Journal articles: 'Training programme'

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Adeyanju, Dolapo, John Mburu, and Djana Mignouna. "Youth Agricultural Entrepreneurship: Assessing the Impact of Agricultural Training Programmes on Performance." Sustainability 13, no. 4 (February 4, 2021): 1697. http://dx.doi.org/10.3390/su13041697.

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Using the case of the Fadama Graduate Unemployed Youth and Women Support (GUYS) programme, this study investigated the impact of agricultural training programmes on youth agripreneurship performance in Nigeria. A total of 977 respondents comprising of 455 participants of the programme and 522 non-participants were sampled across three states in Nigeria. Data were collected using a well-structured questionnaire programmed on Open Data Kit (ODK). Data were analysed using the Endogenous Treatment Effect Regression (ETER) model. The probit model results revealed that participation in the programme was significantly influenced by age, years of formal education, marital status, current residence, employment type, and perception of training. The empirical analysis showed that after controlling for endogeneity, participation in the programme led to better performance which was measure in terms of average income from agripreneurship activities. These findings highlight the significance of training in improving the performance of young agripreneurs and suggest the need to encourage and out-scale programmes such as the Fadama GUYS, both in Nigeria and elsewhere in Africa as they can contribute to better performance of youth-owned agribusiness firms.

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Brodaty, Henry. "Dementia training programme." Medical Journal of Australia 143, no. 5 (August 1985): 224. http://dx.doi.org/10.5694/j.1326-5377.1985.tb122944.x.

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Cascarini, Luke. "Surgical Training Programme." British Journal of Oral and Maxillofacial Surgery 40, no. 3 (June 2002): 265. http://dx.doi.org/10.1054/bjom.2001.0755.

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DAVIS, J. A. "Programme of Training." Medical Education 3, no. 4 (January 29, 2009): 340–42. http://dx.doi.org/10.1111/j.1365-2923.1969.tb02130.x.

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Clarke, G. M., and G. A. Harrison. "The Training/Examination Programme in Intensive Care, Australian and New Zealand College of Anaesthetists 1. Training." Anaesthesia and Intensive Care 21, no. 6 (December 1993): 848–53. http://dx.doi.org/10.1177/0310057x9302100618.

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Unlike training for programmes in other countries which have published details of training programmes for Intensive Care Medicine, the training programme of the Australian and New Zealand College of Anaesthetists does not require certification in a primary specialty, although it is possible to combine training in Intensive Care and Anaesthetics. The lynchpin of the programme is the requirement that training can be undertaken in recognised posts in intensive care units which are approved by the College. Approval of the Unit requires evidence of appropriate supervision and teaching of trainees, sufficient number of admissions with a casemix suitable for the trainees’ learning needs and an adequate level of staff and equipment. The Units are assessed by physical inspection by assessors appointed by the College. The programme includes a Final Examination in Intensive Care.

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Arun Kumar, G. S., M. S. Nain, Rashmi Singh, N. V. Kumbhare, Rajender Parsad, and Shiv Kumar. "Training Effectiveness of Skill Development Training Programmes among the Aspirational Districts of Karnataka." Indian Journal of Extension Education 57, no. 4 (2021): 67–70. http://dx.doi.org/10.48165/ijee.2021.57415.

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Aspirational districts programme was launched by GOI in 2018 to raise the living standards of citizens by focusing on five major thematical areas viz. health and nutrition, education, agriculture and water resources, financial inclusion and skill development and basic infrastructure in the poor performing 115 districts of the country. The problem of unemployment and poverty in rural areas can be tackled by inculcating the desirable skills and develops entrepreneurial ability. The study was focused on assessing the effectiveness of skill development training programmes in two aspirational districts (Raichur and Yadgir) of Karnataka. Primary data was collected from 120 trainees including 30 farmers and 30 agricultural labours from each district trained under various skill training institutes. The independent variables like number of training programmes attended, learning motivation, innovativeness, motivation to transfer learning, self-efficacy and achievement motivation were positive and significantly affecting the training effectiveness. The overall effectiveness of training was found to be 51 per cent which came under medium effectiveness category. Among the different aspects of training programme ‘coverage’ was found to be more effective. But trainings were least effective in ‘need assessment’ of trainees. A majority of trainees perceived that training improved their knowledge and skills.

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Sutherland, Nigel, Bryn Jones, Sofia Westcamp Aguero, Tristan Melchiori, Karin du Plessis, Igor E. Konstantinov, Michael M. H. Cheung, and Yves d’Udekem. "Home- and hospital-based exercise training programme after Fontan surgery." Cardiology in the Young 28, no. 11 (August 28, 2018): 1299–305. http://dx.doi.org/10.1017/s1047951118001166.

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AbstractBackgroundExercise training has been shown to increase exercise capacity in survivors of Fontan surgery. The geographic distribution of the Fontan population has been a barrier to hospital-based exercise training programmes. The objective of this study was to establish whether a home exercise training programme could achieve similar improvements to a hospital programme.MethodsAdolescents with a Fontan circulation aged 12–19 years were prospectively recruited in a hospital or home exercise training programme. Patients underwent cardiopulmonary exercise testing and completed the Paediatric Quality of Life Inventory at initial assessment and after completion of an 8-week programme. Both groups performed two 1-hour training sessions per week. Patients in the home training programme had their first session in the hospital, and then progressed independently with one phone consult per week and one home visit by a physiotherapist.ResultsIn total, 17 patients, with a mean age of 15±3 years, completed the training programme (six hospital). Characteristics and baseline performance of patients were similar in both groups. Oxygen consumption at anaerobic threshold increased from 19.3±3.8 to 21.6±6.0 ml/kg/minute (p=0.02) and peak oxygen pulse increased from 8.8±2.5 to 9.5±2.7 ml/beat (p=0.049). Total quality of life scale improved from 68 to 74% (p=0.01) and psychosocial health improved from 67 to 74% (p=0.02). No patient experienced training-related complications.ConclusionsExercise training is beneficial and most likely safe after Fontan, resulting in improved exercise capacity and self-reported quality of life. Home exercise training programmes are probably as effective as hospital programmes. Home exercise training programmes should be integrated in the follow-up care of patients undergoing Fontan surgery.

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Hughey, Aaron W. "Corporate Training Programmes." Industry and Higher Education 15, no. 3 (June 2001): 183–87. http://dx.doi.org/10.5367/000000001101295641.

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Employee training programmes have long been considered one of the keys to corporate success. The primary focus of this article is on what higher education professionals can learn from their counterparts in business and industry with respect to training in a collegiate environment. The elements of a successful training programme are discussed along with how the process can be adapted by colleges and universities. The distinction between training and education is explained, with a discussion of why ‘soft skills’ training initiatives are often less effective than skills-based approaches. The critical role of the training coordinator in facilitating a programme is assessed and other important considerations are set out, such as selection of the appropriate training topics and determining how long training should last and how many participants should be permitted to attend.

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Solon, Florentino S. "Developing a National Training Pyramid." Food and Nutrition Bulletin 18, no. 2 (January 1997): 1–4. http://dx.doi.org/10.1177/156482659701800214.

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The training pyramid is a system with designated levels corresponding to types of training needed for personnel in a national nutrition programme. Each proportional level refers to the type, purpose, and content of training and the category of individuals to be trained. Level III, the upper part of the pyramid, is intended for a few professionals with master's or doctoral degrees who deal with macronutrition issues and the solution of nationwide nutrition problems through policies, programmes, macroplanning, and legislative action. Short-term training periods provide skills in studying and formulating national policies to solve malnutrition problems and translate research results into policies for the benefit of the population. Training at level II is intended to develop the research capability of professionals to undertake studies for use in formulating national policies, plans, and programmes. This level of training provides knowledge and skills in research design, information technology, statistics, identifying research needs, developing research proposals, planning and managing research activities, and comprehensively communicating technical information and results to policy makers, legislators, macroplanners, programme planners, managers, and implementers. Short courses on laboratory procedures, new methods, and use of the latest equipment should be included. Level I, the base of the pyramid, is for training professionals to translate national policies and macroplans, including research findings, into community-based programmes and projects appropriate to the existing political, economic, and socio-cultural situation. This level of training focuses on efficient and effective programme implementation and management.

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Bedford, Denise A. D. "Knowledge Management Education and Training in Academic Institutions in 2012." Journal of Information & Knowledge Management 12, no. 04 (December 2013): 1350029. http://dx.doi.org/10.1142/s0219649213500299.

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The academic discipline of Knowledge Management is maturing. The maturity of knowledge management scholarship has been considered as well as its curricular coverage and alignment with the needs of business. This research suggests that a mature academic discipline is grounded on a mature academic programme. The research defines five dimensions of a mature academic discipline, including: (1) curriculum design; (2) nature and coverage of research programmes; (3) faculty credentials and status; (4) academic programme administration; and (5) programme goals. Maturity factors are identified for each of the five dimensions. In 2012, an open public survey was conducted to determine the level of maturity of academic programmes in knowledge management. The survey results suggest that while there is notable maturity in curriculum design, the remaining four dimensions — research, faculty credentials, programme administration and programme goals — are immature. The research suggests that additional focus be given to these maturity factors in terms of standards. The research further suggests that an annual survey is needed to track progress towards a mature academic discipline.

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McNamara, I. "'Training Orthopaedic Trainers' programme." Bone & Joint 360 2, no. 2 (April 2013): 37. http://dx.doi.org/10.1302/2048-0105.22.360136.

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Lo, Tommy Y. "Training programme for supervisors." Journal of Management Development 17, no. 8 (November 1998): 576–82. http://dx.doi.org/10.1108/02621719810228434.

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Kondapalli, Srikanth. "China's naval training programme." Strategic Analysis 23, no. 8 (November 1999): 1333–54. http://dx.doi.org/10.1080/09700169908455127.

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Minnig, Mary Catherine, Lauren Hawkinson, Hayley J. Root, Jeffrey Driban, Lindsay J. DiStefano, Leigh Callahan, Kirsten R. Ambrose, Jeffrey T. Spang, and Yvonne M. Golightly. "Barriers and facilitators to the adoption and implementation of evidence-based injury prevention training programmes: a narrative review." BMJ Open Sport & Exercise Medicine 8, no. 3 (September 2022): e001374. http://dx.doi.org/10.1136/bmjsem-2022-001374.

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While there is a multitude of evidence supporting the efficacy of injury prevention training programmes, the literature investigating the implementation of these programmes is, in contrast, rather limited. This narrative review sought to describe the commonly reported barriers and facilitators of the implementation of injury prevention training programmes among athletes in organised sport. We also aimed to identify necessary steps to promote the uptake and sustainable use of these programmes in non-elite athletic communities. We identified 24 publications that discussed implementing evidence-based injury prevention training programmes. Frequently reported barriers to implementation include the perceived time and financial cost of the programme, coaches lacking confidence in their ability to implement it, and the programme including exercises that were difficult or confusing to follow. Frequently reported facilitators to implementation include the coach being aware of programme efficacy, shared motivation to complete the programme from both coaches and athletes, and the ability to easily integrate the programme into practice schedules. The current literature is focused on high-income, high-resource settings. We recommend that future studies focus on understanding the best practices of programme dissemination in culturally and economically diverse regions. Programmes ought to be of no financial burden to the user, be simply adaptable to different sports and individual athletes and be available for use in easily accessible forms, such as in a mobile smartphone application.

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Mcdonald, L. "Developing a Systematic Training Programme in Women’s Mental Health." European Psychiatry 65, S1 (June 2022): S51. http://dx.doi.org/10.1192/j.eurpsy.2022.171.

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This presentataion outlines the development of a post-membership masterclass programme in Perinatal Psychiatry, funded by Health Education England and delivered through the Royal College of Psychiatrists. The masterclass programme renges from 5-15 days and there are separate programmes for consultants, SAS doctors and senior trainees in psychiatry. The course is delivered by experts in the area and contains a mix of didactic teaching and small group work. The programme was developed to meet the workforce needs of rapidly expanding perinatal mental services throughout England. The programme also helps facilitate the needs of perinatal psychiatrists from Ireland and from the devolved nations of the UK (Scotland, Wales and Northern Ireland). Disclosure No significant relationships.

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Tavil, Yusuf Ziya. "A sample parent training programme: group training." Procedia - Social and Behavioral Sciences 9 (2010): 1048–54. http://dx.doi.org/10.1016/j.sbspro.2010.12.284.

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Bale, Richard, and Hannah Moran. "Reflections on Peer Facilitation of Graduate Teaching Assistant Training." Journal of Perspectives in Applied Academic Practice 8, no. 1 (September 1, 2020): 157–62. http://dx.doi.org/10.14297/jpaap.v8i1.419.

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This paper outlines a recently designed programme of training for graduate teaching assistants (GTAs), focusing on peer elements embedded in the programme. In particular, we describe our approach to co-facilitation of training, with sessions facilitated by the GTA programme lead and an experienced Peer GTA. Peer GTAs have at least one year of teaching experience and are able to provide practical, contextualised and discipline-specific input, which helps to address the challenge of balancing generic and discipline-specific training in GTA programmes. We describe a small case study of co-facilitation and reflect on the benefits of this approach for new GTAs and for the Peer GTAs themselves. The paper is co-authored by the GTA programme lead and a Peer GTA, who provides first-hand reflections on her experiences.

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Kaur, Manjot, Sukhdeep Kaur, and Kanwaljit Kaur. "Evaluation and impact assessment of training programmes." AGRICULTURE UPDATE 15, no. 3 (August 15, 2020): 258–64. http://dx.doi.org/10.15740/has/au/15.3/258-264.

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Training is a planned communication process to bring desirable change in the attitude, skill and knowledge of an individual or group. Extensive resources are being utilised for providing training to the individuals in various fields to improve their on-job performance and to make them selfreliant. So, it is essential to monitor and evaluate the success rate of training programme time to time. Monitoring, evaluation and impact assessment are management tools to help track progress and demonstrate the impact of training on its trainees. The main objective of this study was to understand the concept of evaluation and impact assessment. This paper is descriptive in nature. It is concluded that most of training programmes fail to reach their set goals due to lack of proper evaluation, monitoring and impact assessment. But results obtained through evaluation and impact assessment can be used to redesign the programme or training on the basis of the limitations of the programme revealed through these techniques to reach the ultimate goal of the programme.

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Goh, Kai Ru, and Cathy Andrew. "Promoting safety awareness and protection skills for people with disabilities: a literature review." Journal of Adult Protection 23, no. 4 (May 18, 2021): 225–37. http://dx.doi.org/10.1108/jap-11-2020-0049.

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Purpose High prevalence of violence against persons with disabilities (PwDs) has prompted a steady growth of training aimed at equipping PwDs with personal safety skills. This paper aims to examine the efficacy of safety trainings for PwDs. Design/methodology/approach A search of relevant electronic databases was conducted to shortlist peer-reviewed literature on empirically evaluated safety trainings for PwDs, between January 2010 and August 2020 with the defined inclusion criteria. Findings Six safety programmes were reviewed. Data analysis revealed key themes related to programme modifications for accessibility; fit of intervention to disability type; PwDs’ learning needs; and the context of disability abuse in designing intervention pathways. Originality/value PwDs can benefit from and contribute to safety training, if programmes are adequately modified to support their learning and participation. Future studies can target disability abuse by known persons; different disability groups; and generate longitudinal data to strengthen validity of programme efficacy.

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Reichelt, Katharina, and Daniel Thompson. "Communication and interaction training (CAIT): An interview with Ian James." FPOP Bulletin: Psychology of Older People 1, no. 158 (April 2022): 12–14. http://dx.doi.org/10.53841/bpsfpop.2022.1.158.12.

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This article presents details of CAIT which was one of the online training programmes discussed at the FPOP 2021 conference: ‘CAIT: A training programme that utilises animations for improving communication skills and reducing behaviours that challenge in dementia.’ The current article is in the form of an interview and appears in the introduction of the CAIT online programme.

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Fernández González, Manuel Joaquín, Tamara Pigozne, María Verdeja Muñiz, Egle Säre, and Svetlana Surikova. "DESIGNING A TEACHER TRAINING PROGRAMME FOR CHARACTER EDUCATION: AN INTERNATIONAL PARTNERSHIP." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 20, 2020): 72. http://dx.doi.org/10.17770/sie2020vol5.5171.

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There is a need of innovative teacher training programmes for character education. This paper addresses three research questions: What are the challenges that a teacher training programme for character education should address? What are the learning outcomes that the programme should achieve? How should the programme be structured for supporting the achievement of those learning outcomes? Two regional authorities, three schools, three universities and a centre of teacher training from Latvia, Estonia and Spain created a strategic partnership for answering these research questions, using design-based implementation research. The results include six domains of learning outcomes and a programme structure adaptable to different educational context.

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Patel, Yaksh, J. K. Patel, and Nikita Thakor. "Determinants of KVK scientists about ability to organize training programme." Gujarat Journal of Extension Education 34, no. 2 (December 25, 2022): 51–54. http://dx.doi.org/10.56572/gjoee.2022.34.2.0012.

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This present study entitled “Determinants of KVK scientists about ability to organize training programme” was conducted in 2022 in four states of India viz., Gujarat, Maharashtra, Rajasthan and Goa with a sample size of 240 KVK scientists. The ex-post facto research design was used for the research study. Krishi Vigyan Kendra is an institutional project of Indian Council of Agricultural Research (ICAR) for testing, training and transfer of agricultural technologies for the benefit of farmers, farm women and rural youths. The scientist working in KVKs performs two main functions namely research and extension activities. Organize training to update the extension personnel and vocational training is the main mandates of KVK. Owing to the importance of training programs in KVKs for the agriculture development of districts. It was, therefore felt necessary to analyze the KVK scientists’ ability to organize training programme. The action of individual KVK scientist is governed by personal, economic, social, communicational and psychological factors involved in situation. KVK scientists’ shows different level of ability to organize training programmes. Thus, it may be stated that the ability to organize training programmes differs with such characteristics. Hence, considering the importance of these characteristics and review of past research studies, an attempt has been made in this investigation to ascertain the relationship if any, between profile of KVK scientists and their ability to organize training programme. The result concluded that vast majority of scientists had very high to high level of ability to organize training programme. The result also revealed that out of eighteen independent variables nine variables viz. knowledge about ICT, achievement motivation, attitude towards extension work, professionalism, job satisfaction, job involvement, level of exposure to new farming idea, empathy and planning orientation were found to be positive and highly significantly correlated while native place had positive and significant and education had negative and significant correlation with ability to organize training programmes. Influence of different indicators was not alike in determination of ability to organize training programmes.

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Donovan, Andrea, and Jeff Donovan. "Mentorship in postgraduate training programmes: views of Canadian programme directors." Medical Education 43, no. 2 (February 2009): 155–58. http://dx.doi.org/10.1111/j.1365-2923.2008.03258.x.

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Alderson, Derek. "Clinical Fellowships in Surgery." Bulletin of the Royal College of Surgeons of England 92, no. 10 (November 1, 2010): 340–41. http://dx.doi.org/10.1308/147363510x535629.

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A plethora of terms has appeared in recent years to describe posts that lie outside standard training programmes. The term 'clinical fellowship' (CF) is widely used to describe specialised posts undertaken at the end of training, that is, out-of-programme (OOP) experience (with variable degrees of recognition towards a Certificate of Completion of Training (CCT)). It is also often used to designate posts that combine elements of research, teaching and clinical work filled by individuals who wish to take time out from their training programme (often to obtain an additional qualification) or by those who have been unsuccessful in gaining a place within a training programme. The unknown number of such posts seriously jeopardises surgical workforce calculations.

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Oreská, Ľudmila, Lucia Slobodova, Matej Vajda, Adriana Kaplánová, Veronika Tirpáková, Ján Cvečka, Gabriel Buzgó, Jozef Ukropec, Barbara Ukropcová, and Milan Sedliak. "The effectiveness of two different multimodal training modes on physical performance in elderly." European Journal of Translational Myology 30, no. 1 (April 1, 2020): 88–97. http://dx.doi.org/10.4081/ejtm.2019.8820.

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The study compared the effect of 12-week multimodal training programme performed twice a week at the regular exercise facility (REF) with the 12-week multimodal training programme performed three times per week as a part of the research programme (EX). Additionally, the study analysed how the experimental training programme affect the physical performance of cognitive healthy and mild cognitive impaired elderly (MCI). The REF training group included 19 elderly (65.00±3.62 years). The experimental training programme combined cognitively healthy (EXH: n=16; 66.3±6.42 years) and age-matched individuals with MCI (EXMCI: n=14; 66.00±4.79 years). 10m maximal walking speed (10mMWS), Five Times Sit-to-Stand Test (FTSS), maximal and relative voluntary contraction (MVC and rel. MVC) were analysed. The REF group improved in 10mMWS (t=2.431, p=.026), the MVC (t=-3.528, p=.002) and relative MVC (t=3.553, p=.002). The EXH group improved in FTSS (t=5.210, P=.000), MVC (t=2.771, p=.018) and relative MVC (t=-3.793, p=.004). EXMCI improved in FTSS (t=2.936, p=.012) and MVC (t=-2.276, p=.040). According to results, both training programmes sufficiently improved walking speed and muscle strength in cognitively healthy elderly. Moreover, the experimental training programme improved muscle strength in MCI elderly.

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de Água, Pedro Manuel Geada Borda, Armindo Dias da Silva Frias, Manuel de Jesus Carrasqueira, and José Manuel Modas Daniel. "Future of maritime education and training." Pomorstvo 34, no. 2 (December 21, 2020): 345–53. http://dx.doi.org/10.31217/p.34.2.15.

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The 21st century endeavour bring new challenges for the maritime industry. The challenges facing the professionals within the industry are multifaceted and complex due to globalization, cross-cultural interrelationships, and technological change that are permeating the maritime industry. The aim of this article is to contribute to better understanding the problem of developing the future maritime industry professional, filling the existing gap between education and training programmes, while integrating the 21st century professional skills. The contents of a comprehensive education and training programme shall be proposed within a knowledge triangle encompassing academia, the industry and relevant authority or regulatory institutions, so all interested parties’ “voices” will be considered. Besides raising awareness for the educational and training challenges ahead, more effective teaching methods are suggested in order to meet the needs, particularly supporting double loop learning, together with a pragmatic proposal for a realistic programme at master’s level. The proposed programme is based on the EU MarLEM project, which aims towards the development of the 21st century maritime industry professional, focusing on logistics, engineering and management contents.

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Gupta, Poonam, Mawahib Hassan, Mincy Thomas, Smitha Anilkumar, Gracy Chacko, Shiny Shiju, Indirani Savarimuthu, Raana Siddiqui, and Salah Arafa. "Evaluation of a virtual quality improvement training programme." British Journal of Healthcare Management 28, no. 4 (April 2, 2022): 1–9. http://dx.doi.org/10.12968/bjhc.2021.0140.

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Background/Aims The COVID-19 pandemic challenged not only global healthcare systems, but also educational systems, with many large, in-person training programmes being suspended. Instead, virtual learning platforms have been used, with promising results. This study explored the effectiveness of a virtual quality improvement training programme in a healthcare setting. Methods A 6-week interprofessional virtual quality improvement training programme was developed and delivered to a total of 137 participants across three cohorts. Pre- and post-programme surveys were administered to assess knowledge gained from training. Focus groups were also conducted for more in-depth feedback about the sessions. Information was then collected regarding any quality improvement projects participants had undertaken after completing the training. Results Mean scores were higher in the post-programme than the pre-programme survey across all knowledge domains (P<0.001, Cohens d=6.63). Over 80% of participants reported that the training improved their understanding of and confidence in undertaking a quality improvement project, and that they would recommend the training to their colleagues. Participants went on to either lead or contribute to a variety of quality improvement projects across a wide range of specialisms. Conclusions The virtual quality improvement training programme is an effective method of teaching, leading to participants being able to demonstrate competency in quality improvement. This approach to training delivery represents an efficient alternative to in-person training for building capability in frontline healthcare staff.

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HART, R. G., A. GUPTA, and K. LYONS. "A Hand Research Fellowship Training Programme." Journal of Hand Surgery 30, no. 5 (October 2005): 515–20. http://dx.doi.org/10.1016/j.jhsb.2005.05.009.

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There are currently 68 hand surgery fellowship programmes known to the authors in the United States and many more throughout the world. To our knowledge, there are no hand fellowships which focus on research. Such a hand surgery research fellowship is being developed to provide this training. This paper outlines the goals and objectives of the intended 2 year training programme and includes a description of the fellowship. The first year would be mostly committed to learning research methods and the second would be a clinical hand fellowship. This will combine clinical expertise in hand surgery, practical research experience and formal research training. Hand researchers would learn research methods, develop innovative research ideas and begin an active research and academic career.

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Hassan, Salochana. "Conceptualizing Programme Evaluation." Journal of International Education Research (JIER) 9, no. 1 (December 21, 2012): 33–40. http://dx.doi.org/10.19030/jier.v9i1.7497.

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The main thrust of this paper deals with the conceptualization of theory-driven evaluation pertaining to a tutor training programme. Conceptualization of evaluation, in this case, is an integration between a conceptualization model as well as a theoretical framework in the form of activity theory. Existing examples of frameworks of programme evaluation from the literature have been conjugated to yield a conceptualization model for the evaluation of the tutor training programme at the Cape Peninsula University of Technology in South Africa. In order to take the study to a higher level of deep analysis, this paper argues for the application of activity theory in the research design and subsequent data collection and analysis. Since evaluation can be a daunting and complex task, the adoption of theory was intended to provide a fulcrum for the study and therefore, this paper argues, becomes an integral part of evaluation. In addition, the application of activity theory in programme evaluation has not been well explored elsewhere and therefore, this paper transcends this limitation by making a case for the use of activity theory in programme evaluation, in particular, tutor training programmes.

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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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Ismail, Ahmad Faisal. "Restructuring Clinical Dental Specialty Examination: A Call for National Standard." Education in Medicine Journal 13, no. 4 (December 30, 2021): 103–5. http://dx.doi.org/10.21315/eimj2021.13.4.8.

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This commentary encompassed present clinical dental specialty training and assessments in Malaysia. Specifically, no uniform examination and assessment are identified within the dental specialty training programmes provided by local dental schools. Candidates who underwent the same specialty programme might be trained and evaluated differently (depending on the institution). Despite the standard Malaysian Qualifications Agency (MQA) guideline for dental specialty training programmes (initially published in 2019), the aforementioned standards were established as a national reference for present and future Malaysian dental specialty programmes with no indication of standardised national dental specialty programme assessments. As such, a national reference for dental specialty assessments under the guidance of dental and MQA authorities is urgently needed to ensure standard quality and competent graduates of the programmes.

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Benchikh, Osman. "Global renewable energy education and training programme (GREET Programme)." Desalination 141, no. 2 (December 2001): 209–21. http://dx.doi.org/10.1016/s0011-9164(01)00406-4.

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Neghavati, Amin. "Core Skills Training in a Teacher Training Programme." Procedia - Social and Behavioral Sciences 232 (October 2016): 617–22. http://dx.doi.org/10.1016/j.sbspro.2016.10.085.

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Curado, Carla, and Inês Sousa. "Training evaluation of a sales programme in a Portuguese cosmetics SME." Industrial and Commercial Training 53, no. 3 (March 22, 2021): 283–93. http://dx.doi.org/10.1108/ict-12-2019-0107.

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Purpose The purpose of this study is to describe the evaluation of a training programme in a Portuguese family’s small and medium enterprise (SME) in the cosmetics industry. This study addresses the four levels of the Kirkpatrick Model and estimates the return on investment (ROI) of a training programme in sales. Design/methodology/approach The study follows a case design to address the analysis of the training outcomes. This study uses data from 53 employees and explore the programme’s results. Findings This study provides evidence on the reactions of the trainees to the programme; the learning which results from it; and on the changes in trainees’ behaviours and the consequent results. This study also estimates the ROI of the programme; it is 5.55. Research limitations/implications The limitations to this study may be the use of data from a single training programme. Practical implications The research results offer managers some critical information in terms of future options in resource allocation. Training managers become more informed in making future choices on where to invest in training programmes. Originality/value The originality of the study regards the ROI estimation for an SME’s sales training programme. SMEs are not often addressed in the training evaluation literature. Because SMEs have limited organisational resources, and they do not invest much in training. Further, this estimation requires data gathering and reporting that is not commonly done, even for large firms.

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Lescisinova, Zuzana. "The International Surgical Training Programme." Bulletin of the Royal College of Surgeons of England 103, no. 7 (October 2021): 334–38. http://dx.doi.org/10.1308/rcsbull.2021.125.

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McNamee, David. "European cancer programme targets training." Lancet 346, no. 8982 (October 1995): 1093. http://dx.doi.org/10.1016/s0140-6736(95)91763-2.

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Zideman (UK, Chairman), D. A., R. Bingham (UK, secretary), T. Beattie (UK), J. Bland (Norway), M. Bruins-Stassen (Holland), F. Frei (Switzerland), H. Gamsu (UK), et al. "Paediatric life support training programme." Resuscitation 37, no. 2 (May 1998): 111–13. http://dx.doi.org/10.1016/s0300-9572(98)00040-9.

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Macleod, Liz. "Pain Management Programme Training Manual." Physiotherapy 85, no. 12 (December 1999): 690. http://dx.doi.org/10.1016/s0031-9406(05)61238-2.

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Gambling, D. G., and L. S. Reisner. "The epidural interactive training programme." International Journal of Obstetric Anesthesia 7, no. 1 (January 1998): 68–69. http://dx.doi.org/10.1016/s0959-289x(98)80039-3.

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López, Bernardo Gargallo. "Learning strategies. A training programme." European Journal of Psychology of Education 16, no. 1 (March 2001): 49–65. http://dx.doi.org/10.1007/bf03172994.

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Borg, N. E., and B. R. Ruud. "The Oslo Cognitive Training Programme." Acta Psychiatrica Scandinavica 100, no. 2 (August 1999): 164. http://dx.doi.org/10.1111/j.1600-0447.1999.tb10840.x.

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Westby, Carol. "Gillon Phonological Awareness Training Programme." Word of Mouth 27, no. 5 (March 22, 2016): 11–12. http://dx.doi.org/10.1177/1048395016631539c.

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Li, Jimmy C. M., Tony W. C. Mak, Sophie S. F. Hon, Dennis K. Y. Ngo, Simon S. M. Ng, Janet F. Y. Lee, and Ka Lau Leung. "Laparoscopic colorectal fellowship training programme." International Journal of Colorectal Disease 28, no. 6 (December 9, 2012): 823–28. http://dx.doi.org/10.1007/s00384-012-1618-0.

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Coate, Mary Anne, Suzanne Conboy-Hill, Sue Kerfoot, Mike Maltby, Stacey Parker, Gwyn Powell, and Bob Wycherly. "A BASIC GRADE TRAINING PROGRAMME." Clinical Psychology Forum 1, no. 14 (April 1988): 16–19. http://dx.doi.org/10.53841/bpscpf.1988.1.14.16.

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Olannye-Okonofua, Dumebi, and Majority Oji. "Use of new media in promoting delta state skills training and entrepreneurship programme among youths: an evaluation." Journal of Global Social Sciences 3, no. 12 (January 12, 2022): 115–51. http://dx.doi.org/10.31039/jgss.v3i12.123.

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This study examined the extent new media usage have promoted the success of the Delta State Skills Training and Entrepreneurship Programme. The study specifically examines how the use of new media has impacted on both the campaign for and delivery of the Delta State Skills Training and Entrepreneurship Programme. The study was able to look at the use of new media in relations to the development process of the beneficiaries who were primarily youths, whether and how new media usage influenced their willingness to participate in the programmes and the successful contributions new media usage had on the Delta State Skills Training and Entrepreneurship Programmes campaign. This study adopted the cross-sectional research design. The study designed, distributed and retrieved information using the online survey monkey platform from the 361 respondents determined from the targeted population of 6,074, using the Stat Trek random number generator with the assistance of Graph pad Table of Random Selection. Information collected were analyzed the inferential statistics such as the simple regression analysis to test hypothesis 1 to 4. Findings from the study discovered that the awareness and campaign on the Delta State Skills Training and Entrepreneurship programme were majorly done using the “word of mouth” with little to the new media form of communication and the new media is significantly not useful in measuring the success of the Delta State Skills Training and Entrepreneurship Programme. The study concluded stating that awareness should be created on the use of existing new media platforms developed for the aim of the programme in order to ensure the programme sustainability.

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Olannye-Okonofua, Dumebi, and Majority Oji. "Use of new media in promoting delta state skills training and entrepreneurship programme among youths: an evaluation." Journal of Global Social Sciences 3, no. 12 (January 12, 2022): 115–51. http://dx.doi.org/10.58934/jgss.v3i12.123.

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This study examined the extent new media usage have promoted the success of the Delta State Skills Training and Entrepreneurship Programme. The study specifically examines how the use of new media has impacted on both the campaign for and delivery of the Delta State Skills Training and Entrepreneurship Programme. The study was able to look at the use of new media in relations to the development process of the beneficiaries who were primarily youths, whether and how new media usage influenced their willingness to participate in the programmes and the successful contributions new media usage had on the Delta State Skills Training and Entrepreneurship Programmes campaign. This study adopted the cross-sectional research design. The study designed, distributed and retrieved information using the online survey monkey platform from the 361 respondents determined from the targeted population of 6,074, using the Stat Trek random number generator with the assistance of Graph pad Table of Random Selection. Information collected were analyzed the inferential statistics such as the simple regression analysis to test hypothesis 1 to 4. Findings from the study discovered that the awareness and campaign on the Delta State Skills Training and Entrepreneurship programme were majorly done using the “word of mouth” with little to the new media form of communication and the new media is significantly not useful in measuring the success of the Delta State Skills Training and Entrepreneurship Programme. The study concluded stating that awareness should be created on the use of existing new media platforms developed for the aim of the programme in order to ensure the programme sustainability.

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Kayhan, Nilay, and Pelin Pistav Akmese. "Examining the game teaching in special education teacher training in Turkey and European Union Member States." Cypriot Journal of Educational Sciences 13, no. 3 (September 30, 2018): 349–59. http://dx.doi.org/10.18844/cjes.v13i3.751.

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This study aims to examine the compulsory courses related to the game and game teaching in special education teacher training undergraduate programme in terms of number, term, credit and content. The data in descriptive study have been determined using document analysis technique. It has been stated that pre-service teachers in most of the EU countries such as Belgium, Finland, Hungary, Luxemburg, Malta, Portugal, etc. take the courses related to game teaching in the first, second and third years of their education, and the courses with the lowest credit are included in Greece’s and Holland’s special education teacher training programmes with four ECTS and the highest credits are included in Malta’s special education teacher training programme with 20 ECTS. In Turkey, special education teacher training programme which is updated in 2018 includes two ECTS of ‘Game and Music in Special Education’ course in the sixth term. Keywords: Special education, teacher training programme, game, game teaching.

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Godard, Stephanie, and Savithiri Ratnapalan. "Leadership training in family medicine residency: a scoping review." BMJ Leader 4, no. 4 (July 2, 2020): 239–45. http://dx.doi.org/10.1136/leader-2019-000205.

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BackgroundGraduate medical education, including family medicine residency, has historically focused on building clinical competencies with little attention paid to leadership skills, leaving residents feeling ill-prepared for leadership roles after training.ObjectiveTo analyse the format, content and outcomes of leadership training programmes offered to family medicine residents.MethodsA MEDLINE (OvidSP) literature search from 1976 to October 2018 for articles on Family Medicine AND Residency AND Leadership Programs retrieved 184 articles. After reviewing inclusion and exclusion criteria, 12 articles were chosen for full review and synthesis.ResultsThree articles described leadership training available to Family Medicine all residents while nine focused on a select group. Programme format and content varied, ranging from a 1-day programme on emotional intelligence to a 5-year integrated leadership track. The most comprehensive curricula were longitudinal and offered to a small group of residents. Inclusive programmes often taught leadership through the lens of a specific competency. Mixed teaching methods were valued including online learning, simulations, small group discussions, mentorship, reflection, placements and projects. Conceptual frameworks were inconsistently used and programme evaluation seldom addressed high-level or long-term outcomes.ConclusionsLeadership skills are important for all family physicians; however, there is limited literature on comprehensive leadership development during training. Existing curricula were described in this review and we suggest a longitudinal mixed-methods programme integrated throughout residency, covering basic comprehensive skills for all residents. However, evaluative data were limited, and a considerable gap remains in how to effectively approach leadership development in family medicine residency, warranting ongoing research.

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Subramanian, K. S., Vinita Sinha, and Priya D. Gupta. "A Study on Return on Investment of Training Programme in a Government Enterprise in India." Vikalpa: The Journal for Decision Makers 37, no. 1 (January 2012): 31–48. http://dx.doi.org/10.1177/0256090920120103.

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Return on investment (ROI) has become one of the most challenging and intriguing issues facing the human resources development (HRD) and performance improvement fields. With ROI, decision makers evaluate investments by comparing the magnitude and timing of expected gains to the magnitude and timing of investment costs. A good ROI means that investment returns compare favourably to investment costs. This study is aimed at testing the feasibility of a Return on Investment (ROI) model in the context of a training programme in the Indian Oil Corporation (IOC), a government organization, to see whether the success of a training programme can be measured more accurately in monetary terms. It is meant to enable the management to understand the direct impact on the business bottom-line as a causal effect of the training imparted and to decide whether to continue or discontinue the programmes. IOC conducted in-house training programmes in 2004 which included a blend of behavioural and functional training. The programmes conducted at this organization were evaluated using the most comprehensive evaluation models and discussed in terms of return on investment. The two programmes chosen for the study were: The Threshold Programme and the Excellence in Project Management, each having 30 participants. The ROI analysis plan document captures information on several key issues necessary to develop the actual ROI calculation: Significant data items The method for isolating the effects of the training and education programme The method for converting data into monetary values The cost categories, noting how certain costs should be prorated The anticipated intangible benefits The communication targets to receive the information Other issues or events that might influence programme implementation. With a proper planning around a proven framework, realistic evaluation targets, and shared responsibilities for major steps, the ROI process can be implemented in a costeffective, systemic manner and can assist the resource-constrained training function to reap financial benefits that leaders understand and have come to expect. It is now strategically imperative that training be conducted with the clear understanding that if people are truly the organization�s greatest asset, then training is beyond doubt, the greatest investment and must hence be utilized wisely.

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Journal articles on the topic 'Training programme'

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