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Perera, Dinusha, and Kay Mohanna. "General practice is ‘different’: qualitative study of acculturation experiences of East Staffordshire general practice specialty trainees." British Journal of General Practice 70, suppl 1 (June 2020): bjgp20X711101. http://dx.doi.org/10.3399/bjgp20x711101.
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BackgroundUndergraduate medical education and postgraduate foundation training are largely secondary care based. General practice trainees also spend nearly half of their training in hospital rotations. Little is known about factors that support effective transition into general practice specialty training or belongingness experiences throughout training.AimTo explore the reported experiences of general practice trainee transition into general practice, training in hospital settings, and views of the future.MethodSemi-structured interviews with 18 purposively selected trainees plus observation and stakeholder discussions by a visiting Sri Lankan general practice trainee attending the vocational training scheme in a participant observer role.ResultsMastering core skills of general practice, undergraduate and early experience in general practice during specialty training, and general practice trainer guidance and role modelling facilitated transition. A reduced sense of belongingness during hospital rotations impacted on training and work. Building bridging social connections, personal agency initiatives to bring general practice relevance into hospital training, and secondary care affiliative behaviours were adaptive strategies. Allocation to more general practice relevant duties was thought to create value within the hospital team. General practice trainees are thriving with the support of general practice trainers and colleagues, vocational training scheme, and good work/life balance. International graduates require additional support in specific areas.ConclusionAdequate support towards transition into general practice and fostering belongingness in hospital settings is important due to the wider impact on training, patient care, and primary/secondary care integration. We propose a theoretical explanation based on Wenger’s social learning model, which may have useful practical implications.
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Ho, Hilda, and Pauline McConville. "Who's happy with supervision?" Psychiatric Bulletin 28, no. 3 (March 2004): 87–90. http://dx.doi.org/10.1192/pb.28.3.87.
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Aims and MethodAll psychiatry trainees and supervisors on the Southeast Scotland scheme were invited to complete a questionnaire about the regularity, responsibility, structure, content and value of supervision.ResultsSignificantly more supervisors (87%) than trainees (69%) reported regular supervision. Some trainees still find it difficult to obtain regular supervision. Although it is seen as a joint responsibility, there is uncertainty about the role and responsibility of each trainee and supervisor. Most trainees and supervisors feel that supervision is useful, but supervisors are likely to rate their quality of supervision better than their trainees. Guidelines for the structure, content and boundaries of supervision might be useful. Supervision is viewed as useful for discussing clinical management, including the trainee's own case-load.Clinical ImplicationsTraining in the use of supervision should be available to all trainees and supervisors. Regular supervision should be a priority, and it is a joint responsibility to ensure that it happens. There should be greater accountability to the College and Trusts. Discussion of the trainee's clinical case-load during supervision is a necessary part of training and the supervision process.
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Al-Taiar, H., and G. Panos. "EPA-0912 – The link trainee scheme, a new way of supporting psychiatry trainees in oxford." European Psychiatry 29 (2014): 1. http://dx.doi.org/10.1016/s0924-9338(14)78237-9.
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Richardson, Marion, and Jonathan Freedman. "A Model for Acupuncture Training in Primary Care." Acupuncture in Medicine 23, no. 3 (September 2005): 135–36. http://dx.doi.org/10.1136/aim.23.3.135.
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A recent innovation in acupuncture training at a clinic in a primary care practice is reported. The trainer is a General Practitioner within the practice and the trainee an academic nurse. The semi-structured training programme is outlined and benefits and challenges to both trainer and trainee are discussed. The patients generally welcomed the scheme. We consider that the programme could provide a model for similar training initiatives in the future.
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Hewson, Lesley, and Barry Wright. "Joint trainers and trainees forum – a collaborative approach to higher specialist training." Psychiatric Bulletin 26, no. 1 (January 2002): 33–35. http://dx.doi.org/10.1192/pb.26.1.33.
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The Royal College of Psychiatrists' Higher Specialist Training Handbook (1998) emphasises the need for training schemes to be well organised in order to provide an environment in which training needs can be met. Training programme directors are tasked to provide “regular meetings with the trainees as a group to discuss the scheme and its placements” as well as “occasional meetings with trainers to discuss the scheme and its further development”.
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Ahmed, Abdulraheem Jamil, Falah Hasan Mohammed, and Naji Abdullah Majedkan. "An Evaluation Study of an E-Learning Course at the Duhok Polytechnic University." Journal of Cases on Information Technology 24, no. 2 (April 2022): 1–11. http://dx.doi.org/10.4018/jcit.20220401.oa2.
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In last decade, there has been a growing awareness in E-Learning which is the most recent type of distance education, and becomes a highly significant model of educational technology. Today e-Learning studies indicate that there is an increasing use of this educational scheme for students, trainers and instructors which improve the learning capability of the students and trainee by depending on student-centered learning (SCL) scheme rather than using the traditional teacher or trainer centered teaching mechanism.However, students’ awareness for the advantage of using e-Learning has not been significantly investigated, especially in Iraq. The aim of this article is to inspect students’ awareness of the using of e-Learning at the Dohuk Polytechnic University. Participants involved in this study were 100 students studying the C++ programming language course during 2015-2016 and 2017-2018 academic years and 210 students studying computer application course during 2018-2019.
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Finocchiaro, Cathy. "Victorian public health trainee scheme." New South Wales Public Health Bulletin 4, no. 4 (1993): 41. http://dx.doi.org/10.1071/nb93019.
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Ong, John, Carla Swift, Nicholas Magill, Sharon Ong, Anne Day, Yasseen Al-Naeeb, and Arun Shankar. "The association between mentoring and training outcomes in junior doctors in medicine: an observational study." BMJ Open 8, no. 9 (September 2018): e020721. http://dx.doi.org/10.1136/bmjopen-2017-020721.
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ObjectiveTo determine quantitatively if a positive association exists between the mentoring of junior doctors and better training outcomes in postgraduate medical training within the UK.DesignObservational study.Participants117 trainees from the East of England Deanery (non-mentored group) and the recently established Royal College of Physicians (RCP) Mentoring scheme (mentored group) who were core medical trainees (CMTs) between 2015 and 2017 completed an online survey. Trainees who received mentoring at the start of higher specialty training, incomplete responses and trainees who were a part of both the East of England deanery and RCP Mentoring scheme were excluded leaving 85 trainees in the non-mentored arm and 25 trainees in the mentored arm. Responses from a total of 110 trainees were analysed.Main outcome measuresPass rates of the various components of the Membership of the Royal College of Physicians (MRCP) (UK) examination (MRCP Part 1, MRCP Part 2 Written and MRCP Part 2 PACES), pass rates at the Annual Review of Competency Progression (ARCP), trainee involvement in significant events, clinical incidents or complaints and trainee feedback on career progression and confidence.ResultsMentored trainees reported higher pass rates of the MRCP Part 1 exam versus non-mentored trainees (84.0% vs 42.4%, p<0.01). Mentored international medical graduates (IMGs) reported higher pass rates than non-mentored IMGs in the MRCP Part 2 Written exam (71.4% vs 24.0%, p<0.05). ARCP pass rates in mentored trainees were observed to be higher than non-mentored trainees (95.8% vs 69.9%, p<0.05). Rates of involvement in significant events, clinical incidents and complaints in both groups did not show any statistical difference. Mentored trainees reported higher confidence and career progression.ConclusionsA positive association is observed between the mentoring of CMTs and better training outcomes. Further studies are needed to investigate the causative effects of mentoring in postgraduate medical training within the UK.
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Winter, Nicole, Shanaya Rathod, and Alain Gregoire. "Satisfaction with a research mentoring scheme for specialist registrars." Psychiatric Bulletin 30, no. 9 (September 2006): 348–51. http://dx.doi.org/10.1192/pb.30.9.348.
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Aims and MethodFollowing the introduction of a new research mentoring process, a survey was conducted of Wessex specialist registrars' views on research training.ResultsOf 34 respondents, 26 (76.5%) had agreed a plan with a research mentor and 31 (91.2%) were making good use of their research day for specified purposes. Of 24 trainees undertaking research, 21 (87.5%) felt adequately supported, 20 (83.3%) were interested in their research, 16 (66.7%) enjoyed it and 21 (87.5%) gained research knowledge/skills.Clinical ImplicationsAgreeing a research training plan with a mentor, coupled with regularly reviewed support and supervision through a newly developed mentoring process, was associated with high levels of trainee satisfaction. Compared with a previous survey, these results indicate considerable improvement in research training.
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Evans, Martyn D. "Trainee Welsh laparoscopic right-sided colorectal training scheme." Bulletin of the Royal College of Surgeons of England 92, no. 1 (January 1, 2010): 18–20. http://dx.doi.org/10.1308/147363510x481269.
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In 2008 the Welsh Laparoscopic Colorectal Training Scheme was set up with funding from the Welsh assembly government. Its aim was to address the perceived need for expansion in laparoscopic colorectal surgery services within Wales. This followed the National Institute for Health and Clinical Excellence (NICE) Technology Appraisal (2006), their summary of which stated:
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Adeniyi, Kudirat. "RNIB trainee grade scheme: A way into work." International Congress Series 1282 (September 2005): 1121–24. http://dx.doi.org/10.1016/j.ics.2005.05.088.
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Dennis, Bradley, Alexandra Highet, Daniel Kendrick, Laura Mazer, Sean Loiselle, Hoda Bandeh-Ahmadi, Tanvi Gupta, et al. "Knowing Your Team: Rapid Assessment of Residents and Fellows for Effective Horizontal Care Delivery in Emergency Events." Journal of Graduate Medical Education 12, no. 3 (June 1, 2020): 272–79. http://dx.doi.org/10.4300/jgme-d-20-00290.1.
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ABSTRACT Background Horizontal care, in which clinicians assume roles outside of their usual responsibilities, is an important health care systems response to emergency situations. Allocating residents and fellows into skill-concordant clinical roles, however, is challenging. The most efficient method to accomplish graduate medical education (GME) assessment and deployment for horizontal care is not known. Objective We designed a categorization schema that can efficiently facilitate clinical and educational horizontal care delivery for trainees within a given institution. Methods In September 2019, as part of a general emergency response preparation, a 4-tiered system of trainee categorization was developed at one academic medical center. All residents and fellows were mapped to this system. This single institution model was disseminated to other institutions in 2020 as the COVID-19 pandemic began to affect hospitals nationally. In March 2020, a multi-institution collaborative launched the Trainee Pandemic Role Allocation Tool (TPRAT), which allows institutions to map institutional programs to COVID-19 roles within minutes. This was disseminated to other GME programs for use and refinement. Results The emergency response preparation plan was disseminated and selectively implemented with a positive response from the emergency preparedness team, program directors, and trainees. The TPRAT website was visited more than 100 times in the 2 weeks after its launch. Institutions suggested rapid refinements via webinars and e-mails, and we developed an online user's manual. Conclusions This tool to assess and deploy trainees horizontally during emergency situations appears feasible and scalable to other GME institutions.
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Moore, Zoe, Linda Irwin, Stuart Brown, Julie Anderson, and Stephen Moore. "Peer mentoring in psychiatry: a trainee-led initiative." BJPsych Open 7, S1 (June 2021): S149. http://dx.doi.org/10.1192/bjo.2021.418.
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AimsOur aim was to establish a Peer Mentoring Network within Psychiatry Training in Northern Ireland.Recognising that starting a new job can be a stressful time in any junior doctor's career, we wanted to ensure that new Core Trainees (CT1s) joining our Specialty Programme were well supported through this transition.Although Clinical and Educational Supervision is well established in providing a support structure for trainees, we believed that a peer mentoring relationship, (with allocation of a Higher Psychiatry Trainee as mentor), would be of additional benefit.It was hoped that the scheme would prove mutually beneficial to both mentee and mentor.MethodWe delivered a presentation at CT1 induction and sent out follow-up emails to encourage participation. Higher trainees were also sent information via email and asked to complete a basic application form if interested in becoming a mentor. Prospective mentors then attended a one-day training session.Two lead mentors, (also higher trainees), were allocated to oversee the scheme, with additional supervision from two lead Consultants. Mentor-Mentee matches were made based on information such as location, sub-specialty affiliations and outside interests.Matched pairs were advised about the intended frequency and nature of contacts. Check-in emails were sent halfway through the year and feedback evaluations completed at the end.Result95% of trainees who completed the evaluations said they would recommend the scheme to colleagues.Mentees reported benefits in terms of personal and professional development, whilst mentors reported improved listening, coaching, and supervisory skills.A small number of trainees highlighted that 6 monthly rotations impacted on ability to maintain face to face contacts.Recruitment and engagement have improved annually. We are currently running the third year of the scheme and have achieved 100% uptake amongst CT1s and are over-subscribed with mentors, (19 mentors to 13 mentees).ConclusionThe majority of feedback received has been positive and interest in the scheme continues to grow.Potential issues relating to location of postings has been overcome, at least in part, by recent changes to ways of working and the use of alternative forms of contact, such as video calling.Having exceeded demand in terms of mentor recruitment, we hope to extend the scheme to include trainees of other grades, and particularly those who are new to Northern Ireland.We are excited to see where the next stage of our journey takes us and hope that others will be inspired to embark on similar schemes within their areas of work.
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Prytherch, Hannah, Laura Lea, and Matthew Richardson. "Mentoring trainee psychologists: learning from lived experience." Journal of Mental Health Training, Education and Practice 13, no. 4 (July 9, 2018): 197–208. http://dx.doi.org/10.1108/jmhtep-08-2017-0050.
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PurposeThe purpose of this paper is to examine service-users’ experiences of mentoring trainee clinical psychologists as part of an involvement initiative on a doctoral training course.Design/methodology/approachSeven service-users were paired with trainee clinical psychologists. Pairs met for one hour monthly over six months. Meetings were unstructured, lacked a formal agenda and were not evaluated academically. All seven mentors were interviewed. They were asked about positive and negative experiences, as well as about the support provided. Transcripts were subject to thematic analysis and themes were reviewed by mentors in a follow-up meeting.FindingsOverall, the results demonstrate that service-users can be involved in training in a way that they find meaningful and contribute to their recovery. Seven themes were identified: giving hope and optimism; making a difference; personal and professional development; the process; practicalities/logistics; support (positives); and support (areas for improvement).Practical implicationsThe importance of designing involvement initiatives in a way which implicitly supports service-user values was highlighted. Recommendations for designing effective support structures are given. The authors were also involved in the scheme which could have introduced bias.Originality/valueThe research exploring service-users’ experiences of involvement in training health professionals is limited. This was the first study to explore in depth service-users’ perspectives of involvement in a scheme such as the mentoring scheme. If initiatives are to seriously embrace the values of the service-user movement then seeking service-users’ perspectives is vital.
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Black, Dawn, Elspeth Guthrie, and Keith Bridges. "1. Rehabilitation psychiatry." Psychiatric Bulletin 14, no. 11 (November 1990): 665–67. http://dx.doi.org/10.1192/pb.14.11.665.
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The career paths of many trainees in psychiatry are influenced by their experience of a six month SHO/registrar training post in a particular speciality. Not all trainees, however, may be aware of the training requirements for a specialist consultant post, career prospects and most importantly of the practicalities of working on a day to day basis as a specialist consultant or a consultant with special interest or responsibility. Furthermore, some SR trainees may have a limited choice of placement in a SR training scheme and with the diminishing availability of pure general psychiatry consultant posts, a year's training at senior registrar level may determine a trainee's whole career.
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Davies, Steffan, and Ola Junaid. "Training for trainees." Psychiatric Bulletin 16, no. 12 (December 1992): 778–79. http://dx.doi.org/10.1192/pb.16.12.778.
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The rotational training scheme now forms the basis of psychiatric training. The advantages include the provision of experience in a wide variety of posts, while permitting educational continuity as well as the stability that accrues from having a job over a long period of time. Achieving a Balance threatens to change the structure of the rotation and thus the very nature of psychiatric training. The main consequences are the division of combined rotations into separate senior house officer and registrar rotations, competitive interviews for registrars, and the expansion to multi-district rotations.
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Hillam, Jonathan, Amanda Thompsell, and Robert Tobiansky. "Administration of ECT by trainee psychiatrists." Psychiatric Bulletin 21, no. 4 (April 1997): 217–20. http://dx.doi.org/10.1192/pb.21.4.217.
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There has been increasing concern in recent years that trainee psychiatrists are not receiving adequate training and are not fully competent in the administration of electroconvulsive therapy (ECT). This has led to the publication of guidelines by the Royal College of Psychiatrists recommending measures to improve supervision and tuition. This study compares the results of two surveys, five years apart, exploring levels of supervision, satisfaction with training and confidence in the procedure among trainee psychiatrists on the Royal Free Hospital scheme. The findings are discussed in the light of Improvements to teaching of ECT in the interim. Continuing problems with supervision are highlighted, and the need for organised training is emphasised.
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Ray, J., E. Hadjihannas, and R. M. Irving. "Curtailment of Higher Surgical Training in the UK: Likely Effects in Otology." Journal of the Royal Society of Medicine 98, no. 6 (June 2005): 259–61. http://dx.doi.org/10.1177/014107680509800604.
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Higher surgical training in the UK faces a cut of two years. We conducted a questionnaire survey to assess the operative experience of current higher surgical trainees in otological surgery and the likely effect of the proposed reduction from six to four years. 91 (65%) of the 142 higher surgical trainees responded with details of major otological procedures performed (independently or assisting) over one year. In the present six-year scheme a typical trainee performs 72 myringoplasties, 79 mastoidectomies, 7 skull base procedures and 28 other procedures. In the first four years, however, his or her experience is only 39 myringoplasties, 44 mastoidectomies, 4 skull base procedures and 7 others. The large shortfall in experience that might result from shortening of the training programme would need to be met by intensification of the training or institution of accredited otology fellowships. Very similar dilemmas are faced by other surgical specialties.
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Rix, Keith J. B. "Medico-legal work of psychiatrists: direction, not drift." Psychiatrist 35, no. 7 (July 2011): 272–74. http://dx.doi.org/10.1192/pb.bp.111.034116.
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SummaryNewly appointed consultants should not 'simply drift into (medico-legal) work because solicitors have asked them to’. They should already have had expert witness training. This is a challenge for training scheme organisers and consultant trainers. There should be no shortage of training opportunities. Core training should include the preparation of ‘ghost’ reports drafted by trainees but owned by the consultant. Higher training should provide opportunities for trainees to prepare reports in their own right albeit under supervision. Background reading and experience of court are also needed. Such training should avoid newly appointed consultants having to decline solicitors' requests to prepare psychiatric reports.
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Krishnan, Deepa Bagepalli, Victor Ohize, and Luke Baumber. "Dr QI - A quality improvement (QI) approach to designing and delivering QI training." BJPsych Open 7, S1 (June 2021): S174. http://dx.doi.org/10.1192/bjo.2021.475.
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AimsTo develop and implement a QI training programme for trainees, Trust grade doctors and Consultants in Nottinghamshire Healthcare NHS Trust (NHFT) to enable them to deliver change in practice through acquisition of new knowledge and practical application of skills in QI projects using Model for Improvement.BackgroundQI is crucial to improve patient care. Doctors are uniquely placed to input into patient safety and service delivery of healthcare. The skills required to be future clinical leaders and undertake improvement work are not innate and formal teaching and support is required.What is DrQI?DrQI is a trainee-led QI teaching programme developed in collaboration with Trainees improving patient safety through QI (TIPSQI) in North West deanery.MethodA pre-implementation survey amongst doctors in NHFT in February 2019 (33 responses) suggested that 90% of doctors were interested in learning QI and about 48% preferred face-face workshops with support from the QI team.A list of change ideas were created using a driver diagram with QI education and project support identified as key primary drivers.PDSA cyclesNine interactive workshops teaching key QI concepts (based on model for improvement) in NHFT, training more than 100 doctors. A workshop in Derbyshire Healthcare NHS Foundation Trust (70 doctors) and Nottingham University Hospital (20 doctors). Workshops were continually adapted based on qualitative and quantitative feedback. Different formats were tried including virtual sessions, game-based and problem-based learning approaches using small group activities.ResultPre-course and post-course questionnaires were used to assess change in understanding of individual components of QI methodology (SMART Aim, Driver diagram, PDSA cycles, outcome and process measures and run charts). Mean pre-course self-assessment score collated from seven QI workshops in NHFT (2019-2020) was 3.3 and mean post-course score was 7.68, showing an improvement in understanding of QI methodology.Participants were asked to score the relevance (8.4) and quality of teaching (8.4) and the support from the QI team (7.4) on a scale of 1-10 (1 = poor and 10 = excellent). Additional free text feedback was obtained to help us improve the teaching programme.ConclusionCollaborative leadership trainee-led initiative to increase the QI capacity. A bottom up approach to complement the top down approach from the Trust QI team. Future steps include further collaboration and expansion of the scheme to other Trusts, Train the trainer sessions and building a network of QI champions.
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Vijayakrishnan, Ajay, Joan Rutherford, Steve Miller, and Lynne M. Drummond. "Service user involvement in training: the trainees' view." Psychiatric Bulletin 30, no. 8 (August 2006): 303–5. http://dx.doi.org/10.1192/pb.30.8.303.
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Aims and MethodA questionnaire survey was conducted of trainees across the South-West London and St George's Basic Specialist Training Scheme in Psychiatry to explore their attitudes towards service user involvement in training.ResultsFifty-two completed questionnaires were received; 20 trainees (38%) had not attended teaching sessions where a user was present; 35 trainees (67%) were agreeable to service user involvement in examinations. Reservations concerned the objectivity of service users in examination rating and their role as an expert on assessing the trainee's skill. Awareness of user involvement strategies and policies in their trusts were not matched with actual participation.Clinical ImplicationsService users should be involved in teaching in an expert capacity and also in examinations, with safeguards regarding transparency and objectivity of the marking schemes in place.
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Burns, Tom, Trevor Silver, Paul Freeling, and Arthur Crisp. "General practice training for psychiatrists." Psychiatric Bulletin 18, no. 5 (May 1994): 286–88. http://dx.doi.org/10.1192/pb.18.5.286.
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Eighteen psychiatric trainees from St George's Hospital were placed in three local general practices for periods of six months each. The aim was to broaden their postgraduate education by an experience of primary care and to test the feasibility of such a scheme. Their assessments of the placement were canvassed by postal questionnaire. All considered the experiment a success but there were a number of problems. Resistance among the trainees was much greater than expected. Some of the relationships in practice posed problems for them and the ongoing demands of their psychiatric training exceeded the practices' expectations. Supervision by the GP trainers was rated very highly and old knowledge returned rapidly.
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Ayeni, Itunuayo, and Anne Patterson. "The introduction of balint groups for core medical trainees – a pilot." BJPsych Open 7, S1 (June 2021): S123—S124. http://dx.doi.org/10.1192/bjo.2021.358.
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AimsTo introduce and assess the impact of balint groups on core medical trainee (CMT) doctors working within an acute medical trust.BackgroundA high rate (80%) of dissatisfaction and burnout has been reported amongst trainee doctors. This has had a significant impact on recruitment with a large proportion of foundation doctors delaying their application into core specialist training. Of those already in training, up to 50% have reported taking time, out citing burnout as a cause. Balint groups are a form of reflective practice groups looking at the doctor-patient interaction. For core psychiatric trainees these groups are a mandatory part of their training.MethodWe piloted a total of three balint groups over a period of three months amongst CMT doctors based at an acute medical trust in London. A specialty registrar (ST6) in psychiatry facilitated the balint groups. Balint facilitators received supervision from a consultant psychiatrist in psychotherapy. CMT doctors were given questionnaires at the beginning of session one and emerging themes later explored. The questionnaires used were taken from the ‘Bristol Trainee-led Balint Group Scheme’.ResultThe pre-questionnaires showed that all CMT doctors surveyed believed psychological factors play an important role on patient presentation and recovery. 14/19 (74%) agreed or strongly agreed that a doctor's reaction to a patient directly influenced care. All doctors agreed or strongly agreed that it was important to reflect on a patient's emotional experience, as it was crucial to their development as a doctor.CMT doctors found balint groups useful as it provided them a space, which was not routinely offered to discuss challenging cases. Themes that emerged included a lack of support and difficulties maintaining boundaries when treating complex patients. Litigation was a recurring theme with many trainees reporting anxieties and a lack of support. Trainees reported guilt and worries that they were not doing enough for their patients. These themes appeared to have a direct impact on training experience and burnout.ConclusionWith increasing burnout and dissatisfaction amongst junior doctors, balint groups provide a unique approach to supporting junior doctors within medical specialties. The current pilot has demonstrated that CMT doctors can make use of balint groups in an effective way. We recommend that balint groups should become an integral part of specialist medical training. Psychiatrists can play a central role in supporting the health and well being of medical trainees through balint group facilitation.
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Duke, Christopher, and Shakeel A. Qureshi. "Proposals for future training in interventional paediatric cardiology." Cardiology in the Young 14, no. 3 (June 2004): 347–56. http://dx.doi.org/10.1017/s1047951104003208.
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Training in all medical disciplines is currently undergoing a major overhaul. There is a move away from the old concept of training as an apprentice, towards more structured programmes of training. Proposals have recently been made to shorten higher specialist training to 3–4 years, thus producing “generalist” consultants to meet the growing need for service. Advanced subspeciality training can then be undertaken by those with the ability, and desire, to do so following the core training. In the near future, therefore, subspeciality training will need to meet the needs of those undertaking core training, and those wishing to develop a higher degree of expertise. It will have to be focused, to allow skills appropriate to the future practice to be undertaken as a consultant to be developed efficiently. We propose a new scheme for training in interventional paediatric cardiology as a template for subspeciality training. The scheme proposes training at three levels. The first level, basic training, is required of all trainees. Training for the intermediate level will be required for those proposing to carry out diagnostic cardiac catheterisation and basic intervention. Training at the advanced level will be needed by those who wish to carry out a wide range of interventional procedures. A curriculum is proposed for each level, detailing skills that must be attained. Attendance at procedures needs to be driven by the educational needs of the trainee, rather than the requirements of the service. Objective methods are suggested to allow assessment of competence. These should supersede log-books, which document only procedural numbers. Training may be needed for the trainers to ensure that teaching and assessment achieve agreed standards of excellence.
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Ansell, Sarah, James Read, and Marie Bryce. "Challenges to well-being for general practice trainee doctors: a qualitative study of their experiences and coping strategies." Postgraduate Medical Journal 96, no. 1136 (March 6, 2020): 325–30. http://dx.doi.org/10.1136/postgradmedj-2019-137076.
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Purposes of the studyTo identify the challenges to well-being experienced by general practice postgraduate trainees and to explore how the trainees respond to those challenges.Study designQualitative focus group study with doctors in their final year of general practice training (n=16). The participants in the study were recruited from one training scheme in South West England. Data were thematically analysed.ResultsParticipants reported challenges to well-being relating to dysfunctional relationships with colleagues and patients, their workload, a perceived lack of support at work and also physical environmental challenges. They identified response strategies focused on cognitive processing, physical self-care, focusing on their professional purpose, building supportive relationships and adapting their working environment where possible. Additionally, there were factors that could support trainee well-being, including personal factors such as adaptability and self-awareness, but also external and organisational factors, such as culture, supportive colleagues and organisational adaptability in relation to workload management. The importance to trainees of the idea of being a ‘good doctor’ arose repeatedly in the data, as did the importance of the organisational environment. Participants reported finding their training placements in secondary care environments particularly challenging.ConclusionThis research highlights the strategies that general practice trainees use in response to challenges, but also that the responsibility for maintaining well-being cannot be borne by individuals alone. This study identifies that supportive approaches by healthcare organisations and educators are vitally important to general practitioner trainees’ well-being.
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Kowalski, Christopher, and Shivanthi Sathanandan. "The use of simulation to develop advanced communication skills relevant to psychiatry." BMJ Simulation and Technology Enhanced Learning 1, no. 1 (April 22, 2015): 29–32. http://dx.doi.org/10.1136/bmjstel-2014-000006.
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ObjectiveUsing simulation, we developed an advanced communication skill training programme with the objective of improving core psychiatry trainees’ confidence in managing difficult situations at work.DesignTwo simulation courses, comprising six scenarios, were developed for psychiatry core trainees (CTs) on the University College London Partners (UCLP) training scheme. Trainees were divided into small groups. Each trainee undertook two scenarios each. Feedback was delivered by facilitators, peers and the simulated patients. Written feedback was also given.SettingThe courses were delivered in a local postgraduate medical education centre.PatientsActors were used to simulate adult psychiatric patients and their relatives. Other scenarios involved actors portraying colleagues.InterventionsThe simulations offered an opportunity for experiential learning while the debriefs allowed for focused feedback on trainees’ communication styles.Main outcome measuresChanges in trainees’ perception of their ability to deal with difficult situations at work were measured. Semistructured interviews further explored trainees’ experience of the course and its educational impact.Results100% (n=39) of the trainees felt that their communication skills had improved after the training. 97% felt more able to defuse an angry/tense situation at work while 92% felt more able to deal with a difficult situation requiring sophisticated communication skills. 97% felt that regular simulation training would be valuable while 100% (n=24) of facilitators agreed that the experience was valuable to the trainees’ professional development. Qualitative analysis showed that trainees found the scenarios realistic, that the experience had led to an increased awareness of their communication style and that original improvements in confidence had translated to their clinical work.ConclusionsThe programme demonstrates that it is possible to use simulation in a simple, inexpensive and time-effective manner to provide realistic, enjoyable and educationally beneficial advanced communication skill training relevant to psychiatric practice.
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Grieveson, Brian. "Where do VT Trainers Go?" Primary Dental Care os7, no. 4 (October 2000): 171–72. http://dx.doi.org/10.1308/135576100322578951.
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Vocational training (VT) has been running since 1985 in the Northern Deanery, first as a voluntary scheme and continuing right through to the present time. In 1985 there were six vocational practices and now there are 48 one -year VT practices and 12 practices dedicated to pilot the two-year general professional training schemes. During that time many practices have been involved, but not all have reapplied in subsequent years. As it is such a large scheme it is necessary for practitioners to apply every year to be vocational trainers, either as new applicants or those who have had vocational trainees before. This paper looks at the reasons why previous trainers have not reapplied, and looks at any outcomes that may be put in place in order to facilitate or improve the quality and number of VT applications each year.
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Kerr, Mig, Jan Birtle, Ann Bond, Sue Whitehouse, and Simone England. "Dynamic psychotherapy supervision for psychiatric trainees." Psychiatric Bulletin 22, no. 1 (January 1998): 44–46. http://dx.doi.org/10.1192/pb.22.1.44.
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Following the recommendation by the College that all general psychiatric trainees have the opportunity for psychotherapy training, we describe a pilot scheme for supervised dynamic therapy, commenting on organisational and training issues.
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Tsuda, Ben, Kay M. Tye, Hava T. Siegelmann, and Terrence J. Sejnowski. "A modeling framework for adaptive lifelong learning with transfer and savings through gating in the prefrontal cortex." Proceedings of the National Academy of Sciences 117, no. 47 (November 5, 2020): 29872–82. http://dx.doi.org/10.1073/pnas.2009591117.
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The prefrontal cortex encodes and stores numerous, often disparate, schemas and flexibly switches between them. Recent research on artificial neural networks trained by reinforcement learning has made it possible to model fundamental processes underlying schema encoding and storage. Yet how the brain is able to create new schemas while preserving and utilizing old schemas remains unclear. Here we propose a simple neural network framework that incorporates hierarchical gating to model the prefrontal cortex’s ability to flexibly encode and use multiple disparate schemas. We show how gating naturally leads to transfer learning and robust memory savings. We then show how neuropsychological impairments observed in patients with prefrontal damage are mimicked by lesions of our network. Our architecture, which we call DynaMoE, provides a fundamental framework for how the prefrontal cortex may handle the abundance of schemas necessary to navigate the real world.
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Skinningsrud, K. "Norway's plan to change placement scheme for trainee doctors proves controversial." BMJ 342, mar07 1 (March 7, 2011): d1475. http://dx.doi.org/10.1136/bmj.d1475.
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Goodman, Robert. "Trainees' Forum: Psychiatrists' Views on their Preregistration Year." Bulletin of the Royal College of Psychiatrists 11, no. 10 (October 1987): 341–44. http://dx.doi.org/10.1192/s0140078900018162.
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Since its introduction in 1953, the preregistration year has been divided equally between medicine and surgery. The General Medical Council has recently shown renewed interest in possible modifications to this time honoured scheme. One pilot scheme at St Mary's Hospital in London has successfully incorporated a four month period of general practice in the preregistration year, reducing the preregistration medical and surgical jobs to four months each. Another pilot scheme in Sheffield involves four months of psychiatry, four months of general medicine, and four months of general surgery. A psychiatric perspective on possible changes in the preregistration year is included in a report that derives from a conference held by the Royal College of Psychiatrists, the Association of University Teachers of Psychiatry, and the Association of Psychiatrists in Training.
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Davies, Martin H. "All Birmingham rotational scheme for training in psychiatry (1984–1989)." Psychiatric Bulletin 14, no. 7 (July 1990): 410–12. http://dx.doi.org/10.1192/pb.14.7.410.
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This very large training scheme was formed at the suggestion of the then newly appointed Professor of Psychiatry, Ian Brockington, who saw that in the existing rotations the balance between specialty and general posts was very uneven. He also argued convincingly that it would attract more trainees of high calibre and improve the morale and enthusiasm for training of the consultants, particularly in those rotations which had difficulty recruiting junior doctors or had failed to achieve more than provisional approval by the Royal College on repeated accreditation visits. The new scheme was launched in 1984 following the establishment of a Steering Committee including representatives of the psychiatric divisions of the five Birmingham Health Authorities and the adjacent Sandwell and Solihull Health Authorities, of the University Department and of the various specialties such as child psychiatry. All the Authorities agreed to pay jointly for a clerical officer to service the scheme and Solihull undertook to provide accommodation and a Medical Personnel Officer with specific responsibility for the scheme. A senior universally respected Clinical Tutor, Eddy Sethna, was elected Organising Tutor and given full authority to manage the rotation, reporting twice yearly to the Steering Committee which would advise on any difficulties which he could not resolve directly with trainees, trainers or divisions and would agree additions or modifications to the scheme.
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Blum, Abraham. "Teacher‐Trainer/Parent Co‐operation in an Apprenticeship Scheme." Research in Science & Technological Education 9, no. 1 (January 1991): 63–70. http://dx.doi.org/10.1080/0263514910090106.
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Lakra, Celine, Jayne Ellis, Clifford Lisk, Penelope Smith, and Katherine Elliot. "Peer mentorship in medicine: a scheme for foundation trainees." Future Hospital Journal 3, Suppl 2 (June 1, 2016): s37. http://dx.doi.org/10.7861/futurehosp.3-2-s37.
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George, Sanju, Bill Calthorpe, and Sudhir Khandelwal. "The International Fellowship Scheme for consultant psychiatrists: trainees' perspective." Psychiatric Bulletin 30, no. 6 (June 2006): 229–31. http://dx.doi.org/10.1192/pb.30.6.229.
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The NHS International Fellowship Scheme for consultants offers overseas consultants, in specialties including psychiatry, an opportunity to work in the UK (Goldberg, 2003). This was launched by the Department of Health in 2002 and so far over 100 consultant psychiatrists have been recruited. However, there are several aspects of the project that are unclear. How long will this recruitment continue? Are there any arrangements in place to encourage overseas consultants to return to their home country at the end of their fellowship? Are they eligible to train senior house officers (SHOs) and specialist registrars (SpRs)? Will the recruitment under the scheme have an impact on job opportunities for SpRs currently training in the UK? Why is membership of the Royal College of Psychiatrists being granted to the newly recruited consultants without an examination? These and many more concerns have arisen in the wake of this scheme. In this article, we evaluate the scheme, discuss its implications and suggest possible ways forward.
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McWilliam, C., and R. McClelland. "Overseas Doctors Training Scheme." Psychiatric Bulletin 16, no. 7 (July 1992): 456. http://dx.doi.org/10.1192/pb.16.7.456.
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The Overseas Doctors Training Scheme was established by the Royal College of Psychiatrists in August 1989. Feedback from trainees placed in post has indicated that their early experience in the UK could have been eased had they been able to attend an induction course which addressed their specific needs. In response to this the Overseas Liaison Committee decided to hold their first induction course on 27 and 28 January 1992 for all the sponsored trainees commencing in post in February. Fourteen doctors attended this course which consisted of a series of short seminars on a variety of subjects together with a talk from trainees already in post and an evening reception.
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Bennett-Levy, James. "Therapist Skills: A Cognitive Model of their Acquisition and Refinement." Behavioural and Cognitive Psychotherapy 34, no. 1 (October 20, 2005): 57–78. http://dx.doi.org/10.1017/s1352465805002420.
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A new model of therapist skill development is presented. Grounded in information processing theory, it provides a comprehensive framework that accounts for a range of phenomena encountered by trainers and trainees – for example, why different training methods are needed for different elements of therapist skill. The model features three principal systems: declarative, procedural and reflective (DPR). Reflection is identified as central to therapist skill development and, accordingly, a pivotal role is given to a reflective system, which enables therapists to reflect and build on their conceptual (declarative) knowledge and procedural skills. The DPR model incorporates a taxonomy of therapist skills, and explains why different skills develop in different ways at different rates. It highlights the centrality of therapists' perceptual skills, and of when-then rules, plans, procedures and skills (rules that determine when to implement what interventions with which patient under what conditions) in the development of therapist expertise. It makes a distinction between personal and professional selves (the self-schema vs. the self-as-therapist schema); and it identifies the role of the personal self in therapist skill development. While there are still many questions to be investigated, it is hoped that the model will stimulate researchers and provide guidance for trainers.
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Upward, Richard. "Evaluating outcomes from the Youth Training Scheme using matched firm-trainee data+." Oxford Bulletin of Economics and Statistics 64, no. 3 (July 2002): 277–306. http://dx.doi.org/10.1111/1468-0084.00022.
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Zachariah, Rony, Dermot Maher, Abraham Aseffa, Mahnaz Vahedi, Pascal Launois, Mohammed Khogali, Garry Aslanyan, and John C. Reeder. "Strengthening the core health research capacity of national health systems helps build country resilience to epidemics: a cross-sectional survey." F1000Research 9 (June 9, 2020): 583. http://dx.doi.org/10.12688/f1000research.24192.1.
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Background: TDR, The Special Programme for Research and Training hosted at the World Health Organization, has long supported Low- and Middle-Income Countries in strengthening research capacity through three training programmes: the Postgraduate Training Scheme (PGTS), the Clinical Research and Development Fellowship (CRDF), and the Structured Operational Research Training InitiaTive (SORT IT). In the advent of the COVID-19 pandemic, we assessed whether those trained through these programmes were involved in the COVID-19 response and if so, in which area(s) of the emergency response they were applying their skills. Methods: From the records for each training programme, we identified the individuals who had completed training during the relevant timespan of each programme: 1999-2018 for the CRDF scheme, 2015-2020 for PGTS, and 2009-2019 for SORT-IT. Between March and April 2020, we sent trainees an online questionnaire by e-mail. Results: Out of 1254 trained, 1143 could be contacted and 699 responded to the survey. Of the latter, 411 were involved with the COVID-19 response, of whom 315 (77%) were applying their acquired skills in 85 countries. With some overlap between programmes, 84% of those trained through CRDF were applying their skills in 27 countries, 91% of those trained through PGTS were applying their skills in 19 countries, and through SORT IT, this was 73% in 62 countries. Skills were being applied in various areas of the emergency response, including: emergency preparedness, situation analysis/surveillance, infection control and clinical management, data generation, mitigating the effect of COVID on the health system, and research. Depending on the type of training programme, 26-74% were involved in implementation, operational or clinical research. Conclusion: Research training programmes build research capacity and equip health workers with transferable core competencies and skillsets prior to epidemics. This becomes invaluable in building health system resilience at a time of pandemics.
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Zachariah, Rony, Dermot Maher, Abraham Aseffa, Mahnaz Vahedi, Pascal Launois, Mohammed Khogali, Garry Aslanyan, and John C. Reeder. "Strengthening the core health research capacity of national health systems helps build country resilience to epidemics: a cross-sectional survey." F1000Research 9 (June 29, 2020): 583. http://dx.doi.org/10.12688/f1000research.24192.2.
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Background: TDR, The Special Programme for Research and Training hosted at the World Health Organization, has long supported Low- and Middle-Income Countries in strengthening research capacity through three training programmes: the Postgraduate Training Scheme (PGTS), the Clinical Research and Development Fellowship (CRDF), and the Structured Operational Research Training InitiaTive (SORT IT). In the advent of the COVID-19 pandemic, we assessed whether those trained through these programmes were involved in the COVID-19 response and if so, in which area(s) of the emergency response they were applying their skills. Methods: From the records for each training programme, we identified the individuals who had completed training during the relevant timespan of each programme: 1999-2018 for the CRDF scheme, 2015-2020 for PGTS, and 2009-2019 for SORT-IT. Between March and April 2020, we sent trainees an online questionnaire by e-mail. Results: Out of 1254 trained, 1143 could be contacted and 699 responded to the survey. Of the latter, 411 were involved with the COVID-19 response, of whom 315 (77%) were applying their acquired skills in 85 countries. With some overlap between programmes, 84% of those trained through CRDF were applying their skills in 27 countries, 91% of those trained through PGTS were applying their skills in 19 countries, and through SORT IT, this was 73% in 62 countries. Skills were being applied in various areas of the emergency response, including: emergency preparedness, situation analysis/surveillance, infection control and clinical management, data generation, mitigating the effect of COVID on the health system, and research. Depending on the type of training programme, 26-74% were involved in implementation, operational or clinical research. Conclusion: Research training programmes build research capacity and equip health workers with transferable core competencies and skillsets prior to epidemics. This becomes invaluable in building health system resilience at a time of pandemics.
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Ferrarese, Alessia, Valentina Gentile, Marco Bindi, Matteo Rivelli, Jacopo Cumbo, Mario Solej, Stefano Enrico, and Valter Martino. "The learning curve of laparoscopic holecystectomy in general surgery resident training: old age of the patient may be a risk factor?" Open Medicine 11, no. 1 (January 1, 2016): 489–96. http://dx.doi.org/10.1515/med-2016-0086.
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AbstractA well-designed learning curve is essential for the acquisition of laparoscopic skills: but, are there risk factors that can derail the surgical method? From a review of the current literature on the learning curve in laparoscopic surgery, we identified learning curve components in video laparoscopic cholecystectomy; we suggest a learning curve model that can be applied to assess the progress of general surgical residents as they learn and master the stages of video laparoscopic cholecystectomy regardless of type of patient.Electronic databases were interrogated to better define the terms “surgeon”, “specialized surgeon”, and “specialist surgeon”; we surveyed the literature on surgical residency programs outside Italy to identify learning curve components, influential factors, the importance of tutoring, and the role of reference centers in residency education in surgery. From the definition of acceptable error, self-efficacy, and error classification, we devised a learning curve model that may be applied to training surgical residents in video laparoscopic cholecystectomy.Based on the criteria culled from the literature, the three surgeon categories (general, specialized, and specialist) are distinguished by years of experience, case volume, and error rate; the patients were distinguished for years and characteristics. The training model was constructed as a series of key learning steps in video laparoscopic cholecystectomy. Potential errors were identified and the difficulty of each step was graded using operation-specific characteristics. On completion of each procedure, error checklist scores on procedure-specific performance are tallied to track the learning curve and obtain performance indices of measurement that chart the trainee’s progress.Conclusions. The concept of the learning curve in general surgery is disputed. The use of learning steps may enable the resident surgical trainee to acquire video laparoscopic cholecystectomy skills proportional to the instructor’s ability, the trainee’s own skills, and the safety of the surgical environment. There were no patient characteristics that can derail the methods. With this training scheme, resident trainees may be provided the opportunity to develop their intrinsic capabilities without the loss of basic technical skills.
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Murray, Brian. "Castles in the air: civilian trainee experiences with the RAF." Psychiatric Bulletin 28, no. 4 (April 2004): 145–46. http://dx.doi.org/10.1192/pb.28.4.145.
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It is a little-known fact that specialist registrar training allows an elective period of up to 3 months without affecting a trainee's Certificate of Completion of Specialist Training (CCST). The Postgraduate Dean for Oxford had discussed the idea of such an elective scheme with the military and I therefore saw in the elective an opportunity to do something different before becoming a consultant. As an ex-member of the Territorial Army, my wife was very supportive and encouraged me by telling me that I would never withstand the rigours of a military lifestyle.
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Herzberg, Joe, and llfra Goldberg. "A survey of flexible trainees in psychiatry in the North and South Thames Region." Psychiatric Bulletin 23, no. 10 (October 1999): 616–18. http://dx.doi.org/10.1192/pb.23.10.616.
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Aims and methodTo review the experience, examination success and career progress of trainees on the flexible scheme in psychiatry in the North and South Thames region. Trainees in psychiatry who enrolled on the flexible training scheme 1993–1997 were Included In the retrospective survey of flexible training records.ResultsTrainees on the flexible training scheme had gained experience in a broad range of posts before entering psychiatry for a mean time of 14 months. Forty-nine per cent entered flexible training during basic specialist training and 41% during higher specialist training. This cohort of trainees performed better in the MRCPsych examinations than the national average. Forty-nine per cent of the trainees intended to become child and adolescent psychiatrists. Flexible trainees' progress to consultant status was slower.ImplicationsThe flexible training scheme attracts trainees of comparable quality to full-time trainees and encourages their retention in the workforce.
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Vulliamy, Paul, and Islam Junaid. "Evaluation of a peer mentoring scheme in core surgical trainees." International Journal of Surgery 11, no. 8 (October 2013): 698. http://dx.doi.org/10.1016/j.ijsu.2013.06.593.
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Geethanjali, M., S. Mary Raja Slochanal, and R. Bhavani. "PSO trained ANN-based differential protection scheme for power transformers." Neurocomputing 71, no. 4-6 (January 2008): 904–18. http://dx.doi.org/10.1016/j.neucom.2007.02.014.
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Pimm, Jonathan, and Niall Galbraith. "BJPsych Bulletin author mentoring scheme –helping trainees become published authors." BJPsych Bulletin 40, no. 1 (February 2016): 29–30. http://dx.doi.org/10.1192/pb.bp.115.053215.
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SummaryThe publishing world is changing rapidly. Innovations include the move to open access, the rise of social media and the transition to digitalisation. In the light of these developments and with ever-increasing pressures on early career psychiatrists and trainees to publish papers in journals with a recognised pedigree, the BJPsych Bulletin is piloting an author mentoring scheme. Mentors will help clinicians and aspiring academics develop articles from a pedestrian manuscript to one that will hopefully provoke important debate and aid changes in current practices. The scheme will run on a trial basis for approximately 12 months and will then be reviewed. Mentoring has been found to have an important effect of research output including publication and grant success; the hope is that this new initiative at the BJPsych Bulletin will result in such dividends to all involved.
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Stone, Merlin, Neil Woodcock, Yuksel Ekinci, Eleni Aravopoulou, and Brett David Parnell. "SCHEMA." Bottom Line 32, no. 1 (March 11, 2019): 98–116. http://dx.doi.org/10.1108/bl-02-2019-0065.
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PurposeThis paper aims to review the development of thinking about the information needed by companies to create an accurate picture of how well they manage their engagement with customers, taking into account the evolution of thinking and practice in this area over the past three decades towards the idea of data-driven customer engagement. It then describes the evolution and use of an assessment and benchmarking process and tool which provide the needed information.Design/methodology/approachLiterature review, conceptual analysis and explanation of the management consulting process are used.FindingsCompanies can get an accurate picture of how well they manage customer engagement provided that a careful assessment approach is used where assessors are properly selected and trained and that there is a strong focus on compliance with requirements rather than “box-ticking” based upon managers’ perceptions.Research limitations/implicationsThe assessment and benchmarking process was developed mainly for use by larger companies, though the findings could be adapted for use by smaller companies.Practical implicationsCompanies whose success depends upon customer engagement should consider using the assessment and benchmarking tool to guide their planning and implementation. They should heed the warnings about the risks of inaccurate assessments which may arise because of the incentives by which managers are managed.Social implicationsThe assessment and benchmarking process has been used by the public sector and government, and given government’s desire to engage citizens better, they should consider adopting the ideas in this paper to reform citizen engagement.Originality/valueThis is the only paper which reviews the development of the assessment process for customer engagement.
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Downey, G. B., J. McDonald, and R. G. Downey. "Welfare of Anaesthesia Trainees Survey." Anaesthesia and Intensive Care 45, no. 1 (January 2017): 73–78. http://dx.doi.org/10.1177/0310057x1704500111.
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This study was designed to investigate levels of stress, anxiety or depression and to identify factors compounding or relieving stress in anaesthesia trainees within the Australian and New Zealand College of Anaesthetists (ANZCA) training scheme. An electronic survey was sent to 999 randomly selected trainees and 428 responses were received. In addition to demographics, psychological wellbeing was assessed using the Kessler Psychological Distress Scale (K10) and questions were asked about depression and anxiety, exacerbating factors, personal healthcare and strategies used to manage stress. The majority of respondents (73%) reported being satisfied or very satisfied with their job and training. However, 28% of respondents had K10 scores indicating high or very high distress levels. Eleven percent reported being currently on treatment for anxiety and/ or depression. Twenty-two percent reported having experienced bullying and 14% sexism. Twenty-eight percent reported that they did not have a regular general practitioner (GP), and 41% reported having not visited their GP in the previous year. Forty-seven percent of trainees reported that they self-prescribe medications. Major stressors reported were exams, critical clinical events and fear of making errors. Two stressors previously not identified in similar studies were concern about job prospects in 71% of respondents and workplace-based assessments in 51%. This survey demonstrates significant psychological impairment and poor personal healthcare amongst many trainees. Education, careful continuing assessment of trainees' welfare and a review of current support and remedial measures may be required.
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Murphy, Christina, Margaret M. Barry, and Saoirse Nic Gabhainn. "Programme implementation in schools: conceptualisations from Irish teachers." Health Education 118, no. 6 (October 1, 2018): 483–98. http://dx.doi.org/10.1108/he-11-2017-0062.
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Purpose School-based programmes face a variety of personal, environmental and organisational challenges to implementation. Stakeholders can provide crucial contextual information to improve implementation. The purpose of this paper is to explore teachers’ perspectives on implementation through a bottom-up participatory process. Design/methodology/approach A qualitative participatory approach was employed. This comprised groups of teachers theorising and creating schemas of school-based implementation. Findings Two schemas were developed. Support, time, training and resources emerged as common components. Students and other educational stakeholders did not feature in either schema. Research limitations/implications The schemas were developed by teachers in Ireland. The findings are relevant to that local context and generalisability beyond this may be limited. The developed schemas contain structural and content components that appear in published conceptual frameworks of programme implementation. Thus, there is some correspondence between the views of published theorists and the current sample of teachers, particularly with regard to leadership and teacher motivation. There are also disjunctures that deserve exploration, such as the lack of reference to students. Practical implications Participatory schema development could be of particular value to trainers working with educators. The generated schemas provide useful detail on current perspectives, which could be valuable as part of any training process or the pre-planning stages of implementation. Originality/value This study describes a straightforward approach to revealing the perspectives of stakeholders that could help school-based implementation processes.
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Hoya, T., and J. A. Chambers. "Heuristic pattern correction scheme using adaptively trained generalized regression neural networks." IEEE Transactions on Neural Networks 12, no. 1 (2001): 91–100. http://dx.doi.org/10.1109/72.896798.
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