Review of Proceedings: National Conference on Scientist-Practitioner Education and
      Training for the Professional Practice of Psychology.

Background: Education and training in prosthetics and orthotics typically comply with International Society for Prosthetics and Orthotics standards based on three categories of prosthetic and orthotic professionals. Objective: This scoping study sought to describe the evidence base available to answer the question, How are prosthetic and orthotic services influenced by the training of staff providing them? Study design: Scoping review. Methods: A structured search of the peer-reviewed literature catalogued in major electronic databases yielded 3039 papers. Following review of title and abstract, 93 articles were considered relevant. Full-text review reduced this number to 25. Results: Only two articles were identified as providing direct evidence of the effects of training and education on service provision. While both suggested that there was an impact, it is difficult to see how the more specific conclusions of either could be generalised. The other 23 articles provide a useful background to a range of issues including the specification of competencies that training programmes should deliver (3 articles), descriptions of a range of training programmes and the effects of training and education on student knowledge and skills. Conclusion: Although it is considered axiomatic, the service quality is dependent on practitioner education and training. There is insufficient evidence to establish whether levels of training and education in prosthetics and orthotics have an effect on the quality of prosthetic and orthotic services. Clinical relevance There is very little evidence about the effects of training and education of prosthetists and orthotists on service quality. While this is a somewhat negative finding, we feel that it is important to bring this to the attention of the prosthetics and orthotics community.

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Teachers' Experience in Schools in New Ethnic Communities

International Journal of Teacher Education and Professional Development ◽

10.4018/ijtepd.2020070105 ◽

2020 ◽

Vol 3 (2) ◽

pp. 65-78

Author(s):

Alfred Kuranchie

Keyword(s):

Peer Review ◽

Ethnic Groups ◽

Professional Practice ◽

Education And Training ◽

Ethnic Communities ◽

Policy And Practice ◽

Qualitative Design ◽

Beliefs And Practices ◽

Cultural Challenges ◽

And Training

The study explored the socio-cultural challenges that teachers who work in new ethnic communities encounter and how they respond to them. Phenomenology as a qualitative design was employed for the study and the data was gathered from interviews. The instruments were validated through peer review and expert judgment. The study unveiled that most of the teachers encountered some socio-cultural challenges, and suffered alienation and stigmatization. They also, however, incurred the displeasure of others due to their ignorance of some fundamental acceptable norms and beliefs of the communities. It is surmised that the education and training received seemed incapable of adequately conscientising them on beliefs and practices of the assorted ethnic groups in the country to guide their professional practice. Implications of the findings are discussed and recommendations have been offered for policy and practice.

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