This book explains the importance to acquire complex problem-solving in today’s job environment. The book describes how to use five problem-centered methods to design training for real-world complex problem-solving skills. The book briefly describes the five methods in the context of the complex problem-solving skills - Problem-based learning (PBL), Project-based learning, Scenario-based learning (SBL), Case-based learning method (CBL), and Simulation-based learning. The book also specifies six research-based guidelines, and how training experts can design a training (...) curriculum that ensures acquiring and accelerating complex problem-solving skills in any complex domain. (shrink)

While training design choices seem amoral, they interact to determine training (in)effectiveness, potentially harming/benefiting trainees and organizations. These moral implications intensify when training is administered at scale (e.g., e-training) and focuses on social issues like sexual harassment (hereafter, SH). In fact, research on SH training shows it can elicit trainees’ gender-based biases against content messengers. We suggest that one such bias, resulting from messenger gender-occupation incongruence and influencing training effectiveness, is lowered perceptions of (...) the messenger’s integrity. We also investigate whether rich media will increase or decrease this perceived integrity penalty. Using an excerpt from real SH e-training and a sample [_N_ = _210_] consistent with the targeted training audience, we conducted a 2 × 2 × 2 relative comparison experiment (messenger gender x messenger occupation x media richness) and tested a moderated mediation model of the interactive effects of messenger gender-occupation incongruence and media richness on trainees’ perceptions of messenger integrity and training outcomes. Results suggest that trainees’ perceptions of messenger integrity decrease when the messenger’s gender is incongruent with their occupation, leading to worse outcomes in text-based training. These effects, however, are mitigated by increased media richness, providing support for media richness theory. Implications for researchers and practitioners are discussed. (shrink)

Trainers often use information from previous learning sessions to design or redesign a course. Although universities conducted numerous research integrity training in the past decades, information on what works and what does not work in research integrity training are still scattered. The latest meta-reviews offer trainers some information about effective teaching and learning activities. Yet they lack information to determine which activities are plausible for specific target groups and learning outcomes and thus do not support course (...) class='Hi'>design decisions in the best possible manner. This article wants to change this status quo and outlines an easy-to-use taxonomy for research integrity training based on Kirkpatrick’s four levels of evaluation to foster mutual exchange and improve research integrity course design. By describing the taxonomy for research integrity training (TRIT) in detail and outlining three European projects, their intended training effects before the project started, their learning outcomes, teaching and learning activities, and their assessment instruments, this article introduces a unified approach. This article gives practitioners references to identify didactical interrelations and impacts and (knowledge) gaps in how to (re-)design an RI course. The suggested taxonomy is easy to use and enables an increase in tailored and evidence-based (re-)designs of research integrity training. (shrink)

This book deals with solving a pressing organizational challenge of bringing employees up to speed faster. In the fast-paced business world, organizations need faster readiness of employees to handle the complex responsibilities of their jobs. The author conducted an extensive doctoral research study with 85 global experts across 66 project cases to explore the practices and strategies that were proven to reduce time to proficiency of employees in a range of organizations worldwide. This book provides the readers with a first-hand (...) account of findings exclusively related to training and learning strategies, instructional methods, and curriculum design. This book delivers over 21 training and learning strategies across online learning, classroom instructions, and on-the-job learning. These strategies will allow training designers and learning specialists to design workplace training programs that hold the potential to shorten time to proficiency of employees. The book not only describes findings of the study and theoretical underpinnings, but it also provides practical guidance for implementation to equip corporate learning specialists, HR professionals, training leaders, performance consultants, and direct managers. (shrink)

Tennis players have more physical training content, and the training items are complex. For athletes, training programs that adapt to their individual characteristics should be formulated according to their physical characteristics. The current development of big data has brought about changes in thinking, management, and business models. The combination of complex systems and big data can also make breakthroughs in the sports field. Based on this, this article proposes a tennis player training schedule intelligent formulation system (...) based on complex system big data. First of all, this article adopts the literature data method, comparative analysis method, experimental analysis method, etc., in-depth study of the concepts of big data, complex system, and the physical structure characteristics of tennis sports. This paper designs an intelligent system for making tennis players’ training schedule, which collects, transforms, and integrates tennis training data through the characteristics of big data. Then, the dynamic time regulation of tennis is performed through a complex system, and finally, the experimental system is analyzed. This article mainly analyzes the comparison of physical indicators between the experimental group and the control group before and after the experiment, the evaluation indicators of sports events, the strength training effects of tennis events, and the analysis of shoulder joint tests. There is no significant difference between the experimental group and the control group in the items before the experiment, P > 0.05, which suggests that the physical fitness of the two groups of athletes is similar; in the posttest data, the experimental group and the control group have significant differences, P < 0.05, indicating an effect from the experiment. In particular, in fan running, forward and backward strokes, and the serve, the scores of the experimental group were higher than those of the control group, indicating that the use of the formulated training system demonstrated significant results. (shrink)

This exploratory enquiry seeks to examine the largely unexplored potential of semiotics for intercultural training and education. The proposed three-partdiscussion describes the process by which semiotic theoretical principles were selected and progressively refined into an applied model which was then pilotedthrough a 2007 research initiative entitled Tools for Cultural Development. The case study involved six groups of French and Australian trainees from both theacademic and professional sectors, in collaboration with university, government and community partners. The first part of the (...) article summarizes a review of theliterature on approaches to cultural competence training. The study then outlines the transcoding process by which the stated objectives of intercultural educationwere reformulated in semiotic terms, particularly in reference to cultural semiotics on which the theoretical core of the applied model was subsequently based.Relevant principles from other semiotic schools as well as similar theoretical and methodological stances in the social sciences reinforced the established body of theory for the training design. The third part of the study discusses the process by which semiotic principles were further defined as skill-based outcomes and goals for workshop implementation. This pragmatic defining process facilitated development of questionnaires and surveys, thereby allowing participants to evaluate the training experience by examining their perceptions about the workshop outcomes at the beginning and end of the sessions. This article presents the quantitative results of the evaluation and, in discussing the gains and limits of data obtained, provides the context for a follow-up article on the qualitative findingsof the study. (shrink)

This exploratory enquiry seeks to examine the largely unexplored potential of semiotics for intercultural training and education. The proposed three-partdiscussion describes the process by which semiotic theoretical principles were selected and progressively refined into an applied model which was then pilotedthrough a 2007 research initiative entitled Tools for Cultural Development. The case study involved six groups of French and Australian trainees from both theacademic and professional sectors, in collaboration with university, government and community partners. The first part of the (...) article summarizes a review of theliterature on approaches to cultural competence training. The study then outlines the transcoding process by which the stated objectives of intercultural educationwere reformulated in semiotic terms, particularly in reference to cultural semiotics on which the theoretical core of the applied model was subsequently based.Relevant principles from other semiotic schools as well as similar theoretical and methodological stances in the social sciences reinforced the established body of theory for the training design. The third part of the study discusses the process by which semiotic principles were further defined as skill-based outcomes and goals for workshop implementation. This pragmatic defining process facilitated development of questionnaires and surveys, thereby allowing participants to evaluate the training experience by examining their perceptions about the workshop outcomes at the beginning and end of the sessions. This article presents the quantitative results of the evaluation and, in discussing the gains and limits of data obtained, provides the context for a follow-up article on the qualitative findingsof the study. (shrink)

This paper describes the experience of an academic institution, the Queensland University of Technology (QUT), developing training courses about research integrity practices in authorship, publication, and Journal Peer Review. The importance of providing research integrity training in these areas is now widely accepted; however, it remains an open question how best to conduct this training. For this reason, it is vital for institutions, journals, and peak bodies to share learnings.We describe how we have collaborated across our institution (...) to develop training that supports QUT’s principles and which is in line with insights from contemporary research on best practices in learning design, universal design, and faculty involvement. We also discuss how we have refined these courses iteratively over time, and consider potential mechanisms for evaluating the effectiveness of the courses more formally. (shrink)

In order to solve the problems of poor physical fitness of college students and low efficiency of college sport venues' management, an intelligent sports management system based on deep learning technology is designed by using information technology and human-computer interaction under artificial intelligence. Based on the Browser/Server structure, the intelligent sports management system is constructed. The basic framework of Spring Cloud is used to integrate the framework and components of each part, and a distributed microservice system is built. The artificial (...) intelligence recommendation algorithm is used to analyze the user's age, body mass index, and physical health status, and recommend sports programs suitable for students, thus realizing the intelligent sports program recommendation function. At the same time, the recommendation algorithm is used to complete the course recommendation according to the students' preferences, teaching distance, opening time, course evaluation, and other indexes, and the course registration system is constructed; after the analysis of the entity and the relationship between the entities of the intelligent sports system, the database relational model of the system is designed with the entity relationship diagram. The results of the functional test show that the system can run well. In conclusion, the sports training environment instructional system based on artificial intelligence and deep learning technology can meet the teaching needs of colleges, improve the sports' quality for college students, and promote psychological education. (shrink)

Previous accounts of how people develop expertise have focused on how deliberate practice transforms the cognitive and perceptual representations and processes that give rise to expertise. However, the likelihood of developing expertise with a particular tool may also depend on the degree to which that tool fits pre‐existing perceptual and cognitive abilities. The present studies explored whether the abacus—a descendent of the first human computing devices—may have evolved to exploit general biases in human visual attention, or whether developing expertise with (...) the abacus requires learning special strategies for allocating visual attention to the abacus. To address this question, we administered a series of visual search tasks to abacus experts and subjects who had little to no abacus experience, in which search targets and distractors were overlaid atop abacus “beads.” Across three studies, we found that both experts and naïve subjects were faster to detect targets in semantically relevant components of the abacus, suggesting that abacus training is not required to exhibit attentional biases toward these components of the abacus. This finding suggests that the attentional biases that scaffold numerical processing of the abacus may emerge from general properties of visual attention that are exploited by the design of the abacus itself. (shrink)

ABSTRACT The demand for basic research ethics training has grown considerably in the past few years. Research and education organizations face the challenge of providing this training with limited resources and training tools available. To meet this need, Family Health International (FHI), a U.S.‐based international research organization, recently developed a Research Ethics Training Curriculum (RETC). It was designed as a practical, user‐friendly tool that provides basic, up‐to‐date, standardized training on the ethics of human research. The (...) curriculum can easily be adapted to different audiences and training requirements. The RETC was reviewed by a group of international experts and field tested in five countries. It is available in English, French, and Spanish as a three‐ring binder and CD‐ROM, as well as on the Web. It may be used as either an interactive self‐study program or for group training. (shrink)

There exists in academic medicine a core ethical issue that is seldom pursued: trainees are frequently not the best person in the operating room at a given intervention being performed, and yet as a profession we understand a fundamental need to afford them opportunities to perform. Academic centres are traditionally associated with a higher quality of care than non-academic centres, suggesting that practical measures exist within teaching hospitals that effectively mask the clinical discrepancies between trainees and their preceptors. Nonetheless, we (...) are bound by our ethical commitments as physicians to balance the obligations of care with the duty to teach. In order to ethically validate the model of ‘surgeon as teacher’, we propose that there must be a reconciliation of the tensions between traditional professional values in medicine with the constraints inherent in a time-bound utilitarian medical system. Ultimately, we must consciously accept that ensuring the longitudinal availability of skilled surgeons in society aligns more closely with our core ethical obligations as outlined in the social contract that medical professionals maintain with the general public than does the ethical demand to provide unreservedly individual-focused patient care. It is the duty of individual practitioners, as a necessity of lineage to maintain and fulfil our greater duties to society, to foster deontological relationships where possible within this utilitarian system while accepting short-term imperfection in our practice. There are no data in this manuscript. (shrink)

To effectively improve the efficiency of international service design talent training and make it more in line with society's needs, we analyze the current status of international service design talent training and its professional training focus. Based on the above problems, from the perspective of cognitive psychology, artificial intelligence and human–computer interaction technology are used to construct the international service design talent training mode of the HCI intelligent service robot. This mode can be (...) used to solve the existing teaching problems by using novel means to ensure the quality of teaching. Finally, through the actual analysis of teaching cases, the effectiveness of the proposed talent training mode is verified. The HCI system is based on knowledge of cognitive psychology. According to the characteristics and functions of an educational robot, the robot is combined with traditional teaching activities, and the robot-assisted talent training mode is designed. Robot-assisted talent training is a feasible training method that can improve the efficiency of talent training. Students have confidence in their learning skills before the course, and the confidence is further strengthened after the end of the course. After the course, the students have a stronger sense of cooperation. This study can provide theoretical ideas for the research of international service talent training mode. (shrink)

Previous work has shown that concerns of breast cancer patients after finishing radiotherapy are responsive to conversations with radiographers during the treatment period. This study seeks to further understand radiographer and patient experiences, determine shared priorities for improvement in clinical interaction and develop communication guidelines and training to help radiographers support patients.Methods: Using the principles of Experience-Based Co-Design, semi-structured interviews were held with N = 4 patients and N = 4 radiographers, followed by feedback events to validate findings. (...) Patients and radiographers exchanged experiences in a joint co-design session, agreed with shared priorities and generated ideas for further support. A survey was conducted for process evaluation. To scale up findings, UK-wide representatives from patient networks and radiographers and managerial staff provided consultative input utilizing an iterative, adaptive procedure.Results: Radiographers expressed a need for support with “difficult conversations,” especially those on Fear of Cancer Recurrence, and their appropriate management. Important pointers for reassuring communication were identified, including: being treated like a person, knowing what to expect, and space to ask questions. The co-design process was rated positively by both staff and patients. Thematic collation of findings and mapping these on literature evidence resulted in the “KEW” communication guidelines for radiographers: Know, Encourage, Warmth. National stakeholder consultations validated and helped fine-tune the training model. The resulting training package, included: trigger videos, a simulated patient scenario and interactive handouts on fears of cancer recurrence and the patient pathway.Conclusions: The co-design process captured good practice to help standardize quality in empathic communication in the radiotherapy service. The resulting KEW: Know, Encourage, Warmth guidelines, and training package are user-centered as well as evidence-based. Supplementing single-site co-design with national consultative feedback allows for the development of interventions that are relevant to the clinical practice, even in detail, and helps to generate appropriate buy-in for roll out on a wider scale after evaluation.Trial Registration:www.ClinicalTrials.gov ID: NCT03468881. (shrink)

The detection of moving targets is to detect the change area in a sequence of images and extract the moving targets from the background image. It is the basis. Whether the moving targets can be correctly detected and segmented has a huge impact on the subsequent work. Aiming at the problem of high failure rate in the detection of sports targets under complex backgrounds, this paper proposes a research on the design of an intelligent background differential model for (...) class='Hi'>training target monitoring. This paper proposes a background difference method based on RGB colour separation. The colour image is separated into independent RGB three-channel images, and the corresponding channels are subjected to the background difference operation to obtain the foreground image of each channel. In order to retain the difference of each channel, the information of the foreground images of the three channels is fused to obtain a complete foreground image. The feature of the edge detection is not affected by light; the foreground image is corrected. From the experimental results, the ordinary background difference method uses grey value processing, and some parts of the target with different colours but similar grey levels to the background cannot be extracted. However, the method in this paper can better solve the defect of misdetection. At the same time, compared with traditional methods, it also has a higher detection efficiency. (shrink)

Due to the development of global economy and increased geographical and occupational mobility, communication with people from multicultural backgrounds has become commonplace in many healthcare institutions. As the demographic profiles of both patients and medical personnel are increasingly varied, intercultural competence has become an integral component of English for Medical Purposes training. However, are medical students generally familiar with the notion of intercultural competence? What intercultural aspects should they be aware of in order to practise effectively when they graduate? (...) The aim of this article is to present medical students′ understanding of IC based on a survey conducted among undergraduate learners at the Medical University of Bialystok, Poland. The article begins with a discussion on intercultural competence in the context of health care. Following this, a discussion on why intercultural competence needs to be incorporated and used in Medical English programmes is presented. (shrink)

OBJECTIVE: (a) To measure the effect of a guideline-based training on the performance of ontology developers compared with the performance after unspecific training by a competency question based evaluation; and (b) to provide empirical evidence for the applicability of competency questions in formal ontology evaluation in general. BACKGROUND: A close connection between ontology development and ontology evaluation as quality management procedure can been attained with the use of competency questions. Competency questions are often used as a semi-formal specification (...) of requirements for an ontology under development. Hence they can also be used as evaluation instruments, in order to check how far an ontology fulfills these requirements. METHODS: A randomized controlled trial was conducted with two groups of 12 students each. The intervention consisted in a differential guideline-based training on ontology development vs. unspecific training. After a group-specific training focusing on three topics per group, performance of students was assessed with 12 exercises (2 exercises per topic), in which the students had to apply their skills. Different types of competency questions were elaborated for the analysis of the students' ontologies. We used the proportion of correct answers as a measure of ontology quality. RESULTS: On single topic level, the performance of ontology developers increased after guideline-based training for two out of the six topics: it increased from a proportion of 0.46 to 0.63 for the topic Process \& Participation and from 0.44 to 0.53 for the topic Collective Material Entity. In regression analysis, a positive correlation was shown between the performance of students on untrained topics and the performance after specific guideline-based training. Moreover, in multiple regression analysis an overall effect of specific training of 0.09 was calculated (p < 0.1). CONCLUSION: The results show an effect of a specific guideline-based training on the performance of ontology developers compared to the performance after unspecific training by an increase of about 10 \% on the rate of correct competency questions. In addition, this study has shown the general applicability of competency questions in a formal ontology evaluation scenario. However, the study also shows that the training of ontology developers and their performance evaluation is a tedious task. The resulting performance of ontology developers is more dependent on the a priori individual competencies than on the specific acquired skills after training. (shrink)

Background: As actors with the key responsibility for the protection of human research participants, Research Ethics Committees (RECs) need to be competent and well-resourced in order to fulfil their roles. Despite recent programs designed to strengthen RECs in Africa, much more needs to be accomplished before these committees can function optimally.Objective: To assess training needs for biomedical research ethics evaluation among targeted countries.Methods: Members of RECs operating in three targeted African countries were surveyed between August and November 2007. Before (...) implementing the survey, ethical approvals were obtained from RECs in Switzerland, Cameroon, Mali and Tanzania. Data were collected using a semi-structured questionnaire in English and in French.Results: A total of 74 respondents participated in the study. The participation rate was 68%. Seventy one percent of respondents reported having received some training in research ethics evaluation. This training was given by national institutions (31%) and international institutions (69%). Researchers and REC members were ranked as the top target audiences to be trained. Of 32 topics, the top five training priorities were: basic ethical principles, coverage of applicable laws and regulations, how to conduct ethics review, evaluating informed consent processes and the role of the REC.Conclusion: Although the majority of REC members in the targeted African countries had received training in ethics, they expressed a need for additional training. The results of this survey have been used to design a training program in research ethics evaluation that meets this need. (shrink)

In the present study, we use a training design in two experiments to examine whether bilingual language switching facilitates two components of cognitive control, namely monitoring and inhibitory control. The results of Experiment 1 showed that training in language switching reduced mixing costs and the anti-saccade effect among bilinguals. In Experiment 2, the findings revealed a greater decrease of mixing costs and a smaller decrease of the anti-saccade effect from pre- to post-training for the language switching (...) training group compared to the L2 training group. Overall, the results suggest that extensive exercise in monitoring and inhibitory control among languages in an experimental setting may enhance the corresponding components of cognitive control. We discuss these findings in the context of the relationship between bilingual language control and executive control. (shrink)

The quality of the educational experience for students may be at risk if they are not taught in ways that are effective and pertinent. While educational institutions (administrators, faculty senates or a combination) may try to compel faculty members to gain knowledge of and utilize up-to-date learning and instructional design strategies, these faculty members may baulk at this mandate, citing academic freedom as their right to design their courses in any way they see fit. Following is a discussion (...) exploring the issue, suggesting that regardless of how academic freedom is interpreted, faculty members have an ethical obligation to deliver instruction in ways that do not violate students' rights to learn. Consequently, institutions have a right as well as a duty to compel their faculty members to follow through with this obligation. (shrink)

Euphemistically named “pull-ups” are a visually engaging and increasingly engineeredsanitaryproduct designed to capture a market that less than one generation ago was toilet trained at the age of the girl pictured on the packaging.

Making adaptive choices between solution strategies is a central element of contemporary mathematics education. However, previous studies signal that students make suboptimal choices between mental and written strategies to solve division problems. In particular, some students of a lower math ability level appear inclined to use mental strategies that lead to lower performance. The current study uses a pretest-training-posttest design to investigate the extent to which these students’ choices for written strategies and performance may be increased. Sixth graders (...) of below-average mathematics level (N = 147) participated in one of two training conditions: an explicit-scaffolding training designed to promote writing down calculations or a practice-only training where strategy use was not explicitly targeted. Written strategy choices and performance increased considerably from pretest to posttest for students in both training conditions, but not in different amounts. Exploratory results suggest that students’ strategy choices may also be affected by their attitudes and beliefs and the sociocultural context regarding strategy use. (shrink)

The purpose of the study was to solve the problem of the mismatching between the supply and demand of the talents that universities provide for society, whose major is communication design. The correlations between social post demand and university cultivation, as well as between social post demand and the demand indexes of enterprises for posts, are explored under the guidance of University-Industrial Research Collaboration. The backpropagation neural network is used, and the advantages of the Seasonal Autoregressive Integrated Moving Average (...) model model are combined to design the SARIMA-BPNN model after the relevant parameters are adjusted. Through the experimental analysis, it is found that the error of the root mean square of the designed SARIMA-BP model in post prediction is 7.523 and that of the BPNN model is 16.122. The effect of the prediction model that was designed based on deep learning is smaller than that of the previous model based on the neural network, and it can predict future posts more accurately for colleges and universities. Guided by the “University-Industrial Research Collaboration,” students will have more practice in the teaching process in response to social needs. “University-Industrial Research Collaboration” guides the teaching direction for communication design majors and can help to cultivate communication design talents who are competent for the post provided. (shrink)

There is a deluge of AI-assisted decision-making systems, where our data serve as proxy to our actions, suggested by AI. The closer we investigate our data (raw input, or their learned representations, or the suggested actions), we begin to discover “bugs”. Outside of their test, controlled environments, AI systems may encounter situations investigated primarily by those in other disciplines, but experts in those fields are typically excluded from the design process and are only invited to attest to the ethical (...) features of the resulting system or to comment on demonstrations of intelligence and aspects of craftmanship after the fact. This communicative impasse must be overcome. Our idea is that philosophical and engineering considerations interact and can be fruitfully combined in the AI design process from the very beginning. We embody this idea in the role of a philosopher engineer. We discuss the role of philosopher engineers in the three main design stages of an AI system: deployment management (what is the system’s intended use, in what environment?); objective setting (what should the system be trained to do, and how?); and training (what model should be used, and why?). We then exemplify the need for philosopher engineers with an illustrative example, investigating how the future decisions of an AI-based hiring system can be fairer than those contained in the biased input data on which it is trained; and we briefly sketch the kind of interdisciplinary education that we envision will help to bring about better AI. (shrink)

The main goal of this article is to explain the transdisciplinary training model developed at the National University of Education in Ecuador, based on the ancestral worldviews of Buen Vivir. Good Living is a philosophical and political concept of the Kichwa indigenous peoples in the Andean Region, where human beings are interconnected with planet Earth and the whole cosmos. In 2008, Ecuador became the first country in the world to recognize the Rights of Nature in its Constitution, in order (...) to face climate change and to restore the ecological footprint. This article first unifies scientific knowledge with ancestral wisdom, creating an inter-epistemological dialogue using a transdisciplinary approach. Second, the article explores the epistemological notions of transdisciplinary education: self-training, hetero-training, eco-training, and onto-training. Third, the article argues that as a result, Educational Sciences of Good Living emerged to design regenerative cultures that face socio-ecological challenges of the Anthropocene age. In sum, the article argues that training transdisciplinary educators implies an intercultural, decolonial, and biocentric approach that promotes their inner spiritual self-awareness, among other perceptive, affective, emotional, rhetorical, poetic, epistemic, creative, artistic, cognitive, and philosophical dimensions. (shrink)

In the exploratory study reported here, we tested the efficacy of an intervention designed to train teenagers with Möbius syndrome (MS) to increase the use of alternative communication strategies (e.g., gestures) to compensate for their lack of facial expressivity. Specifically, we expected the intervention to increase the level of rapport experienced in social interactions by our participants. In addition, we aimed to identify the mechanisms responsible for any such increase in rapport. In the study, five teenagers with MS interacted with (...) three naïve participants without MS before the intervention, and with three different naïve participants without MS after the intervention. Rapport was assessed by self-report and by behavioral coders who rated videos of the interactions. Individual non-verbal behavior was assessed via behavioral coders, whereas verbal behavior was automatically extracted from the sound files. Alignment was assessed using cross recurrence quantification analysis and mixed-effects models. The results showed that observer-coded rapport was greater after the intervention, whereas self-reported rapport did not change significantly. Observer-coded gesture and expressivity increased in participants with and without MS, whereas overall linguistic alignment decreased. Fidgeting and repetitiveness of verbal behavior also decreased in both groups. In sum, the intervention may impact non-verbal and verbal behavior in participants with and without MS, increasing rapport as well as overall gesturing, while decreasing alignment. (shrink)

Until recently, moral case deliberation (MCD) sessions have mostly been facilitated by external experts, mainly professional ethicists. We have developed a train the facilitator programme for healthcare professionals aimed at providing them with the competences needed for being an MCD facilitator. In this paper, we present the first results of a study in which we evaluated the programme. We used a mixed methods design. One hundred and twenty trained healthcare professionals and five trainers from 16 training groups working (...) in different healthcare organisations throughout the Netherlands were included. After completion of the programme, participants feel sufficiently confident and equipped to facilitate an MCD session. Feeling competent does not mean that participants have no doubts or questions left. Rather, they are aware of their limitations and see the need for continuous learning. According to the respondents, the actual exercise of facilitating MCD during and in between the training sessions contributed most to the development of competences necessary for being an MCD facilitator. Respondents without prior experience of participating in MCD sessions felt less competent after the training than those who had participated in MCD sessions before. Self-attributed competence varied between participants with different professional backgrounds. (shrink)

Background: The high disease burden of Africa, the emergence of new diseases and efforts to address the 10/90 gap have led to an unprecedented increase in health research activities in Africa. Consequently, there is an increase in the volume and complexity of protocols that ethics review committees in Africa have to review. Methods: With a grant from the Bill and Melinda Gates Foundation, the African Malaria Network Trust (AMANET) undertook a survey of 31 ethics review committees (ERCs) across sub-Saharan Africa (...) as an initial step to a comprehensive capacity-strengthening programme. The number of members per committee ranged from 3 to 21, with an average of 11. Members of 10 institutional committees were all from the institution where the committees were based, raising prima facie questions as to whether independence and objectivity could be guaranteed in the review work of such committees. Results: The majority of the committees (92%) cited scientific design of clinical trials as the area needing the most attention in terms of training, followed by determination of risks and benefits and monitoring of research. The survey showed that 38% of the ERC members did not receive any form of training. In the light of the increasing complexity and numbers of health research studies being conducted in Africa, this deficit requires immediate attention. Outcome: The survey identified areas of weakness in the operations of ERCs in Africa. Consequently, AMANET is addressing the identified needs and weaknesses through a 4-year capacity-building project. (shrink)

The debate about experience-based or tacit knowledge has focused much attention on the limits to formalisation of work process knowledge. A main line of argument has been that, for example, industrial work even with highly advanced technical equipment can only be performed adequately when the worker through experience on the job has gained a feel for the functioning of the machinery and the properties and behaviour of the materials. In this debate links tend to be created between on the one (...) hand formalised-abstracted-verbal knowledge as opposed to on the other hand informalised-concrete-tacit knowledge. We have worked for some years with the design of training materials which at its core have video documentation of best practice as we have found it at work. In this paper we will present and discuss experience with design and use of a hypermedia type training material, SPRING to be used by new machine setters in the spring industry. Based on our own experience we will argue for the relevance of this type of training materials as a means of supporting reflection and dialogue in the community of practitioners. (shrink)

Background: Despite an increase in health research conducted in Africa, there are still inadequate human resources with research ethics training and lack of local long-term training opportunities in research ethics. A research ethics training program named United States-Mali Research Ethics Training Program (US-Mali RETP) was established through a partnership between the George Washington University Milken Institute School of Public Health (GWSPH), USA and University of Sciences, Techniques & Technologies of Bamako (USTTB), to address the critical need (...) for improved bioethics training, leadership, and policy in Mali. Methods: The aims of the capacity building programme are achieved by leveraging US and Africa-based expertise to strengthen research ethics education and capacity through: (1) intensive faculty development to design ethics training curricula; (2) development of a research ethics specialization within the existing Masters of Public Health program (MPH); and (3) establishing professional development courses through short-term training workshops and webinars to address research and professional needs in ethics. Results: The program will strengthen USTTB’s capacity of research ethics by training at least 15 MPH students over 5 years to prepare the next generation of ethics researchers. During the first two years of the program, a new ethics training curricula was developed, two cohorts of Master’s students were enrolled, and a series of webinars and workshops were conducted with participation of Malian and international researchers. Conclusions: US-Mali RETP will promote a sustainable bioethics enterprise at USTTB, and enable dissemination of research ethics training to increase health research capacity in Mali. (shrink)

IntroductionClinical ethics committees (CECs) support and enhance communication and complex decision making, educate healthcare professionals and the public on ethical matters and maintain standards of care. However, a consistent approach to training members of CECs is lacking. A systematic scoping review was conducted to evaluate prevailing CEC training curricula to guide the design of an evidence-based approach.MethodsArksey and O’Malley’s methodological framework for conducting scoping reviews was used to evaluate prevailing accounts of CEC training published in six (...) databases. Braun and Clarke’s thematic analysis approach was adopted to thematically analyse data across different healthcare and educational settings.Results7370 abstracts were identified, 92 full-text articles were reviewed and 55 articles were thematically analysed to reveal four themes: the design, pedagogy, content and assessment of CEC curricula.ConclusionFew curricula employ consistent approaches to training. Many programmes fail to provide CEC trainees with sufficient knowledge, skills and experience to meet required competencies. Most programmes do not inculcate prevailing sociocultural, research, clinical and educational considerations into training processes nor provide longitudinal support for CEC trainees. Most CEC training programmes are not supported by host institutions threatening the sustainability of the programme and compromising effective assessment and longitudinal support of CEC trainees. While further reviews are required, this review underlines the need for host organisations to support and oversee a socioculturally appropriate ethically sensitive, clinically relevant longitudinal training, assessment and support process for CEC trainees if CECs are to meet their roles effectively. (shrink)

In Spain before the 1990s there was no clear and explicit comprehensive training for future engineers with regard to social responsibility and social commitment. Following the Spanish university curricular reform, which began in the early 1990s, a number of optional subjects became available to students, concerning science, technology and society (STS), international cooperation, the environment and sustainability. The latest redefinition of the Spanish curriculum in line with the Bologna agreements has reduced the number of non-obligatory subjects, but could lead (...) to improving preparation for social responsibility due to the requirement that the design of curricula and the assessment of students should be based on competencies, some of which include human values and attitudes. (shrink)

Societal pressures, accreditation organizations, and licensing agencies are emphasizing the importance of ethics in the engineering curriculum. Traditionally, this subject has been taught using dogma, heuristics, and case study approaches. Most recently a number of organizations have sought to increase the utility of these approaches by utilizing the Internet. Resources from these organizations include on-line courses and tests, videos, and DVDs. While these individual approaches provide a foundation on which to base engineering ethics, they may be limited in developing a (...) student’s ability to identify, analyze, and respond to engineering ethics situations outside of the classroom environment. More effective approaches utilize a combination of these types of approaches. This paper describes the design and development of an internet based interactive Simulator for Engineering Ethics Education. The simulator places students in first person perspective scenarios involving different types of ethical situations. Students must gather data, assess the situation, and make decisions. This requires students to develop their own ability to identify and respond to ethical engineering situations. A limited comparison between the internet based interactive simulator and conventional internet web based instruction indicates a statistically significant improvement of 32% in instructional effectiveness. The simulator is currently being used at the University of Houston to help fulfill ABET requirements. (shrink)

This paper presents a gamified motor imagery brain-computer interface (MI-BCI) training in immersive virtual reality. Aim of the proposed training method is to increase engagement, attention, and motivation in co-adaptive event-driven MI-BCI training. This was achieved using gamification, progressive increase of the training pace, and virtual reality design reinforcing the body ownership transfer (embodiment) into the avatar. From the 20 healthy participants performing 6 runs of 2-class MI-BCI training (left/right hand), 19 were trained for (...) a basic level of MI-BCI operation, with average peak accuracy in the session equal to 75.84\%. This confirms the proposed training method succeeded in improvement of the MI-BCI skills; moreover, participants were leaving the session in high positive affect. Although the performance was not directly correlated to the degree of embodiment, subjective magnitude of the body ownership transfer illusion correlated with the abilities to modulate the sensorimotor rhythm. (shrink)

The purpose of this paper is to examine the various guidelines presented in the literature for instituting an ethics curriculum and to empirically study their effectiveness. Three questions are addressed concerning the trainability of ethics material and the proper integration and implementation of an ethics curriculum. An empirical study then tested the effect of ethics training on moral awareness and reasoning. The sample consisted of two business classes, one exposed to additional ethics curriculum (experimental), and one not exposed (control). (...) For the experimental group, ethics exercises and discussion relevant to each topic were completed. Findings suggested gender differences such that, relative to other groups, women in the experimental group showed significantly improved moral awareness and decision-making processes. An explanation of the underlying cognitive processes is presented to explain the gender effect. (shrink)

The ipsilesional arm of stroke patients often has functionally limiting deficits in motor control and dexterity that depend on the side of the brain that is lesioned and that increase with the severity of paretic arm impairment. However, remediation of the ipsilesional arm has yet to be integrated into the usual standard of care for upper limb rehabilitation in stroke, largely due to a lack of translational research examining the effects of ipsilesional-arm intervention. We now ask whether ipsilesional-arm training, (...) tailored to the hemisphere-specific nature of ipsilesional-arm motor deficits in participants with moderate to severe contralesional paresis, improves ipsilesional arm performance and generalizes to improve functional independence. We assessed the effects of this intervention on ipsilesional arm unilateral performance [Jebsen–Taylor Hand Function Test ], ipsilesional grip strength, contralesional arm impairment level [Fugl–Meyer Assessment ], and functional independence [Functional independence measure ]. Intervention occurred over a 3 week period for 1.5 h/session, three times each week. All sessions included virtual reality tasks that targeted the specific motor control deficits associated with either left or right hemisphere damage, followed by graded dexterity training in real-world tasks. We also exposed participants to 3 weeks of sham training to control for the non-specific effects of therapy visits and interactions. We conducted five test-sessions: two pre-tests and three post-tests. Our results indicate substantial improvements in the less-impaired arm performance, without detriment to the paretic arm that transferred to improved functional independence in all three posttests, indicating durability of training effects for at least 3 weeks. We provide evidence for establishing the basis of a rehabilitation approach that includes evaluation and remediation of the ipsilesional arm in moderately to severely impaired stroke survivors. This study was originally a crossover design; however, we were unable to complete the second arm of the study due to the COVID-19 pandemic. We report the results from the first arm of the planned design as a longitudinal study. (shrink)

Rumination is associated with psychological adjustment and WM capacity. Studies have shown that psychological interventions such as expressive writing can reduce negative rumination and improve WM capacity. The present study investigated the effect of positive rumination training in expressive writing on psychological adjustment and WM updating. Within an experimental design, positive rumination was manipulated for 10 participants who were maladaptive ruminators in an experiment using a five week training compared to the control group with 9 participants. Results (...) revealed significant enhancement of psychological adjustment and the response time (RT) of WM updating in the experimental group but not in the control group. The two groups did show signifcant difference of all the outcomes in pretest. But the experimental group showed significantly better oucomes than the control group in posttest. The results indicate that positive rumination training in expressive writing is effective and rumination has a causal influence on WM updating capacity. (shrink)

This book is designed to challenge dominant educational discourses on the underachievement of Black children and to engender new understandings in initial teacher education (ITE) about Black children's education and achievement. Based in empirical case study work and theoretical insights drawn from Bourdieu, hooks, Freire, and Giroux, Maylor calls for Black children's underachievement to be (re)theorised and (re)conceptualised within teacher education, and for students and teachers to become more "race"- and "difference"-minded in their practice.

While often presented as promising assistive technologies for motor-impaired users, electroencephalography (EEG)-based Brain-Computer Interfaces (BCIs) remain barely used outside laboratories due to low reliability in real-life conditions. There is thus a need to design long-term reliable BCIs that can be used outside-of-the-lab by end-users, e.g., severely motor-impaired ones. Therefore, we propose and evaluate the design of a multi-class Mental Task (MT)-based BCI for longitudinal training (20 sessions over 3 months) of a tetraplegic user for the CYBATHLON BCI (...) series 2019. In this BCI championship, tetraplegic pilots are mentally driving a virtual car in a racing video game. We aimed at combining a progressive user MT-BCI training with a newly designed machine learning pipeline based on adaptive Riemannian classifiers shown to be promising for real-life applications. We followed a two step training process: the first 11 sessions served to train the user to control a 2-class MT-BCI by performing either two cognitive tasks (REST and MENTAL SUBTRACTION) or two motor-imagery tasks (LEFT-HAND and RIGHT-HAND). The second training step (9 remaining sessions) applied an adaptive, session-independent Riemannian classifier that combined all 4 MT classes used before. Moreover, as our Riemannian classifier was incrementally updated in an unsupervised way it would capture both within and between-session non-stationarity. Experimental evidences confirm the effectiveness of this approach. Namely, the classification accuracy improved by about 30% at the end of the training compared to initial sessions. We also studied the neural correlates of this performance improvement. Using a newly proposed BCI user learning metric, we could show our user learned to improve his BCI control by producing EEG signals matching increasingly more the BCI classifier training data distribution, rather than by improving his EEG class discrimination. However, the resulting improvement was effective only on synchronous (cue-based) BCI and it did not translate into improved CYBATHLON BCI game performances. For the sake of overcoming this in the future, we unveil possible reasons for these limited gaming performances and identify a number of promising future research directions. Importantly, we also report on the evolution of the user's neurophysiological patterns and user experience throughout the BCI training and competition. (shrink)

BACKGROUND -/- The importance of ontologies in the biomedical domain is generally recognized. However, their quality is often too poor for large-scale use in critical applications, at least partially due to insufficient training of ontology developers. -/- OBJECTIVE -/- To show the efficacy of guideline-based ontology development training on the performance of ontology developers. The hypothesis was that students who received training on top-level ontologies and design patterns perform better than those who only received training (...) in the basic principles of formal ontology engineering. -/- METHODS -/- A curriculum was implemented based on a guideline for ontology design. A randomized controlled trial on the efficacy of this curriculum was performed with 24 students from bioinformatics and related fields. After joint training on the fundamentals of ontology development the students were randomly allocated to two groups. During the intervention, each group received training on different topics in ontology development. In the assessment phase, all students were asked to solve modeling problems on topics taught differentially in the intervention phase. Primary outcome was the similarity of the students’ ontology artefacts compared with gold standard ontologies developed by the authors before the experiment; secondary outcome was the intra-group similarity of group members’ ontologies. -/- RESULTS -/- The experiment showed no significant effect of the guideline-based training on the performance of ontology developers (a) the ontologies developed after specific training were only slightly but not significantly closer to the gold standard ontologies than the ontologies developed without prior specific training; (b) although significant differences for certain ontologies were detected, the intra-group similarity was not consistently influenced in one direction by the differential training. -/- CONCLUSION -/- Methodologically limited, this study cannot be interpreted as a general failure of a guideline-based approach to ontology development. Further research is needed to increase insight into whether specific development guidelines and practices in ontology design are effective. (shrink)

The prevalence of ethics training in organizations rose from 50% in 2003 to 76% in 2011 (Ethics Resource Center 2012). This paper reviews the current state of ethics training in organizations and proposes a new conceptual model for designing effective ethics training programs based on Rest’s (1986) model of ethical decision-making. We argue that it is not the content of ethics training that fails to produce ethical behavior; it is the method by which ethics training (...) is delivered. Most organizations utilize training methods designed to disseminate information or facilitate ethical dilemma recognition. Few organizations utilize methods that allow for trainees to actually practice making an ethical decision. We argue that a comprehensive approach to ethics training should be used, so trainees may practice all aspects of making an ethical decision. This practice should then enhance transfer of ethics training to the job. We conclude with suggestions for how research could be conducted to empirically support these arguments and inform ethics training method choices. (shrink)

The current study tries to verify the effectiveness of a training program in increasing Crowdfunding awareness. The sample was (50) students in CIS, who were purposively selected and distributed equally into a treatment and control group. The researchers designed the study tools (a training program to increase Crowdfunding awareness). The study findings revealed the existence of statistically significant differences between the treatment and control groups in favor of the former. Furthermore, there were statistically significant differences between the pre (...) and the post measures of the treatment group in favor of the post measures. Furthermore the current study is unique by the virtue of its nature, scope and way of implied investigation, as it is the first study for Crowdfunding training program in Arabic world. (shrink)

This report provides an overview of training individuals in public health law. This report is designed to broadly outline the issues in order to facilitate discussion at the November 2007 PHLA meeting in Washington, D.C. I found that attorneys and public health practitioners have different approaches to training and practice. Materials and programs that seek to train individuals must be designed to fit within the professional culture of the targeted group. The differences between the two professional cultures can (...) be a barrier to training if not acknowledged in the design of training programs and materials.In a selected overview of materials and programs available, I found that there is an unmet need for responsive materials and programs. I also found that networking and conference opportunities can play an important role in training that should be explored. I also discuss joint degree programs. The report concludes with a series of future recommendations to facilitate discussion. (shrink)