Relevant bibliographies by topics / Trainees

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Trainees'

Author: Grafiati
Published: 4 June 2021
Last updated: 24 January 2023

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Journal articles on the topic "Trainees"

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Baldo, Mohamed H. "Augmenting hospital support of maternal and child health care, Saudi Arabia." Eastern Mediterranean Health Journal 4, no. 1 (January 15, 1998): 11–20. http://dx.doi.org/10.26719/1998.4.1.11.

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This paper describes the Saudi maternal and child health training programme [1988-1997] to augment hospital support of health centres. Maternal and child health trainer/trainee manuals were prepared, then implemented through 4-day trainers workshops and 2week trainee courses. Mid-term evaluation and follow-up demonstrated reasonable coverage and quality of training. Improved integration of care was reflected by a trainers attitude questionnaire and a trainees interview/observation questionnaire. To date, 589 trainers have been trained, three-quarters of them from hospitals. They in turn have trained about 7658 trainees, 93% of target. The programme is ongoing with continuous updating of content
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Bonnie, Linda H. A., Mechteld R. M. Visser, Anneke W. M. Kramer, and Nynke van Dijk. "Insight in the development of the mutual trust relationship between trainers and trainees in a workplace-based postgraduate medical training programme: a focus group study among trainers and trainees of the Dutch general practice training programme." BMJ Open 10, no. 4 (April 2020): e036593. http://dx.doi.org/10.1136/bmjopen-2019-036593.

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ObjectivesTrust plays an important role in workplace-based postgraduate medical education programmes. Trainers must trust their trainees for granting them greater independence. Trainees must trust their trainer for a safe learning environment. As trainers’ and trainees’ trust in each other plays an important role in trainee learning and development, the authors aimed to explore the development of the mutual trust relationship between trainers and trainees.SettingThis study was performed in a general practice training department in the Netherlands.ParticipantsAll trainers and trainees of the general practice training department were invited to participate. Fifteen trainers and 34 trainees, voluntarily participated in focus group discussions.Outcome measuresThe authors aimed to gain insight in the factors involved in the development of the mutual trust relationship between trainers and trainees, in order to be able to create a model for the development of a mutual trust relationship between trainers and trainees. The risk-based view of trust was adopted as leading conceptual framework.ResultsIn the first stage of trust development, trainers and trainees develop basic trust in each other. Basic trust forms the foundation of the trust relationship. In the second stage, trainers develop trust in trainees taking into account trainees’ working and learning performance, and the context in which the work is performed. Trainees trust their trainer based on the trainer’savailability and accessibility and the personal relationship between the trainee and their trainer. Trainee self-confidence modifies the development of a trust relationship.ConclusionThe development of a mutual trust relationship between trainers and trainees is a complex process that involves various stages, goals, factors and interactive aspects. As the mutual trust relationship influences the learning environment for trainees, greater emphasis on the mutual trust relationship may improve learning outcomes. Further research may explore the effect of long-term and short-term educational relationships on the trust relationship between trainers and trainees.
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Aryal, Kamal Raj, Chelise Currow, Sarah Downey, Raaj Praseedom, and Alexander Seager. "Work-Based Assessments in Higher General Surgical Training Program: A Mixed Methods Study Exploring Trainers' and Trainees' Views and Experiences." Surgery Journal 06, no. 01 (January 2020): e49-e61. http://dx.doi.org/10.1055/s-0040-1708062.

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Abstract Introduction In the United Kingdom, work-based assessments (WBAs) including procedure-based assessments (PBAs), case-based discussions (CBDs), clinical evaluation exercises (CEXs), and direct observation of procedural skills (DOPS) have been used in Higher General Surgical Training Program (HGSTP) since the introduction of Modernising Medical Careers. Although the Intercollegiate Surgical Curriculum Project states that they should be used for the formative development of trainees using feedback and reflection, there is no study to look at the perception of their usefulness and barriers in using them, particularly in HGSTP. The aim of this study is to investigate trainer's and trainee's perception of their usefulness, barriers in using them, and way forward for their improvement in HGSTP. Methods This was a mixed method study. In phase I, after ethics committee approval, an online survey was sent to 83 trainers and 104 trainees, with a response rate of 33 and 37%, respectively, using Online Surveys (formerly Bristol Online Survey) from July 2018 to December 2018. After analysis of this result, in phase II, semistructured interviews were conducted with five trainees and five trainers who had volunteered to take part from phase I. Thematic analysis was performed to develop overarching themes. Results For professional formative development, 15% of the trainers and 53% of the trainees felt that WBAs had a low value. Among 4 WBAs—CEX, CBD, PBA, and DOPS—PBA was thought to be the most useful WBA by 52% trainers and 74% trainees.More trainers than trainees felt that it was being used as a formative tool (33 vs. 16%). The total number of WBAs thought to be required was between 20 and 40 per year, with 46% of the trainers and 53% of the trainees preferring these numbers.The thematic analysis generated four themes with subthemes in each: theme 1, “factors affecting usefulness,” including the mode of validation, trainer/trainee engagement, and time spent in validating; theme 2, “doubt on utility” due to doubt on validity and being used as a tick-box exercise; theme 3, “pitfalls/difficulties” due to lack of time to validate, late validation, e-mail rather than face-to-face validation, trainer and trainee behavior, variability in feedback given, and emphasis on number than quality; and theme 4, “improvement strategies.” Conclusions The WBAs are not being used in a way they are supposed to be used. The perception of educational impact (Kirkpatrick levels 1 and 2) by trainers was more optimistic than by trainees. Improvements can be made by giving/finding more time, trainer training, more face-to-face validation, and better trainer trainee interactions.
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Skjold-Odegaard, Benedicte, Hege Langli Ersdal, Jörg Assmus, Bjorn Steinar Olden Nedrebo, Ole Sjo, and Kjetil Soreide. "Development and clinical implementation of a structured, simulation-based training programme in laparoscopic appendectomy: description, validation and evaluation." BMJ Simulation and Technology Enhanced Learning 7, no. 6 (June 2, 2021): 517–23. http://dx.doi.org/10.1136/bmjstel-2020-000728.

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BackgroundLaparoscopic appendectomy is a common procedure in general surgery but is likely underused in structured and real-life teaching. This study describes the development, validation and evaluation of implementing a structured training programme for laparoscopic appendectomy.Study designA structured curriculum and simulation-based programme for trainees and trainers was developed. All general surgery trainees and trainers were involved in laparoscopic appendectomies. All trainees and trainers underwent the structured preprocedure training programme before real-life surgery evaluation. A standardised form evaluated eight technical steps (skills) of the procedure as well as an overall assessment, and nine elements of communication (feedback), and was used for bilateral evaluation by each trainee and trainer. A consecutive, observational cohort over a 12-month period was used to gauge real-life implementation.ResultsDuring 277 eligible real-life appendectomies, structured evaluation was performed in 173 (62%) laparoscopic appendectomies, for which 165 forms were completed by 19 trainees. Construct validity was found satisfactory. Inter-rater reliability demonstrated good correlation between trainee and trainer. The trainees’ and trainers’ stepwise and overall assessments of technical skills had an overall good reliability (intraclass correlation coefficient of 0.88). The vast majority (92.2%) of the trainees either agreed or strongly agreed that the training met their expectations.ConclusionStructured training for general surgery residents can be implemented for laparoscopic appendectomy. Skills assessment by trainees and trainers indicated reliable self-assessment. Overall, the trainees were satisfied with the training, including the feedback from the trainers.
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Mauthe, Peter W. "Mentoring and Dental Foundation Training." Primary Dental Care os19, no. 2 (April 2012): 69–76. http://dx.doi.org/10.1308/135576112800185250.

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This paper is based on an assignment written as part of the work required for the Faculty of General Dental Practice (UK)'s Certificate in Mentoring in Dentistry. Its author is currently a trainer for the first year of foundation training in a general dental practice in Kent. The paper commences by defining mentoring. It explores the relationship between postgraduate trainers and trainees and goes on to explain how it is the trainer's role to help trainees to use their strengths to overcome weaknesses. It details the person-centred approach, mentoring theories, helping models, the application of Kolb's learning cycle, the Inner Game theory, and the GROW model. It explores the role of foundation dental trainers as mentors to aid their trainee's ability to use reflective learning, and goes on to consider the implications of the changes that may result in the relationship between trainers and trainees as a consequence of the introduction of national recruitment. Finally, the author reflects on his experiences as a foundation dental trainer.
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Viney, Rowena, Antonia Rich, Sarah Needleman, Ann Griffin, and Katherine Woolf. "The validity of the Annual Review of Competence Progression: a qualitative interview study of the perceptions of junior doctors and their trainers." Journal of the Royal Society of Medicine 110, no. 3 (January 24, 2017): 110–17. http://dx.doi.org/10.1177/0141076817690713.

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Objective To investigate trainee doctors’ and trainers’ perceptions of the validity of the Annual Review of Competence Progression (ARCP) using Messick’s conceptualisation of construct validity. Design Qualitative semi-structured focus groups and interviews with trainees and trainers. Setting Postgraduate medical training in London, Kent Surrey and Sussex, Yorkshire and Humber, and Wales in November/December 2015. Part of a larger study about the fairness of postgraduate medical training. Participants Ninety-six trainees and 41 trainers, comprising UK and international medical graduates from Foundation, General Practice, Medicine, Obstetrics and Gynaecology, Psychiatry, Radiology, and Surgery, at all levels of training. Main outcome measures Trainee and trainer perceptions of the validity of the ARCP as an assessment tool. Results Participants recognised the need for assessment, but were generally dissatisfied with ARCPs, especially UK graduate trainees. Participants criticised the perceived tick-box nature of ARCPs as measuring clerical rather than clinical ability, and which they found detrimental to learning. Trainees described being able to populate their e-portfolios with just positive feedback; they also experienced difficulty getting assessments signed off by supervisors. ARCPs were perceived as poor at identifying struggling trainees and/or as discouraging excellence by focussing on minimal competency. Positive experiences of ARCPs arose when trainees could discuss their progress with interested supervisors. Conclusions Trainee and trainer criticisms of ARCPs can be conceptualised as evidence that ARCPs lack validity as an assessment tool. Ongoing reforms to workplace-based assessments could address negative perceptions of the ‘tick-box’ elements, encourage constructive input from seniors and allow trainees to demonstrate excellence as well as minimal competency, while keeping patients safe.
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Li, Ning, Maranda Y. T. Sze, and Wei Lan. "From trainees to trainers." Psychoanalysis and Psychotherapy in China 5, no. 1 (June 20, 2022): 131–35. http://dx.doi.org/10.33212/ppc.v5n1.2022.131.

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Having benefitted from the psychodynamic psychotherapy training programmes offered in English by the China American Psychoanalytic Alliance, the authors have established local training programmes in Chinese to help those who have the potential and commitment to pursue the path of learning psychodynamic psychotherapy. They describe and reflect on the process of this attempt, with the goal of sharing their experience with colleagues who are interested in psychodynamic psychotherapy training in China.
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Ghani, Fazal. "Trainers-Trainees Relationship in Postgraduate Education – Understanding its Intricacy." Journal of the Pakistan Dental Association 29, no. 02 (April 26, 2020): 49–51. http://dx.doi.org/10.25301/jpda.292.00.

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Brad Harris, T., Wonjoon Chung, Christina L. Frye, and Dan S. Chiaburu. "Satisfaction guaranteed? Enhanced impact of trainer competence for autonomous trainees." Industrial and Commercial Training 46, no. 5 (July 1, 2014): 270–77. http://dx.doi.org/10.1108/ict-12-2013-0084.

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Purpose – The purpose of this paper is to investigate the interplay between perceptions of instructor competence and trainees’ motivational orientations (autonomy orientation) as predictor of trainee satisfaction. Design/methodology/approach – Simulating a realistic training initiative, the paper examines survey responses from a sample (n=132) of students enrolled in an introductory business course at a large US university. Findings – Perceptions of instructor competence predict course satisfaction over and above trainees’ motivational orientations. Further, trainee satisfaction is an interactive function of both instructor competence and trainee orientations, with instructor competence being more important for trainees with high autonomy. Research limitations/implications – The results of the present study should be considered in the light of the limitations, including limited generalizability, an exclusive focus on trainee satisfaction as outcome, and a test of only one moderator. Practical implications – This study confirms the need for instructors to be knowledgeable, organized and prepared, and to establish rapport with their trainees in order to promote high levels of satisfaction with the instruction – even for trainees who are often assumed to naturally thrive in training (i.e. those high in autonomy). Social implications – If extended to other contexts and settings, the results point out toward the need to consider multiple venues, including both trainer and trainee-based factors to increase trainees’ course or program satisfaction. In a broader sense, aptitude-treatment (Cronbach, 1957) remains a valid perspective and needs to receive renewed attention. Originality/value – The current literature suggests that positive course reactions (e.g. high trainee satisfaction) can enhance learning, learning transfer, and ultimately application of acquired knowledge and skill. This study provides support for the notion that trainee satisfaction is a function of both instructor competence and trainees’ motivational orientations. Training professionals can enhance training outcomes by emphasizing trainer and trainee factors when designing initiatives. Related, trainee motivational orientations should not be viewed as a substitute for highly competent trainers.
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Karlsson, Therese Rebecca, Muhammad Shakeel, Imran Khan, Shwan Mohamad, Kim Wong Ah-See, and Bhaskar Ram. "Functional septorhinoplasty: Trainees versus trainers." International Journal of Surgery 9, no. 7 (2011): 560. http://dx.doi.org/10.1016/j.ijsu.2011.07.320.

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Dissertations / Theses on the topic "Trainees"

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Matos, Noelma Duque. "Are trainees really being trained?" Master's thesis, NSBE - UNL, 2009. http://hdl.handle.net/10362/9639.

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A Work Project, presented as part of the requirements for the Award of a Masters Degree in Management from the NOVA – School of Business and Economics
This paper offers an overview of Internships and it explores the perceptions of the trainee towards this experience. It was found that in Internships there is always a coach – the Step-ahead peer coach of Darling (1986) and contrary to other types of Coaching, in internships it is a peer and not a senior mentor who has a crucial impact on the perceived training and learning process of the trainee.
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Cheshire, Katherine Elizabeth. "Professional socialisation in clinical psychology trainees." Thesis, University of Liverpool, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326254.

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Pacheco, Joana Isabel de Matos. "O programa Trainees na Portugal Telecom." Master's thesis, Instituto Superior de Economia e Gestão, 2012. http://hdl.handle.net/10400.5/10765.

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Mestrado em Gestão de Recursos Humanos
Este relatório tem como objetivo descrever o estágio curricular realizado junto da equipa do Programa Trainees da Portugal Telecom. O âmbito deste relatório visa enquadrar o processo de seleção com a vertente prática do programa trainees, que pretende recrutar jovens finalistas de mestrado com elevado potencial de desenvolvimento. Numa primeira abordagem será apresentado todo o enquadramento teórico, para que seja possível compreender o funcionamento do processo de seleção, desde a sua noção até aos métodos que se podem utilizar. Seguidamente serão abordadas as noções apreendidas no estágio, desde a caracterização da organização, a importância dos recursos humanos e o funcionamento do programa trainees, isto é, como é feito todo o seu processamento. Finalmente, será apresentada a relação entre a vertente teórica e prática, que nos permitirá chegar a conclusões sobre toda a metodologia e funcionamento do processo de seleção dos Recursos Humanos.
This report aims to describe the curricular internship conducted among the team of Portugal Telecom Trainees Program. The scope of this report is to frame the selection process with the practical side of the trainees program, which aims to recruit young masters finalists with high development potential. In a first approach, will be presented all theoretical framework, so that be possible understand the functioning of the selection process, since it?s concept until the methods that can be used. Then will be discussed the concepts learned in the stage, from the characterization of the organization, the importance of human resources and operation of the trainees program, i.e., as is done throughout their processing. Finally, will be presented the relationship between theoretical and practical aspects, allow us to draw conclusions about the whole methodology and operation of the selection process of Human Resources.
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Blume, Anita Marie. "The conceptual development of counselor-trainees /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/7815.

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Ferreira, Joana Alexandra Trindade. "Motivação e programas de Trainees na perspetiva dos participantes." Master's thesis, Instituto Superior de Economia e Gestão, 2019. http://hdl.handle.net/10400.5/18031.

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Mestrado em Gestão de Recursos Humanos
Os programas de trainees são considerados como a chave para tornar eficazes os processos de atração e retenção de talentos. Contudo, pouco se sabe sobre este tipo de programas. O presente estudo tem como foco estes programas, procurando compreender se estes promovem a atração e retenção de talentos, que tipo de fatores influenciam essa capacidade de atração e retenção e qual o papel da motivação nesse processo. Para o fazer, foram recolhidos testemunhos de trainees que participam nestes programas, acreditando-se que uma abordagem qualitativa permite uma perspetiva única sobre estes programas. Os resultados demonstram que as empresas têm um longo caminho a percorrer no que toca ao desenvolvimento de programas de trainees que sejam capazes de garantir a retenção desses talentos. No caso da atração de talento, esta é realizada com base nas perceções que os jovens talentos têm acerca destes programas, e das crenças acerca das vantagens únicas que estes oferecem. Já no caso da retenção, a capacidade de motivar trainees desempenha um papel central, particularmente a motivação intrínseca. Adicionalmente, a gestão do intervalo entre expetativas acerca dos programas e realidade é essencial ? sendo que quanto maior este intervalo, maior a dificuldade de garantir essa retenção. Verifica-se que os trainees se tratam de uma força de trabalho exigente, o que leva a que as empresas tenham de aperfeiçoar as suas estratégias de gestão de talentos e de gestão motivacional se pretendem que os programas de trainees desempenhem a função desejada enquanto ferramenta de atração e retenção de talentos.
Trainee programs are considered as the key to making the processes of attraction and retention of talent effective. However, little is known about such programs. The present study focuses on these programs, trying to understand if they promote the attraction and retention of talents, what kind of factors influence this capacity of attraction and retention and what role of motivation in that process. To do so, trainee testimonies were collected from participating in these programs, believing that a qualitative approach allows a unique perspective on these programs. The results show that companies have a long way to go in developing trainee programs that are able to ensure retention of those talents. In the case of talent attraction, it is realized based on the perceptions that the young talents have about these programs, and of the beliefs about the unique advantages that these offer. Already in the case of retention, the ability to motivate trainees plays a central role, particularly the intrinsic motivation. In addition, the management of the interval between expectations about programs and reality is essential - the longer this interval, the greater the difficulty in securing such retention. Trainees are seen to be a demanding workforce, leading companies to improve their talent management and motivational management strategies if trainee programs are to perform the desired function as a attraction and retention of talents.
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Donati, Mark Andrew. "Personal development in counselling psychology training : a critical investigation of the views and experiences of trainers and trainees." Thesis, City University London, 2002. http://openaccess.city.ac.uk/7577/.

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It has been suggested that, despite its increased centrality in the training of counsellors and counselling psychologists, personal development remains a poorly articulated area that suffers from a surprising scarcity of literature. The present study set out to investigate these claims and to begin to address this imbalance. A critical analysis of the literature identified four key areas: 1) the definition of personal development, 2) the facilitation of personal development, 3) the assessment of personal development and 4)the selection of trainees, in which complex but important questions remained. A mixed qualitative-quantitative methodology was used to investigate the views and experiences of UK counselling psychology trainers and trainees in relation to these key areas. Themes from a grounded theory analysis of 8 in-depth interviews enabled the articulation of a model of personal development and informed the development of a quantitative questionnaire survey instrument that was used to test and expand the interview findings. Eighty-eight respondents, comprising trainers and trainees from four training institutions, participated in the survey. Findings supported viewing personal development during training as a complex, broad and holistic concept and process that is affected by a diversity of personal and professional experiences, rather than as something that can be equated with the experience of personal therapy. Overall, views varied considerably amongst participants, and a significant difference was observed between the ways that trainers and trainees defined personal development. Many respondents reported feeling dissatisfied with course provisions; thinking that personal development was not adequately defined or integrated in training; that courses were too academic and not sufficiently experiential; and believing that improvements should be made to the way in which personal development is assessed during training and at selection. Differences in views and experiences were explained in terms of divergent conceptualisations of personal development and a variety of philosophical tensions. Implications for counselling psychology training were discussed, the methodology of the project evaluated and suggestions for further research proposed.
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Johnson, David Frank. "The effectiveness of a genre-based approach to the academic literacy of teacher trainers and trainees in Zimbabwe." Thesis, University of Bristol, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.260847.

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Johnson, Loree Anitra. "The early therapeutic relationship with MFT trainees /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.

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Sturm-Mexic, Jannette. "Counselor trainees' perceptions of preparedness for practicum supervision." ScholarWorks@UNO, 2005. http://louisdl.louislibraries.org/u?/NOD,286.

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Thesis (Ph. D.)--University of New Orleans, 2005.
Title from electronic submission form. "A dissertation ... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Counselor Education Program"--Dissertation t.p. Vita. Includes bibliographical references.
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Matoti, Sheila N., and Karen E. Junqueira. "Assessing the teaching efficacy beliefs of teacher trainees." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82870.

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Books on the topic "Trainees"

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Royal College of Physicians of London. General professional training: Guide for trainees and trainers. London: Royal College of Physicians of London, 2000.

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Services, Incomes Data. Young workers & trainees. London: I.D.S., 1987.

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Bor, Robert. The trainee handbook: A guide for counselling and psychotherapy trainees. 3rd ed. Los Angeles: SAGE, 2011.

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Robert, Bor, and Watts Mary H, eds. The trainee handbook: A guide for counselling and psychotherapy trainees. 2nd ed. London: SAGE Publications, 2006.

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Library, Royal College of Psychiatrists. Reading list for trainees. London: Royal College of Psychiatrists, 1992.

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Royal College of Psychiatrists. Library. Reading list for trainees. London: Royal College of Psychiatrists, 1993.

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Howes, Oliver, and Dinesh Bhugra. Handbook for psychiatric trainees. London: RCPsych Publications, 2008.

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Royal College of Psychiatrists. Collegiate Trainees' Committee. Working Party on the Safety of Trainees. Safety for trainees in psychiatry: Report of the Collegiate Trainees' Committee Working Party on the Safety of Trainees. London: Royal College of Psychiatrists, 1999.

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Gorman, T. P. Working with language: A guide for vocational trainers with bilingual trainees. Slough: National Foundation for Educational Research, 1993.

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Ribbens, Harvey. Practical mathematics for metalworking trainees. Fort Washington, Md: National Tooling and Machining Association, 1996.

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Book chapters on the topic "Trainees"

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Middleton, Paul, and Maurice Price. "The ‘difficult' trainee: how do trainers deal with challenging trainees?" In The GP Trainer's Handbook, 157–62. 2nd ed. London: CRC Press, 2021. http://dx.doi.org/10.1201/9780429084157-11.

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Ross, Stanley C. "Motivating Trainees." In Training and Development in Organizations, 87–104. 1 Edition. | New York: Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315104973-7.

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Hamilton, D. Kojo. "Sponsor for Trainees." In Surviving Neurosurgery, 215–19. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86917-5_41.

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Pain, Simon W. "Competitions – Trainees' presentations." In The Health and Safety Trainer's Guidebook, 253–55. Boca Raton: CRC Press, 2022. http://dx.doi.org/10.1201/9781003342779-30.

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Beard, Jonathan, and Hilary Sanfey. "Managing Underperformance in Trainees." In Advancing Surgical Education, 313–26. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-3128-2_28.

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Smallwood, Tony. "Dealing with difficult trainees." In The Airline Training Pilot, 81–90. 2nd ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781315241456-6.

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Clarkson, Mary. "Trainees: New Entrants to IT." In Practitioner Series, 165–75. London: Springer London, 2001. http://dx.doi.org/10.1007/978-1-4471-0315-8_11.

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Lam, Stephen, and Arthas Flabouris. "Medical Trainees and Patient Safety." In Textbook of Rapid Response Systems, 45–52. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-39391-9_5.

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Lam, Stephen W., and Arthas Flabouris. "Medical Trainees and Patient Safety." In Textbook of Rapid Response Systems, 55–63. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-0-387-92853-1_6.

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Köppe, Heike. "Virtual Learning Modules for Trainees." In E-Training Practices for Professional Organizations, 299–306. Boston, MA: Springer US, 2005. http://dx.doi.org/10.1007/0-387-23572-8_36.

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Conference papers on the topic "Trainees"

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Francis, Sunil. "442 RCPCH trainee charter audit: perceptions of trainers vs. trainees." In Royal College of Paediatrics and Child Health, Abstracts of the RCPCH Conference, Liverpool, 28–30 June 2022. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2022. http://dx.doi.org/10.1136/archdischild-2022-rcpch.800.

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Raghavan, R., and L. Kupfer. "Tracking trainees to success." In 2009 Atlanta Conference on Science and Innovation Policy. IEEE, 2009. http://dx.doi.org/10.1109/acsip.2009.5367828.

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Taylor, S., S. McLoughlin, S. Tolan, T. Radia, and S. Broughton. "G380 A trainee-led induction day for new first year paediatric trainees." In Royal College of Paediatrics and Child Health, Abstracts of the RCPCH Conference–Online, 25 September 2020–13 November 2020. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2020. http://dx.doi.org/10.1136/archdischild-2020-rcpch.325.

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Hamade, R. F., A. H. Ammouri, and H. A. Artail. "Artificial Neural Networks for Predicting the Performance of Novice CAD Users Based on Their Profiled Technical Attributes." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-63409.

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This paper utilizes Artificial Neural Networks (ANN) to forecast the mechanical CAD performance of novice trainees involved in formal training. We utilize 3 Artificial Neural Networks, ANN, techniques: Feed-Forward Backpropagation, Elman Backpropagation, and Generalized Regression. We also compare their predictive capabilities compared to those of linear regression techniques. For this purpose, two kinds of data are utilized as input vectors for the predictive techniques: performance data and trainee attributes data. Such data has been previously published by Hamade and coworkers. Performance data is based on the following four quantitative measures of performance: (1) construction speed of the CAD model, (2) sophistication of the constructed CAD model, and the rates of improvement of (3) construction speed and (4) model sophistication. Trainees’ attributes identified as related to building CAD competence include: (1) technical and (2) character attributes and (3) learning styles. Strong correlations have been found between many of the trainees’ profiled attributes and trainee’s actual performance throughout and upon the conclusion of the training. Generally, the ANN methods as well as the linear regression techniques were found to be successful in discriminating the trainees based on their profiled attributes. However, the findings suggest that, of the networks considered, the Generalized Regression Neural Network (GRNN) gave the best prediction results by yielding the least prediction error practically across all performance measures. Therefore, GRNN can be used to predict the performance of the novice CAD users. This capability may be used to pre-assess the development of CAD skills as training progresses and may serve as basis to develop custom CAD training programs and to improve the efficiency and effectiveness of CAD training.
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Hamade, R. F. "Studying Your Students as They Learn: A Case Study of CAD Education." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-10195.

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Having observed mechanical engineering seniors at the American University of Beirut (AUB) go about learning computer-aided design (CAD) in a formal setting, the instructors always wondered why some students acquire CAD skills with relative ease while some others seem to struggle. For this reason, a methodical study was launched in order to address this issue. Hence, and in order to “study the students as they learn” was accomplished by following 74 mechanical engineering seniors (it took three academic years including AY 2008–09 in order to have access to this relatively large number of trainees) as they went through a semester-long formal training on a commercial computer-aided design (CAD) package (Pro/Engineer, version Wildfire). The study methodically explored the trainees’: (1) technical background, (2) behavioral attributes (willingness-to-learn), and their (3) learning preferences. Investigating the technical background included quantifying the trainees’ relevant technical competencies specifically: basic math foundation, advanced math foundation, CAD-related mathematical foundation, computer science and engineering foundation, methodologies related to CAD, graphics foundation, and mechanical design foundation. Determining the trainees’ behavioral attributes included exploring their initial attitude towards learning of CAD, perception and imagination, and gauging their actual behavior (practice and CAD skills learned) throughout the training. Trainees’ learning styles were determined according to the index of learning styles, ILS [1]. Furthermore, and in order to assess the trainees’ progress in CAD knowledge acquisition, competency tests were conducted at four intervals throughout the semester-long study (2, 4, 7, and 12 weeks). The assessment involved hands-on building of CAD test parts of comparable complexity. At the conclusion of the study, statistical methods were used to correlate the trainees’ attributes with their monitored performance. Only a fraction (17 out of a class of 74 trainees or about one in four) of the trainees were found to fit the “star CAD trainee” mold which was defined in this study as someone who is fast on the tube as well as perceptive enough to be see through the procedure of building progressively more sophisticated CAD models. A profile of this “star CAD trainee” character emerges as an individual who is technically competent and perceptive, with personal drive and positive attitude, and who possesses active, sensor, sequential and visualizing learning styles.
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Sivapathasundararajah, Nirojan, and Claire Ingram. "101 Establishing a trainees network." In Leaders in Healthcare Conference, Poster Abstracts, 4–6 November 2019, Birmingham, UK. BMJ Publishing Group Ltd, 2019. http://dx.doi.org/10.1136/leader-2019-fmlm.101.

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Andreeva, Andriyana, and Vladimir Danev. "OFFENCES BY HIGHER EDUCATION TRAINEES." In 15 YEARS OF ADMINISTRATIVE JUSTICE IN BULGARIA - PROBLEMS AND PERSPECTIVES. University publishing house "Science and Economics", University of Economics - Varna, 2022. http://dx.doi.org/10.36997/ppdd2022.96.

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This paper examines the specifics of students' failure to comply with obligations set for them in HEI regulations in the field of higher education, hereafter referred to for brevity as misconduct, based on our domestic legislation and, as a priority, the Higher Education Act. The current normative analysis examines the offences and their features, the possibility of realizing the student's responsibility in view of the specifics of educational activity in higher education institutions. In conclusion, conclusions and proposals with theoretical and practical orientation are formulated.
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Suzuki, Y., S. Nishigori, J. Hamanaka, H. Oka, H. Okazaki, and S. Maeda. "IS ERCP TRAINING MODEL (THE BOSKOSKI-COSTAMAGNA ERCP TRAINER) USEFUL FOR TRAINEES?" In ESGE Days. © Georg Thieme Verlag KG, 2020. http://dx.doi.org/10.1055/s-0040-1704227.

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De Santis, Cristiana, Marta Cecalupo, and Anna Salerni. "The Skills of University Students in Educational Settings Assessed by Company Tutors: A Longitudinal Study in Italy." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11071.

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The paper aims at investigating what the fundamental characteristics of a trainee of the Courses of Studies in Education and Training Sciences of the University of Rome La Sapienza are, as identified by the company tutors who evaluate them during the traineeship. The aim is to understand whether trainees are trained to act in educational settings. The analysis of a particular item of the questionnaire addressed to the company tutors, has shown that the trainees in the educational field are well integrated in the institution where they do the treaineeship, thanks to the possession of “key skills” that we have deduced from the open responses of the tutors. These skills are also among the most requested ones by the world of work. We conclude that the traineeship is an important formative moment for the professions in the educational field and that it is possible to grasp the necessary link between theory and practice.
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Sharp, Charlotte A., Rosalind Benson, and Elizabeth MacPhie. "29 Developing a trainee-led regional leadership and management series for rheumatology specialty trainees." In Leadership in Healthcare conference, 14th to 16th November 2018, Birmingham, UK. BMJ Publishing Group Ltd, 2018. http://dx.doi.org/10.1136/leader-2018-fmlm.29.

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Reports on the topic "Trainees"

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Reynolds, K. R., A. Cline, J. White, D. Jezior, and M. Gaul. Injury and Illness Incidence and Risk Factors in Female Enlisted Basic Trainees and Female Officer Basic Trainees. Fort Belvoir, VA: Defense Technical Information Center, January 1998. http://dx.doi.org/10.21236/ada339391.

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Knapp, Beverly G., and Richard A. Hagerdon. Time Utilization among Morse Code Trainees: 1989 Survey. Fort Belvoir, VA: Defense Technical Information Center, September 1990. http://dx.doi.org/10.21236/ada229405.

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Walker, Thomas B., Lynette Lennemann, Camilla Mauzy, Julia N. McGregor, and Michael F. Zupan. Physiological and Psychological Characteristics of Successful Combat Controller Trainees. Fort Belvoir, VA: Defense Technical Information Center, August 2010. http://dx.doi.org/10.21236/ada530307.

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Dalay, Satinder, Kathleen Ferguson, Sally El-Ghazali, Katy Miller, Felicity Corcoran, Matthew Tuck, Jessica Wiggins, Hannah Theobald, and Elizabeth H. Shewry. Trainee Handbook 2021. Association of Anaesthetists, July 2021. http://dx.doi.org/10.21466/g.th2.2021.

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I am delighted to welcome you to the 13th edition of the Association of Anaesthetists’ Trainee Handbook. The main objective of the handbook is to offer trainees a comprehensive resource as you navigate your way through your career. A vast array of high-quality authors have been commissioned to write about their specialist field or area of knowledge. Whatever path you choose to take, I believe you will find useful sections within this handbook. Training within anaesthesia is constantly evolving. As I write this foreword, a new training curriculum is being implemented. To reflect the changes ahead, this handbook is not only fully interactive but also a live document. Thus, it will be updated at regular intervals to ensure information remains accurate and relevant. Although this handbook is designed for you to dip in and out of, I strongly encourage you to read the chapters about taking care of yourself. Training is a challenging time, but here at the Association of Anaesthetists we are dedicated to supporting our trainee members. I would like to personally thank all the authors who contributed to this handbook. A special mention of thanks to my fellow Trainee Committee members, Sally El-Ghazali and Rhys Clyburn, as well as the countless Association staff who have made this publication possible. I welcome any feedback you may have, therefore please feel free to contact the Trainee Committee via email trainees@anaesthetists.org or Twitter @Anaes_Trainees Finally, good luck in your career – I hope this handbook helps you along the way! Satinder Dalay Elected Member, Association of Anaesthetists Trainee Co
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Coulthard, Michael. The Analysis of Injury Presentations in Initial Entry Trainees at Fort Benning, Georgia. Fort Belvoir, VA: Defense Technical Information Center, April 2001. http://dx.doi.org/10.21236/ada420877.

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Crum, N. F., C. P. Barrozo, F. A. Chapman, M. A. Ryan, and K. Russell. An Outbreak of Conjunctivitis Due to a Novel Unencapsulated Streptococcus pneumonia Among Military Trainees. Fort Belvoir, VA: Defense Technical Information Center, October 2004. http://dx.doi.org/10.21236/ada433371.

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Johnson, David W., and Roger T. Johnson. Impact of Cooperative-Team Learning on Performance and Retention of Navy Air-Traffic Controller Trainees. Fort Belvoir, VA: Defense Technical Information Center, September 1989. http://dx.doi.org/10.21236/ada213435.

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Wilbur, Daniel Scott. Support for Students, Postdoctoral Fellows and Trainees to Attend Radiochemistry-­Related Symposia at Pacifichem 2015. Office of Scientific and Technical Information (OSTI), February 2016. http://dx.doi.org/10.2172/1345868.

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Knox, R. C. Oklahoma DOE EPSCoR Trainees. Final Report for the Period September 30, 1991 to March 31, 1996. Office of Scientific and Technical Information (OSTI), November 2000. http://dx.doi.org/10.2172/768884.

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Kugler, Adriana, Maurice Kugler, Juan Saavedra, and Luis Omar Herrera Prada. Long-Term Educational Consequences of Vocational Training in Colombia: Impacts on Young Trainees and Their Relatives. Cambridge, MA: National Bureau of Economic Research, October 2015. http://dx.doi.org/10.3386/w21607.

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