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Статті в журналах з теми "Education and training needs"

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Автор: Grafiati

Опубліковано: 10 грудня 2022

Оновлено: 19 лютого 2023

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1

Winch, Christopher. "Education Needs Training." Oxford Review of Education 21, no. 3 (September 1995): 315–25. http://dx.doi.org/10.1080/0305498950210305.

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2

Batchelor, Anno. "Education and Training Needs Assessment." Journal of the Intensive Care Society 4, no. 3 (October 2003): 86. http://dx.doi.org/10.1177/175114370300400311.

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Many of you will remember being accosted by me either at the State of the Art meeting or by email asking what your (or your trainees) educational needs are and what the Society should be doing to help you fulfil them.

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3

Liu, Abby, and Geoff Wall. "Differentiating education and training needs." Asia Pacific Journal of Tourism Research 11, no. 1 (March 2006): 17–28. http://dx.doi.org/10.1080/10941660500500626.

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4

Robertson, G. L., and R. Mitchell. "Education, training and research needs." Food Control 1, no. 1 (January 1990): 8. http://dx.doi.org/10.1016/0956-7135(90)90111-o.

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5

PATERSON, D. B. "Education and Training for Future Needs." Journal of the Society of Dyers and Colourists 93, no. 11 (October 22, 2008): 427. http://dx.doi.org/10.1111/j.1478-4408.1977.tb03315.x.

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6

Frank, Alan R., Timothy Z. Keith, and Dennis A. Steil. "Training Needs of Special Education Paraprofessionals." Exceptional Children 55, no. 3 (November 1988): 253–58. http://dx.doi.org/10.1177/001440298805500308.

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A primary purpose of this investigation was to identify those tasks that special education teachers rate as important for their paraprofessionals to be able to complete. In addition, teachers were asked to rate their paraprofessionals' skills in completing tasks rated as important. The effects on ratings of program instructional model and age of students served also were examined. Only two tasks (prepare materials and help practice skills) were rated as important by every group of special education teachers. Other findings suggest that paraprofessionals need to have different competencies, depending on the type of educational setting in which they are employed.

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7

Jaakkola, Eero. "Multimedia training needs analysis." International Journal of Continuing Engineering Education and Lifelong Learning 10, no. 1/2/3/4 (2000): 59. http://dx.doi.org/10.1504/ijceell.2000.000350.

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8

Kandpal, Arpita Sharma. "Training Needs Assessment of Poultry Farmers: Borich Training Need Analysis." Indian Research Journal of Extension Education 22, no. 5 (December 1, 2022): 184–88. http://dx.doi.org/10.54986/irjee/2022/dec_spl/184-188.

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Poultry is very important livelihood component for the rural people. For eff ective and effi cient poultry farming latest technologies are needed. In this regards farmer need to be trained. Past researches revealed that poultry farmers are facing many problems due to lack of information, education on many aspects. Thus, training is necessary to transmit the information and change the behavior of rural people towards poultry farming. Keeping this in view, a study was taken up on Training Need Assessment (TNA) of poultry farmers in poultry rearing practices. Present research study was conducted in GBPUA&T, Pantnagar. Total 120 respondents were selected. Descriptive research design was used. It was observed that majority of farmers were middle age group, educated upto Intermediate level having medium family size and belonged to medium income group. Majority of farmers have medium level poultry farming experiences and medium level of mass media exposure and information seeking behavior. Results also revealed that culling and selection of birds, feeding and watering management, bird, meat and egg marketing, incubation and hatching, fi nance and loan facilities, vaccination and preventive measures are some of the perceived training needs of poultry farmers.

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9

Juracak, Josip, and László Kárpáti. "Agribusiness higher education development – training needs analysis." Applied Studies in Agribusiness and Commerce 2, no. 1-2 (October 31, 2008): 107–20. http://dx.doi.org/10.19041/apstract/2008/1-2/16.

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With the tremendous changes in political and economic systems of the Republic of Croatia after independence, new challenges have been put to the higher education system as well. The system used to be structured to serve a centrally planed economy with predominantly state ownership. Universities were producing graduates to be employed on statefarms,inagri-foodsystems(socalled„kombinats“),the state owned processing industry or cooperatives. The graduates were specialised in particular branches, such as crop production, vegetable production or livestock husbandry. Therefore, they were not educated to understand the whole system of a company or the agri-food system. In one word, they were not prepared to run firms as managers, although they were highly educated. Small and medium size entrepreneurs in agri-food business have been rather an exception than a rule, and prior to the transition there was not to much experience in managing, financing or marketing for such a firms.

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10

Henson, Steve W., Milton Pressley, and Scott Korfmann. "Business Training and Education Needs of Chiropractors." Journal of Chiropractic Education 22, no. 2 (September 1, 2008): 145–51. http://dx.doi.org/10.7899/1042-5055-22.2.145.

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Objective: This report is an examination of the perceived need for business skills among chiropractors. Methods: An online survey was completed by 64 chiropractors. They assessed the need for business skills and current levels of business skills. Using this information, gaps in business skills are identified. Results: The need for business skills is broad, encompassing all major business functions. Existing business skills are well below needed levels. Conclusion: The chiropractic profession needs significantly greater business and practice management skills. The existing gap between needed business skills and existing skills suggests that current training and education programs are not providing adequate business skills training.

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11

Andrews, John D. W. "Why TA training needs instructional innovation." New Directions for Teaching and Learning 1985, no. 22 (June 1985): 47–62. http://dx.doi.org/10.1002/tl.37219852206.

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12

Sudarmika, Putu, I. Wayan Santyasa, I. Made Tegeh, and I. Komang Sudarma. "How to assess nurse learning needs through training needs analysis." International journal of health sciences 7, no. 1 (January 12, 2023): 13–25. http://dx.doi.org/10.53730/ijhs.v7n1.13843.

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Training has a very important role in improving the performance of nurses. This study aims to assess nurses' learning needs through the training needs of nurses. This study used a mixed-methods design. The first phase involved an online survey. The second phase of qualitative research involved conducting structured interviews with 8 nurses. A total of 413 nurses participated in this survey. Nurses' competence was found in the competence of meeting fluid and electrolyte needs with a mean of 3.8 (SD: 0.7), the most expected training model was mixed training (47.2%), the most expected form of audio-visual media (94.7%), internal training (95.2%), and the flexibility of the training time (68%). The results of the interviews indicate that it is necessary to map the nurse’s competence. Learning needs can describe the competence of nurses and the training needed to improve their self-competence. Training Needs Assessment should be carried out thoroughly, including the need for forms of learning and media, which need to be facilitated by nurse management to motivate nurses to learn and improve their skills.

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13

Graf, Andrea, and Marion Mertesacker. "Intercultural training: six measures assessing training needs." Journal of European Industrial Training 33, no. 6 (July 24, 2009): 539–58. http://dx.doi.org/10.1108/03090590910974419.

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14

Farrell, Maureen J. "National palliative care education and training needs analysis." Contemporary Nurse 7, no. 2 (June 1998): 60–67. http://dx.doi.org/10.5172/conu.1998.7.2.60.

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15

Chen, Lei-Shih, and Patricia Goodson. "Genomics Education Training Needs of U.S. Health Educators." Health Promotion Practice 14, no. 1 (March 11, 2010): 44–52. http://dx.doi.org/10.1177/1524839909348591.

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16

Whitaker, Susan D. "Training Needs of Paraprofessionals in Occupational Education Classes." Career Development for Exceptional Individuals 23, no. 2 (October 2000): 173–85. http://dx.doi.org/10.1177/088572880002300205.

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17

Bonifacio, Flor, and Bryan Dickeson. "Meeting Training and Education Needs of the 1990s." ACM SIGDOC Asterisk Journal of Computer Documentation 15, no. 1 (July 1991): 12–14. http://dx.doi.org/10.1145/1112234.1112236.

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18

Huber, Lesa, and Carol Watson. "Technology: Education and Training Needs of Older Adults." Educational Gerontology 40, no. 1 (September 6, 2013): 16–25. http://dx.doi.org/10.1080/03601277.2013.768064.

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19

Medina, Michel, Daniel Lee, David Martinez Garza, Eric L. Goldwaser, Thanh Thuy Truong, Abena Apraku, Jessica Cosgrove, and Joseph J. Cooper. "Neuroimaging Education in Psychiatry Residency Training: Needs Assessment." Academic Psychiatry 44, no. 3 (December 18, 2019): 311–15. http://dx.doi.org/10.1007/s40596-019-01156-1.

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20

Pejatović, Aleksandra. "Centri za kontinuirano obrazovanje odraslih - bliski susret obrazovanja i rada." Obrazovanje odraslih/Adult Education 9, no. 2 2009 (2009): 51–60. http://dx.doi.org/10.53617/issn2744-2047.2009.9.2.51.

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Since the end of 2003, five regional training centers for adults (RTC) have been created through Secondary Vocational Education Reform programs in Serbia. The centres were projected as ''specialized training and organisational units for vocational education and training of adults''. In fulfilling their primary role, they follow and respect concepts and approaches such as: concept of social partnership in professional training of adults; doing business according to labour market principles; in planning and programming they use results of analysis of the skills needed in the labour market and the analysis of traning needs in companies; their offer is created according to needs; in creating training programmes they use modular approach based on training outcomes, etc. Up to date, the RTCs have realised a number of traning courses for different adult target groups.

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21

Karagiorgi, Yiasemina, and Loizos Symeou. "Teachers' in‐service training needs in Cyprus." European Journal of Teacher Education 30, no. 2 (May 2007): 175–94. http://dx.doi.org/10.1080/02619760701275487.

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22

Aziz, Shahnaz, Morell E. Mullins, William K. Balzer, Eyal Grauer, Jennifer L. Burnfield, Michael A. Lodato, and Melissa A. Cohen‐Powless. "Understanding the training needs of department chairs." Studies in Higher Education 30, no. 5 (October 2005): 571–93. http://dx.doi.org/10.1080/03075070500249260.

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23

Boylan, Colin R. "Training needs of rural school council members." Australian Educational Researcher 32, no. 2 (August 2005): 49–63. http://dx.doi.org/10.1007/bf03216819.

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24

Pitan, Oluyomi Susan. "Graduate employees’ generic skills and training needs." Higher Education, Skills and Work-Based Learning 7, no. 3 (August 14, 2017): 290–303. http://dx.doi.org/10.1108/heswbl-04-2017-0026.

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Purpose As a response to technological changes, globalization, sector reforms and changes in output demand, there is an increased demand for generic skills in the workplace. The purpose of this paper is to investigate through perceptions of graduate employees and their employers on the extent to which university education in Nigeria is responding to the increased skills requirements of employers. Design/methodology/approach Data were collected by the use of two sets of questionnaires and purposive sampling technique was adopted for sample selection. Past surveys of employers on skills requirements in Nigeria were used as a reference in the selection of the 11 generic skills used in the instrument. Data were analysed using simple percentages, descriptive statistics and χ2. Findings All the listed generic skills are regarded as important by graduate employers. The employed university graduates believed that in terms of generic skills, they were not adequately prepared to meet the requirements of their jobs. Moreover, employers believed that their graduate employees would require further training to a large extent to perform satisfactorily in their jobs. Originality/value Taking a divergent view, the study has established the perceptions of employed university graduates themselves on the extent to which university education has prepared them in meeting the skills requirements of their jobs. Furthermore, apart from confirming the extent of further training required, the study empirically affirms the relative training needs of graduates from different fields of study.

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25

Patel, B. D., A. G. Sukhdia, and G. N. Thorat. "TRAINING NEEDS OF ATMA PERSONNEL." Gujarat Journal of Extension Education 33, no. 2 (June 25, 2022): 12–15. http://dx.doi.org/10.56572/gjoee.2022.33.2.0003.

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Training is one of the important tools of human resource development. Knowledgeable well trained people and effective institutions are critical for achieving growth in any of the sectors, more so in the field of agriculture as it is the threshold point where in the economy the entire farming community is dependent. To help farmers face these challenges, the extension system should be strengthened. The Extension Education Institute (EEI), Anand is one of the premier institutes for training of extension personnel in India. This institute caters the training needs of Western Zone States. A regional workshop was organized to assess the training needs of ATMA personnel in Gujarat. For assessment of their training needs, a model questionnaire was prepared incorporating all the possible issues to be addressed for assessing the training needs of the ATMA personnel. The results showed that majority of the respondents were belong to young age group, general category and having education more than graduation. Cent per cent of the ATMA personnel has attended up to 3 days training programme; 75.00 per cent of the ATMA personnels are contractual basis and had medium level of service experience. Further, the data revealed that among the 48 training titles the "training programme on Promotion of Organic Farming for Sustainable Agriculture" ranked first with a weightage mean score of 2.95, followed by "Training Programme on Good Agricultural and Allied Practices of Doubling Farmers Income" ranked second with a mean score of 2.92, and "Water Conservation Techniques to Improve Water use Efficiency" ranked third with the mean score value of 2.89.

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26

Al-Barakat, Dr Ali A., and Dr Intisar G. Mustafeh. "Training Needs of Childhood Education Teachers in Teaching Islamic Education Curriculum." Journal of Educational & Psychological Sciences 12, no. 02 (June 2, 2011): 117–48. http://dx.doi.org/10.12785/jeps/120204.

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27

Stergiopoulos, Vicky, Susan Lieff, Saleem Razack, A. Curtis Lee, Jerry M. Maniate, Stacey Hyde, Sarah Taber, and Jason R. Frank. "Canadian residents’ perceived manager training needs." Medical Teacher 32, no. 11 (November 2010): e479-e485. http://dx.doi.org/10.3109/0142159x.2010.509416.

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28

Dao, An T. M., Le T. Huong, Huy V. Nguyen, and Luu N. Hoat. "Epidemiology training needs assessment in Vietnam." Medical Education 44, no. 5 (May 2010): 518–19. http://dx.doi.org/10.1111/j.1365-2923.2010.03660.x.

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29

Moriña, Anabel, Víctor H. Perera, and Rafael Carballo. "Training Needs of Academics on Inclusive Education and Disability." SAGE Open 10, no. 3 (July 2020): 215824402096275. http://dx.doi.org/10.1177/2158244020962758.

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The aim of this article is to analyze, from the academic staff’s perspective, the training needs they require to provide an inclusive education to students with disability. Academics from a Spanish university participated in this research. We used a qualitative methodology. We collected the information through semi-structured interviews and open-ended written questionnaires. We analyzed data using an inductive system of categories and codes. Three topics were addressed in the results: profile of academics according to their previous training, the importance of such training for them and the reasons for training, and the contents considered essential for training. In the conclusions section, the need for universities to design and implement training policies was addressed. In addition, the participants stated that they would be more sensitive and better prepared if they received training on disability-related issues. A clear conclusion of this study is that inclusive universities require the involvement of everyone.

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30

O’ktamovna, Abdullayeva Nargiza. "SPECIAL EDUCATIONAL NEEDS CHILDREN WITH HEARING IMPAIRMENTS." American Journal of Social Science and Education Innovations 04, no. 09 (September 1, 2022): 23–26. http://dx.doi.org/10.37547/tajssei/volume04issue09-04.

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A child with a hearing impairment is a child who, along with the educational needs common to all children, has special educational needs that can only be met through special education. Such training requires a special organization of space and time to achieve those educational goals that, under the conditions of the norm, are achieved by traditional methods.

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31

Morris, J. Morgan. "COMPUTER TRAINING NEEDS OF OLDER ADULTS." Educational Gerontology 20, no. 6 (January 1994): 541–55. http://dx.doi.org/10.1080/0360127940200601.

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32

Mayfield, Gary K., and Ames F. Tryon. "Geriatric Training Needs of Family Physicians." Gerontology & Geriatrics Education 16, no. 3 (May 28, 1996): 63–71. http://dx.doi.org/10.1300/j021v16n03_06.

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33

Bjorkquist, David C. "Training Needs in Corporate Takeovers." Performance Improvement Quarterly 5, no. 1 (October 22, 2008): 70–89. http://dx.doi.org/10.1111/j.1937-8327.1992.tb00535.x.

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34

Pliakoura, Alexandra, Grigorios Beligiannis, and Achilleas Kontogeorgos. "Education in agricultural entrepreneurship: training needs and learning practices." Education + Training 62, no. 7/8 (August 10, 2020): 723–39. http://dx.doi.org/10.1108/et-04-2020-0095.

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Анотація:

PurposeThe purposes of this study are: first, to conceptualize entrepreneurship and entrepreneurship education in agriculture; second, to highlight the role and necessity of entrepreneurship education in enhancing entrepreneurship; and third, to formulate relevant research proposals.Design/methodology/approachThe quantitative data were collected through a survey (structured questionnaire) distributed to 412 agricultural enterprises in the region of Aitoloakarnania in Greece. The responses were analyzed using both descriptive and inferential statistical methods.FindingsThe findings of the study indicate that farmers/landowners have low levels of entrepreneurship education (only 30.6% have received relevant education) and thus have higher needs. The 50.2% of respondents declare that they are willing to pay in order to attend an entrepreneurship education program.Research limitations/implicationsExisting entrepreneurship education research is useful in delineating the body of knowledge of what, when and how farmers need it, giving policymakers and researchers the opportunity to evaluate and build on research findings.Originality/valueGiven the shortage of identified research data, particularly at national level, on the role of education in agricultural entrepreneurship, this study contributes significantly to this research field, as the recognition of educational needs that affect the effectiveness of “agri-business” appears to be a crucial event for the future of agricultural entrepreneurship.

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35

Lount, G. T. M., and O. D. W. Hargie. "Preparation for the priesthood: a training needs analysis." Journal of Vocational Education & Training 50, no. 1 (March 1998): 61–77. http://dx.doi.org/10.1080/13636829800200040.

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36

Waite, Albert A. C., and K. Watson. "Training needs for senior staff in independent schools." Journal of In-Service Education 24, no. 3 (September 1998): 491–512. http://dx.doi.org/10.1080/13674589800200052.

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37

Davis, Ronald W., Jerome E. Kotecki, Michael W. Harvey, and Amy Oliver. "Responsibilities and Training Needs of Paraeducators in Physical Education." Adapted Physical Activity Quarterly 24, no. 1 (January 2007): 70–83. http://dx.doi.org/10.1123/apaq.24.1.70.

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This study describes responsibilities and training needs of paraeducators in physical education. Paraeducators (n =138) employed in 34 midwestern schools received a 27-item questionnaire. Of the 138 paraeducators contacted, 76 responded, resulting in a 55.1% response rate. Only 16% of the total respondents (n = 76) reported receiving specific training in physical education; however, 68 (90%) indicated a willingness to be trained. Less than half (n = 29, 38%) indicated participating in physical education by escorting students, providing cues, and working individually with students. Fewer than eight (28%) of the physical education paraeducators assisted with assessments, shared IEP suggestions, or helped implement behavior modification programs. The most desired training areas included activity modifications, attributes of students with disabilities, and knowledge of motor development.

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38

Taylor, R. G. "Changing needs of industrial and commercial education and training." Robotica 3, no. 1 (January 1985): 35–37. http://dx.doi.org/10.1017/s0263574700001466.

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It has become a truism that the introduction of modern technology requires new skills from both management and workforce. Yet recent reports confirm that the supply of trained manpower is failing to match present and future demand. Government action may be required, but more important is the need to promote greater liaison between higher education and industry, and to move - at craft and technician level - to a standard of training already being achieved by our competitors overseas. To accomplish these objectives requires a change in our attitude to education and training.

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39

St. Pierre, Michelle, Liam Matthews, and Zach Walsh. "Cannabis education needs assessment among Canadian physicians-in-training." Complementary Therapies in Medicine 49 (March 2020): 102328. http://dx.doi.org/10.1016/j.ctim.2020.102328.

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40

Hill, Sue. "Training and education in dementia care needs a boost." Nursing Standard 25, no. 9 (November 3, 2010): 33. http://dx.doi.org/10.7748/ns.25.9.33.s46.

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41

Vardaki, Sophia, Evangelos Bekiaris, George Kanellaidis, and Filippo G. Pratico. "Addressing education and training needs of road safety auditors." Cogent Engineering 5, no. 1 (January 1, 2018): 1525814. http://dx.doi.org/10.1080/23311916.2018.1525814.

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42

Meadley, Liz, Jane Conway, and Margaret McMillan. "Education and training needs of nurses in general practice." Australian Journal of Primary Health 10, no. 1 (2004): 21. http://dx.doi.org/10.1071/py04004.

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Practice nurses have been identified as key personnel in management of patients either in the prevention of hospitalisation or follow-up post-discharge from acute settings. There is an increase in numbers of practice nurses (PNs) in Australia, but the role of nurses who work in general practice is poorly understood. There is considerable variation in the activities of PNs, which can include functions as diverse as receptionist duties, performing a range of clinical skills at the direction of the medical practitioner, and conducting independent patient assessment and education. This paper reports on an investigation of PNs? perceptions of their ongoing professional development needs, and identifies issues in providing education and training to nurses who work with general practitioners (GPs).

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43

Neff, Joan L., Mandie M. Patterson, and Sherri Johnson. "Meeting the Training Needs of Those Who Meet the Needs of Victims: Assessing Service Providers." Violence and Victims 27, no. 4 (2012): 609–32. http://dx.doi.org/10.1891/0886-6708.27.4.609.

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Despite growing awareness of crime victims’ needs for support and services, few studies have examined the training needs of those who provide such services. This research presents the results of statewide needs assessment of victims services providers (VSPs) conducted in preparation for designing a state victim assistance training academy. Respondents were asked to indicate their needs for training on various topics pertaining to victims services. Results indicate that extent of formal education and years of experience in the field are the primary determinants of reported needs for training. Respondents with less formal education and less experience in the field, regardless of the nature of their organizational position (client services vs. management), report greater needs for training. Implications for designing training programs for VSPs are discussed.

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Gallagher, Peggy, D. Michael Malone, Maria Cleghorne, and Kay A. Helms. "Perceived Inservice Training Needs for Early Intervention Personnel." Exceptional Children 64, no. 1 (October 1997): 19–30. http://dx.doi.org/10.1177/001440299706400102.

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This study investigated the inservice training needs of professionals working with children with disabilities and their families. One hundred fifteen personnel from public and private agencies assessed their current and future training needs in the areas of typical/atypical development, family systems/family involvement, assessment, program implementation/evaluation, administrative/team process, professional development, and technology. Preferences for the format and timing of training were also identified. Mean ratings for and comparisons between skills identified as more traditional and skills identified as more contemporary are provided. Two grouping factors, role and experience, were used to evaluate the extent to which personnel differed on perceived need for training in each competency area. Results are discussed relative to the extant personnel preparation literature and best practices in inservice training.

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Murphy, Anne S., Angela Fraser, June P. Youatt, Carol A. Sawyer, and Sandra L. Andrews. "Food Safety Training Needs of Child Care Providers." Early Education & Development 6, no. 3 (July 1995): 279–89. http://dx.doi.org/10.1207/s15566935eed0603_6.

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Nanda, Sanjeev, Jayanth Adusumalli, Ryan T. Hurt, Karthik Ghosh, Karen M. Fischer, Martha C. Hagenbrock, Ravindra Ganesh, et al. "Obesity Management Education Needs Among General Internists: A Survey." Journal of Primary Care & Community Health 12 (January 2021): 215013272110132. http://dx.doi.org/10.1177/21501327211013292.

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Objective The purpose of this study was to determine self-reported knowledge, attitudes, prior experience, and perceived needs for the management of overweight and obese patients within a General Internal Medicine Practice. Patients and Methods An emailed cross-sectional survey was sent between June 20, 2019 and September 12, 2019 to 194 healthcare workers (93 primary care providers (PCPs) and 101 nurses) which focused on management of patients with weight issues. Results In total, 80 of the eligible 194 participants completed the survey (nurses = 42, PCPs = 38). Up to 87% were white, 74.7% female (74.7%). Most of the responders were either in the age group of 30’s (30%) or 50’s (30%). Among the responders, 48.8% reported some type of specialty training in weight management since their medical training with lectures being the most common form of training (36%). When asked about their interest in either weight management training or strategies to initiate weight conversations, 79% of the respondents reported an interest in education on weight management or strategies to initiate weight conversations, while 65.8% indicated they would be interested in both topics. Conclusion Our study suggests that healthcare workers have a self-reported need for further training in management of overweight and obese patients, irrespective of previous training in this area.

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Test, David W., Claudia Flowers, Amy Hewitt, and Jill Solow. "Training Needs of Direct Support Staff." Mental Retardation 42, no. 5 (October 2004): 327–37. http://dx.doi.org/10.1352/0047-6765(2004)42<327:tnodss>2.0.co;2.

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Mbambo, N. P. "Physiotherapy clinical educator’s needs." South African Journal of Physiotherapy 55, no. 4 (November 30, 1999): 16–19. http://dx.doi.org/10.4102/sajp.v55i4.576.

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Physiotherapy clinicians have been involved in student clinical education since the early days of physiotherapy training. As the physiotherapy practice and student learning has changed over the last three decades, so have the role of the clinical educators. Little has been done though, to prepare or support the clinical educators in this new role which is more complex. The needs of the clinical educators in terms of their involvement in clinical education and their training for this role are established and recommendations are made to meet these needs.

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DeWitt, Dawn E., Lynne S. Robins, J. Randall Curtis та Wylie Burke. "Primary Care Residency Graduatesʼ Reported Training Needs". Academic Medicine 76, № 3 (березень 2001): 285. http://dx.doi.org/10.1097/00001888-200103000-00020.

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JOHNSON, WILLIAM L., and KAROLYN J. SNYDER. "INSTRUCTIONAL LEADERSHIP TRAINING NEEDS FOR SCHOOL PRINCIPALS." Journal of Educational Administration 24, no. 2 (February 1986): 237–53. http://dx.doi.org/10.1108/eb009918.

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