To send content items to your account,
please confirm that you agree to abide by our usage policies.
If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account.
Find out more about sending content to .
To send content items to your Kindle, first ensure firstname.lastname@example.org
is added to your Approved Personal Document E-mail List under your Personal Document Settings
on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part
of your Kindle email address below.
Find out more about sending to your Kindle.
Note you can select to send to either the @free.kindle.com or @kindle.com variations.
‘@free.kindle.com’ emails are free but can only be sent to your device when it is connected to wi-fi.
‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.
Australian mainstream school teachers report a severe shortage of accessible autism-focused resources, strategies, and professional development (PD). This 2-part mixed methods study investigated the effect of using a web-based model of practice (MoP) for PD. The MoP contains evidence-based, autism-specific educational practices and resources designed for mainstream teachers of students on the autism spectrum. The aim was to examine teacher responses to using the MoP and the impact of the mode of delivery. In Part 1, 3 PD delivery conditions for using the MoP were trialled (8 weeks): face-to-face support, online support, or web-based access to detailed resources only. Support was provided by expert autism educators. Teachers (N = 15) reported that the MoP was an accessible, comprehensive, and practical support for educational decision-making, and that support encouraged implementation of the MoP practices. Part 2 trialled a hybrid PD model in 6 regional schools. Limited face-to-face and online support plus access to the MoP was trialled. Interview data indicated that a hybrid model can be an effective method of providing immediate support for teachers.
The training of mental health practitioners has seen a growing focus on core competencies in recent years in response to the need for guidance in the implementation of evidence-based treatment of mental disorders. This chapter outlines the aims and advantages of a competency-based approach and describes existing models of competencies in the treatment of adults, children and adolescents. For the most part, existing models have focused on cognitive behavioural therapy (CBT) to the exclusion of other evidence-based approaches and on individual therapy at the expense of treatment in which family members are actively involved. We present a novel model of the therapist competencies needed for the effective delivery of evidence-based family interventions for common child and adolescent mental health disorders. The proposed framework provides a potential foundation for curricula planning and assessment in practitioner training and stands to inform evidence-based practice guidelines and future research into professional development.
In the spring of 2020, New York City was at the epicenter of the COVID-19 pandemic in the USA, resulting in disruption of TL1 and KL2-mentored Clinical and Translational Science (CTS) research at the Icahn School of Medicine at Mount Sinai (ISMMS). The impact of the pandemic on trainees’ research productivity and career plans was explored using a qualitative survey. Participant responses were analyzed using coding and categorization. Six key themes emerged: redirection of effort, reduced access to people, lack of access to resources, home as a workplace, future uncertainty, and stress and anxiety. Insight into participant experiences allows for the development of support strategies and resources to address trainee needs.
Discussions about increasing diversity in economics have ignored the role that associations play in the engagement of underrepresented economists. We continue work on diversity and inclusion in the Northeastern Agriculture and Resource Economics Association (NAREA) and other associations by analyzing membership and meeting attendance to promote diversity in economics. We estimate a vector error correction model (VECM) to identify the determinants of membership and meeting attendance and use member survey data to model membership and meeting attendance behavior. We find inequalities across gender, income, and professional status. Recommendations include locating meetings in accessible cities, increasing networking opportunities, and providing more services supporting underrepresented groups.
The emphasis on team science in clinical and translational research increases the importance of collaborative biostatisticians (CBs) in healthcare. Adequate training and development of CBs ensure appropriate conduct of robust and meaningful research and, therefore, should be considered as a high-priority focus for biostatistics groups. Comprehensive training enhances clinical and translational research by facilitating more productive and efficient collaborations. While many graduate programs in Biostatistics and Epidemiology include training in research collaboration, it is often limited in scope and duration. Therefore, additional training is often required once a CB is hired into a full-time position. This article presents a comprehensive CB training strategy that can be adapted to any collaborative biostatistics group. This strategy follows a roadmap of the biostatistics collaboration process, which is also presented. A TIE approach (Teach the necessary skills, monitor the Implementation of these skills, and Evaluate the proficiency of these skills) was developed to support the adoption of key principles. The training strategy also incorporates a “train the trainer” approach to enable CBs who have successfully completed training to train new staff or faculty.
Although several initiatives have produced core competency domains for training the translational science workforce, training resources to help clinical research professionals advance these skills reside primarily within local departments or institutions. The Development, Implementation, and AssessMent of Novel Training in Domain (DIAMOND) project was designed to make this training more readily and publicly available. DIAMOND includes a digital portal to catalog publicly available educational resources and an ePortfolio to document professional development. DIAMOND is a nationally crowdsourced, federated, online catalog providing a platform for practitioners to find and share training and assessment materials. Contributors can share their own educational materials using a simple intake form that creates an electronic record; the portal enables users to browse or search this catalog of digital records and access the resources. Since September 2018, the portal has been visited more than 5,700 times and received over 280 contributions from professionals. The portal facilitates opportunities to connect and collaborate regarding future applications of these resources. Consequently, growing the collection and increasing numbers of both contributors and users remains a priority. Results from a small subset of users indicated over half accomplished their purpose for visiting the site, while qualitative results showed that users identified several benefits and helpful features of the ePortfolio.
The European Psychiatric Association (EPA), the main association in the field of mental health in Europe, has long been supporting the development of early career psychiatrists. The EPA Early Career Psychiatrists Committee (ECPC) and its core task forces promote research activities among young psychiatrists, contribute to their professional development through organising courses and other educational events, prepare online educational materials and publications, and actively collaborate with other organisations. The EPA ECPC is always open to fostering cooperation on new professional, educational or research initiatives with early career psychiatrists from different countries.
Classroom management remains one of the greatest challenges for teachers. In this study, with 52 general and special education teachers, we examined the effectiveness of a screencast-delivered professional development program focused on classroom management practices in the first 3 days of school. Results suggest that after participating in the program, teachers report a positive change to the start of their school year across 12 different areas. Further, teachers’ classroom management self-efficacy increased significantly after completing the program, and there was a significant correlation (r = .41) between increases in classroom management self-efficacy and rate of implementation of new practices. Implications for practitioners and future directions for research are included.
There is growing evidence for both the need to manage work–life conflict and the opportunity for mentors to advise their mentees on how to do this in an academic research environment.
A multiphase approach was used to develop and implement an evidence-informed training module to help mentors guide their mentees in issues of work–life conflict. Analysis of existing data from a randomized controlled trial (RCT) of a mentor training curriculum (n = 283 mentor/mentee dyads) informed the development of a work–life mentoring module which was incorporated into an established research mentor training curriculum and evaluated by faculty at a single academic medical center.
Only 39% of mentors and 36% of mentees in the RCT indicated high satisfaction with the balance between their personal and professional lives. The majority (75%) of mentors and mentees were sharing personal information as part of the mentoring relationship which was significantly associated with mentees’ ratings of the balance between their personal and professional lives. The effectiveness of the work–life module was assessed by 60 faculty mentors participating in a mentor training program at an academic medical center from 2013 to 2017. Among the respondents to the post-training survey, 82.5% indicated they were very/somewhat comfortable addressing work–life issues with their mentees as a result of the training, with significant improvements (p = 0.001) in self-assessments of mentoring skill in this domain.
Our findings indicate that a structured training approach can significantly improve mentors’ self-reported skills in addressing work–life issues with their mentees.
The 4th International Polar Year featured a range of large international research projects and included a focus on Education and Public Outreach (EPO). ANDRILL (the ANtarctic geological DRILLing Project) was a large international (USA, New Zealand, Italy, Germany) multidisciplinary research project investigating the sedimentary record of Cenozoic ice sheet dynamics that brought approximately 160 scientists to McMurdo Station in the 2006 and 2007 field seasons, during which two > 1000 m sediment cores were successfully retrieved from the floor of the Ross Sea. ARISE (ANDRILL Research Immersion for Science Educators), the EPO arm of ANDRILL, deployed an international team of six to eight educators each season to Antarctica and embedded them with science teams. ARISE was unique in the EPO spectrum because it deployed a team of international educators together with an EPO coordinator, offered an on-ice geoscience course for the educators, and supported educator participation at both pre-ice and post-ice meetings. Conservative estimates indicate that at least 314,700 individuals have been reached directly through the wide range of ARISE EPO endeavours.
Educator field research immersion is a small subset of educator professional development (PD) opportunities, with little quantitative or qualitative evaluation of polar immersion experiences having been reported. Here, surveys of ARISE educators and scientists are used to evaluate the efficacy of the ARISE program as PD in the context of research on educator PD. Persistent and recurring themes emerging from the surveys are: (1) the positive and reinforcing impact of deployment as a team; (2) the importance of access to scientists across an extended period of time and venues; (3) the importance of ‘doing science’ as a means of learning; and (4) recognition of the senses of excitement, engagement and inspiration displayed by both educators and scientists − about drilling progress, core interpretation, and outreach plans – and the EPO audience. Key components of the program are shown to be (1) deployment of a multi-educator team; and (2) guidance and support of the EPO coordinator at all phases of the ARISE experience.
Introduction: Global health partnerships (GHPs) between high income and low income countries are a means of capacity building in education. Literature often focuses on the GHP structure and output, along with retention and experience of local trainees, but neglects the experience of involved faculty. Here, we survey Canadian teaching faculty participating in the Toronto Addis Ababa Academic Collaboration in Emergency Medicine (TAAAC-EM) to describe characteristics of participants and their experience in the program. Methods: EM faculty participating in TAAAC-EM teaching trips from 2011-2016 were invited to complete an online survey in February 2017. Teaching faculty travel for one month and undergo an extensive selection process, pre-departure training and post-trip debriefing. Quantitative and qualitative data were collected and analyzed using basic statistics and inductive thematic analyses respectively. Results: Overall, 19 (N = 30, 63.3%) faculty completed the survey, of which 13 had prior global health experiences (range 1 to > 12 months). On a scale of 1-7, participants rated their mean overall experience as a 5.9 and preparation as a 5.7. Among respondents, 79% would participate in future TAAAC-EM activities, 79% would engage in future global health endeavours, 95% said the experience improved their satisfaction of practicing clinical medicine and 89% said it improved their enjoyment of teaching medicine. However, while 58% stated they would recommend this experience without hesitation to colleagues, the remaining 42% said they would recommend this experience with caveats. This latter group had a lower rated preparedness (MD = 1.398, p = 0.003) and TAAAC-EM experience (MD = 1.545, p = 0.001). Major themes in qualitative responses included that the participants felt that intrinsic motivation and flexible predispositions were necessary to participate. Intrinsic motivation for global health involvement included appreciation and impact for GH, and personal growth. Regarding flexibility, respondents highlighted the importance of having a flexible demeanor to understand, accommodate and ethically address cultural differences and practicing in another context. Conclusion: The type of faculty to recruit for GHPs may require flexible predispositions and intrinsic motivation for GH. These qualities combined with adequate preparation can facilitate overall faculty experiences on global health trips.
As teachers seek to educate and transform lives, often with limited resources and time, they can experience varying levels of stress and emotional exhaustion, particularly if effective emotion regulation strategies are not employed. The experience of teacher stress may be heightened in alternative schools that provide educational opportunities for students who present with complex needs and are ‘at-risk’ of withdrawing from the conventional school system. This case study explored the perceived outcomes of a 6-week school-based mindfulness program to manage stress and support the emotion regulation of four teachers at a metropolitan Australian alternative school. The study took a mixed-methods approach to data collection, which included self-report questionnaires, interview responses and journal reflections. A number of limitations, such as small sample size and lack of experimental design, had an impact on the generalisability of the study’s findings. However, a range of beneficial outcomes emerged in association with the mindfulness program, revealing that participants experienced increased levels of both mindfulness and emotion regulation ability, in conjunction with decreased stress and emotional exhaustion levels.
This article describes the well-developed and long-standing medical ethics teaching programs in both of New Zealand’s medical schools at the University of Otago and the University of Auckland. The programs reflect the awareness that has been increasing as to the important role that ethics education plays in contributing to the “professionalism” and “professional development” in medical curricula.
In recent years, researchers have worked closely with parents, teachers, other school staff, and external stakeholders to increase knowledge on ways to effectively teach children and adolescents with disabilities in mainstream school settings. State, national, and global directives have encouraged the implementation of research-based practices and contributed to advocacy efforts for students with and without disabilities. In a longitudinal comparative case study, Grima-Farrell (2017) responded to these movements by striving to enhance teacher knowledge on how to effectively implement and sustain the use of validated teaching approaches to maximise the student engagement and success of all students. This paper specifically reports on the school-based efforts of 6 experienced teachers as they strive to implement research-based practices to respond to the diverse needs of their students. Results are presented using the research-to-practice model (Grima-Farrell, 2017) as a conceptual framework for guiding instructional decision-making through the implementation and sustained use of validated educational research approaches.
Graduate training programs often produce technically ‘savvy’ scientists with inadequate non-technical skill sets essential for workplace success. The challenges associated with lack of non-technical competency may be exacerbated in highly specialized fields such as seed science. This brief communication describes recent efforts conducted at the 12th Triennial Conference of the International Society for Seed Science to address non-technical skill development for pre-career professionals. Furthermore, I propose a few adaptable ideas to begin confronting the divide between graduate education and professional development.
Although researchers have developed evidence-based practices and identified other effective practices that show promise for improving outcomes for students with disabilities, these practices are all too frequently not used in inclusive classrooms. Some have posited that this research-to-practice gap may result because teachers lack confidence in these practices and do not find them feasible for use in their classrooms. More recently, researchers have begun to examine whether teacher education may contribute to this research-to-practice gap. We contend that teacher preparation is an important contributor to the research-to-practice gap, and discuss how teacher preparation might be changed to better prepare teachers to use effective practices in inclusive classrooms. Primary changes that are needed include identifying a set of high-leverage practices that serve as the core curriculum of teacher education and using a practice-based approach to systematically prepare future teachers to use these practices.
Noting the upstream positioning of sustainable food systems (SFS) to multiple global crises, the present review described examples of emerging and promising practices to support SFS-oriented education, practical training (PT) and continuing professional development (CPD) among trainees and public health practitioners (PHP). A secondary objective was to compile the evidence into practical considerations for educators, supervising practitioners and professional associations.
A scoping review of the literature published between 2007 and 2017 was conducted in May 2017 using four databases: CINAHL, MEDLINE, Scopus and HSSA, along with bibliography hand-searching and expert consultation. Articles were screened for relevance and specificity by independent raters.
Nineteen articles were included for analysis. Two-thirds of the articles related to dietitians and public health nutritionists. Emerging practices included curriculum-based considerations, incorporation of ‘sustainability’ within professional competencies and self-reflection related to SFS. Descriptions of SFS-related education, PT and CPD practices appeared largely in the literature from developed countries. Articles converged on the need for ecosystems, food systems and sustainability considerations within and across practice to support current and future practitioners.
There is growing interest in SFS but guidance to support educators and preceptors is lacking. Updates to dietary guidelines to reflect issues of sustainability are a timely prompt to examine the education, training and development needs of trainees and PHP. Practical examples of emerging practices can empower PHP to promote SFS in all areas of practice. More research is needed to address identified gaps in the literature and to improve SFS-specific education, PT and CPD.