countries during the past two decades. Jordan is one of the first Arab countries to gain accreditation for the specialty. ObjectivesTo outline the process undertaken by leaders in palliative care in Jordan to have PM recognized as a subspecialty and the development of a two-year fellowship training program. To contextualize the Jordanian experience with the experience from other countries and assess the need for PM specialty programs in Jordan. MethodsA thorough review of all documentations, letters, correspondence, and proposals exchanged between the palliative care department at King Hussein Cancer Center and the Jordanian Medical Council from 2011 to 2017. An assessment of the number of certified physicians and fellowship posts required to meet the current palliative care needs in Jordan, using population-based need for palliative care. ResultsThe process of gaining subspecialty status for PM in Jordan was complex, lengthy, and dependent on the collaboration of many officials and health sector organizations working together on a national strategy to achieve it. Ultimately, PM was recognized as a subspecialty in 2017, a two-year fellowship program was accredited by the Jordanian Medical Council in 2018, with a recognized subspecialty board examination, which can be accessed by many medical and surgical specialties. It is estimated that 185–235 full-time equivalent palliative care specialist physicians are needed to meet the demand of patients in Jordan. ConclusionKey factors enabling accreditation to happen in Jordan were strong leadership, persistence, collaboration with major stakeholders, and seeking out opportunities to promote the specialty. Our experience and lessons learnt are transferable to other countries and may prove beneficial to others aiming to gain subspecialty recognition for PM.

Expanding the Interdisciplinary Palliative Medicine Workforce: A Longitudinal Education and Mentoring Program for Practicing Clinicians

ContextThe disparity between gaps in workforce and availability of palliative care (PC) services is an increasing issue in health care. To meet the demand, team-based PC requires additional educational training for all clinicians caring for persons with serious illness. ObjectivesTo describe the educational methodology and evaluation of an existing regional interdisciplinary PC training program that was expanded to include chaplain and social worker trainees. MethodsFrom 2015 to 2017, 26 social workers, chaplains, physicians, nurses, and advanced practice providers representing 22 health systems completed a two-year training program. The curriculum comprises biannual interdisciplinary conferences, individualized mentoring and clinical shadowing, self-directed e-learning, and profession-focused seminar series for social workers and chaplains. Site-specific practice improvement projects were developed to address gaps in PC at participating sites. ResultsPC and program development skills were self-assessed before and after training. Among 12 skills common to all disciplines, trainees reported significant increases in confidence across all 12 skills and significant increases in frequency of performing 11 of 12 skills. Qualitative evaluation identified a myriad of program strengths and challenges regarding the educational format, mentoring, and networking across disciplines. ConclusionTeaching PC and program development knowledge and skills to an interdisciplinary regional cohort of practicing clinicians yielded improvements in clinical skills, implementation of practice change projects, and a sense of belonging to a supportive professional network.

Research on Optimizing Training Strategies for Graduate Teaching Assistants in “Double First-Class” Higher Education Institutions

The teaching assistant program currently plays a common role in developing students’ overall qualities. Through nuanced analysis based on cases from graduate teaching assistants at “Double First-Class” HEIs, this paper shows how graduate teaching assistant programs work from the perspective of program administration and personnel training. In order to iron out problems in the present training system, implications for optimizing the two-year GTA training program are also explored.

Strength and Endurance Training in Older Women in Relation to ACTN3 R577X and ACE I/D Polymorphisms.

The purpose of this study is to analyze the effect of two genetic polymorphisms, ACTN3 R577X, and ACE I/D, on physical condition in a sample of active older women after a two-year training period. The sample was composed of 300 healthy women over the age of 60 who underwent a two-year training program. Adapted tests from the Senior Fitness Test were used. The genotyping of the polymorphisms was obtained from the participants’ DNA via buccal swabs. The analysis of the ACE polymorphism did not reveal differences between genotypes. The analysis of the R577X polymorphism showed a favorable effect for the ACTN3 XX genotype in tests for leg strength (p: 0.001) after training, compared to the other genotypes, and also in the analysis of the combined effect of the polymorphism (ACE II + ACTN3 RX/XX). The intragroup effect revealed an improvement in arm strength for carriers of the X allele after 24 months of training (p < 0.05). The endurance values significantly worsened in all study groups. Conclusions: The R577X polymorphism of ACTN3 may have an important role in capacities related to muscle strength, providing a beneficial effect for carriers of the X allele.

A Clinician-Researcher Training Program for Family Medicine Residents.

Research training for clinicians is becoming relatively common for postdoctoral trainees in academic institutions. In contrast, there are relatively few such training programs for family physician residents. The purpose of this article is to describe a novel program for family medicine trainees in Maccabi Health Services, a large Israeli health fund. Following organizational approval and budget allocation, a call for family residents resulted in 18 applications, 15 of whom were selected for a two-year research training program. Each trainee submitted a research proposal, dealing with a community- based research question. Each protocol was allocated a budget. The Program, overseen by a steering committee of family physicians and scientists, has a designated clinical epidemiologist who coordinates all activities. The Project runs monthly face-to-face meetings where trainees present their research proposals. The group reviewed the protocols ahead of time, commented on them and criticized them. In parallel, the trainees participate in a detailed discussion of their research proposals face-to-face with the program director and clinical epidemiologist, and the revised research proposal is submitted to the Institution Review Board. The Program received enthusiastic responses from the trainees and from Maccabi Health Services, which has already approved the budget for the second year of the Program with a new stream of trainees. The approved research proposals dealt with original and important community-based clinical questions. With the aim of developing clinician-researchers in the field of family medicine, this novel program will help change the research climate in a large organization, where community-based family practitioners were not typically involved in research.

Was it worth the effort? An exploratory study on the usefulness and acceptance of video annotation for in-service teachers training in VET sector

Abstract In the field of teachers training of different levels (primary and secondary) and types (in-service and pre-service), exploiting video support for teaching practices analysis is a well-established training method to foster reflection on professional practices, self- and hetero-observation, and finally to improve teaching. While video has long been used to capture microteaching episodes, illustrate classroom cases and practices, and to review teaching practices, recent developments in video annotation tools may help to extend and augment the potentialities of video viewing. Various, although limited, numbers of studies have explored this field of research, especially with respect to in-service teachers training. However, this is less the case for Vocational Education and Training. The study presented here is a pilot experience in the field of in-service teachers training in the vocational sector. A two-year training programme using video annotation has been evaluated and analysed. The dimensions investigated are teachers’ perceptions on the usefulness, acceptance and sustainability of video annotation in teaching practices analysis. Results show a very good acceptance and usefulness of video annotation for reflecting on practice and to deliver feedbacks. Implications for the integration of a structural programme of analysis of practices based on video annotation are presented.

Evaluation of a structured clinical program and formal coursework in breast surgeon training in Australia and New Zealand

IntroductionBreast surgeon training has been restructured since the inception of Breast Surgeons of Australia and New Zealand Inc. (BreastSurgANZ) in 2010. In 2016 a voluntary online course with a contemporary curriculum for breast surgery was initiated and taken up by the majority of post-fellowship trainees (PFTs). This article reports on PFT's perceptions of these major changes. MethodsA 46-item online survey was sent to the 56 PFTs enrolled in 2015–2017. The survey canvassed PFT's views on aspects of the two-year training program, the Graduate Certificate in Breast Surgery (GCBS) and the role of BreastSurgANZ in training. Results33/56 participants responded. The training program was rated positively with variation in satisfaction levels depending on operating experience and quality of training between clinical placements. The majority of respondents endorsed restricting numbers of training positions. GCBS students valued the clinical knowledge and structured format of the course. A range of diverse, often opposing, opinions were expressed on the appropriate role of BreastSurgANZ in training and accreditation. DiscussionThe dissonance caused by variability in training exposure and perceived mentor quality in different sites was the most important finding. The GCBS was well regarded by all students but time constraints and costs prevented some PFTs from undertaking the course. Standardisation of mandatory requirements for full BreastSurgANZ membership was identified as an issue for further consideration. ConclusionThis evaluation illuminates the challenges of providing consistently high quality breast surgical training. Many of the issues raised are being addressed by BreastSurgANZ.

Beyond social chit chat? Analysing the social practice of a mobile messaging service on a higher education teacher development course

Mobile technology has become for many an essential aspect of everyday life. It has transformed how people interact and is widely adopted by social networks to facilitate communication, support engagement and build collaboration. With reference to Shove et al., (The dynamics of social practice: Everyday life and how it changes, 2012) three element social practice model and Wenger (Communities of Practice: learning, meaning and identity, 1998) community of practice framework, this “insider” research study analyses the norms, behaviours and attitudes of users of a mobile messaging service over a two-year higher education teacher training programme. It also examines the socio-technical interaction between the trainee teachers and the relationship between the mobile messaging application and other communicative practices.. Overall, the findings from this research study suggest that although the concept of a community of practice is problematic, the WhatsApp practice positively shaped the experiences of the trainee teachers on their programme.

Views from the Frontline: Graduate Police Recruits on the Status of Evidence-based Practice

This paper presents findings from in-depth interviews with 30 police recruits participating in a national two-year graduate training programme. Police Now comprises a six-week training course followed by a neighbourhood policing post where operational skills are developed, and recruits are encouraged to apply problem-solving and evidence-based approaches to police work. This research was undertaken as part of a project to inform the development and implementation of the Degree Holder Entry Programme (DHEP) into policing. We explore interviewees’ perceptions about the value placed by police colleagues on evidence-based practice and how different responses to EBP were ‘managed’ by interviewees. Findings show a largely disengaged attitude towards research, creating disconnect between ‘classroom’ emphasis and practice experience. Interviewees’ accounts of their first months in force show potential for rejection of training ideals but also willingness to challenge the perceived status quo regarding evidence-based practice. We reflect on the implications of findings for introducing the DHEP.