Practice and Training Models Using the New Testing Codes

2007 ◽  
Author(s):  
Donna Rasin-Waters
Keyword(s):  
Training Models ◽  
And Training

scholarly journals Rethinking the Health Care Model through the reorientation of training

2018 ◽  
Vol 71 (suppl 4) ◽  
pp. 1580-1588 ◽  
Author(s):  
Carine Vendruscolo ◽  
Letícia De Lima Trindade ◽  
Marta Lenise do Prado ◽  
Maria Elisabeth Kleba
Keyword(s):  
Health Care ◽  
Social Control ◽  
Professional Training ◽  
Daily Work ◽  
Training Models ◽  
Unified Health System ◽  
Charitable Institution ◽  
South Of Brazil ◽  
And Training

ABSTRACT Objective: to understand the contributions of the National Program of Reorientation of Professional Training in Health (Pró-Saúde) for the change in the model of care and training of health professionals. Methods: a case study with representatives of the teaching, care, management and social control, participants of the management units of the Pró-Saúde (Charitable institution for social and hospital assistance), in a municipality of the south of Brazil. Data collection took place through interviews and observations between October 2012 and February 2013. Results: the Program acts as a device for the transition of health care and training models, by promoting the problematization of daily work and the approximation between teaching and service. Emphasis is placed on the importance of the subjects’ commitment and the different perspectives on the community. Conclusion: Pró-Saúde leaves visible marks in the process of qualifying students and professionals, as well as promoting collaborative action in the fields of management, care, teaching and social control in the SUS (Brazilian Unified Health System).

MODEL PENILAIAN DAN EVALUASI PELAKSANAAN DIKLAT BAGI PEGAWAI NEGERI SIPIL

2017 ◽  
pp. 1-11
Author(s):  
Donalson Silalahi
Keyword(s):  
Local Governments ◽  
Education And Training ◽  
Model Assessment ◽  
Assessment And Evaluation ◽  
Training Models ◽  
Effective Manner ◽  
Assessment Guidelines ◽  
The Government ◽  
Return To Duty ◽  
And Training

Donalson Silalah, Basically, the government and local governments have made the development of government officers through a program of education and training. Providing education and training is less efficient and effective manner due to the relative unavailability of assessment guidelines and evaluation of education and training. Therefore, this paper aims to build a model of assessment and evaluation of education and training. Models are constructed focused on education and training participant, lecturer, curriculum, organizers and the participants after they return to duty at their respective workplaces. Model assessment and evaluation of education and training builds upon the indicators of each aspect. Indicators that are used can be adjusted as needed. Based on the models constructed can be known what the obstacles to the implementation of education and training. Based on the constraints that are found to be a solution in the subsequent implementation of education and training.

Estimating Training Requirements From Job and Training Models

1993 ◽  
Vol 5 (1) ◽  
pp. 1-20 ◽  
Author(s):  
Jimmy L. Mitchell ◽  
Robert M. Yadrick ◽  
Winston R. Bennett
Keyword(s):  
Training Models ◽  
Training Requirements ◽  
And Training

Interventional Pulmonology: The Role of Simulation Training and Competency-Based Evaluation

2018 ◽  
Vol 39 (06) ◽  
pp. 747-754 ◽  
Author(s):  
Mihir Parikh ◽  
Hans Lee ◽  
Neeraj Desai
Keyword(s):  
Medical Education ◽  
Learning Curves ◽  
Assessment Tools ◽  
Interventional Pulmonology ◽  
Training Outcomes ◽  
Training Models ◽  
Medical Education And Training ◽  
Competency Based ◽  
The Cost ◽  
And Training

AbstractMedical education and training are becoming more complex endeavors as technological and research advancements lead to new tools and methods to care for patients. In recent years, there has been a paradigm shift in medical education to competency-based assessments. Another important recent development in medical education has been the increasing use of simulation-based learning for procedural training. Interventional pulmonology (IP) is a relatively young and rapidly evolving procedural-based subspecialty. There are several well-validated competency-based assessment tools available to measure training adequacy in many of the most commonly performed procedures in IP. These tools have been shown to improve learning curves and training outcomes. The extent of how widely these tools are being used in clinical and educational spheres, however, remains unclear. Moreover, several commonly performed procedures in IP have no or limited validation tools currently available. Standardized training using simulation has also been shown to lead to positive training outcomes as compared with more traditional training models. However, widespread adoption of simulators has been limited due to the cost and availability.

scholarly journals STUDY ON EVALUATION OF STARTUP BUSINESS TRAINING MODELS IN THE ENTREPRENEURSHIP SKILLS EDUCATION PROGRAM AT WEST JAVA COURSE AND TRAINING INSTITUTE, INDONESIA

2019 ◽  
Vol 5 (15) ◽  
pp. 1340-1348
Author(s):  
Iip Saripah ◽  
Ishak Abduhak ◽  
D. Nunu Heryanto ◽  
Retno Dwi Lestari ◽  
Ari Putra
Keyword(s):  
Education Program ◽  
Evaluation Model ◽  
Training Institution ◽  
West Java ◽  
Training Models ◽  
Education And Employment ◽  
Skills Education ◽  
And Training ◽  
Training Institute

The Entrepreneurship Skills Education Program (ESE) has been held since 2016 in Indonesia. The focus of this training is the change in knowledge, skills and attitudes of entrepreneurs with the main target of people who are weak in the economic and educational side. This program is an effort to expand access to education and employment opportunities through the creation of new entrepreneurs. The Course and Training Institute (CTI) has a role in organizing the ESE program. Considering its strategic position in community economic empowerment, this study aims to 1) describe the evaluation model used by CTI in the ESE Program and 2) describe the follow-up of the ESE program evaluation results. This research uses a descriptive qualitative approach. The sample was chosen based on purposive sampling, namely 1) CTI has conducted at least two years programs, 2) the type of bridal makeup training, 3) CTI is in West Java. From the determination of the sample, CTI were selected in Cimahi, Cianjur, and Bekasi. Data were collected through interviews with 3 managers from June to August 2019. Data were analysed using qualitative methods of the Milles and Huberman models. The results showed that: 1) the evaluation model of the Entrepreneurship Skills Education Program uses CIPP (Context, Input, Process, and Product). Context shows the goals of the program, the input shows the changes needed to improve the program, the process shows the suitability of the plan with the implementation of the program, and the product shows the measurement of program achievements. 2) the follow-up of the evaluation results carried out by CTI regarding the ESE Program has an effect on the improvement of the program in the following year. This is indicated by a change in the indicators of success in the 2019 ESE program. The implications of this study as material for developing an entrepreneurship education evaluation model in non-formal institutions and the basis for decision making. Keywords: Entrepreneurial Education, CIPP, Evaluation Model, Course and Training Institution, Government Funded.

scholarly journals STUDY ON EVALUATION OF STARTUP BUSINESS TRAINING MODELS IN THE ENTREPRENEURSHIP SKILLS EDUCATION PROGRAM AT WEST JAVA COURSE AND TRAINING INSTITUTE, INDONESIA

2019 ◽  
Vol 5 (15) ◽  
pp. 1340-1348
Author(s):  
Iip Saripah ◽  
Ishak Abduhak ◽  
D. Nunu Heryanto ◽  
Retno Dwi Lestari ◽  
Ari Putra
Keyword(s):  
Education Program ◽  
Evaluation Model ◽  
Training Institution ◽  
West Java ◽  
Training Models ◽  
Education And Employment ◽  
Skills Education ◽  
And Training ◽  
Training Institute

The Entrepreneurship Skills Education Program (ESE) has been held since 2016 in Indonesia. The focus of this training is the change in knowledge, skills and attitudes of entrepreneurs with the main target of people who are weak in the economic and educational side. This program is an effort to expand access to education and employment opportunities through the creation of new entrepreneurs. The Course and Training Institute (CTI) has a role in organizing the ESE program. Considering its strategic position in community economic empowerment, this study aims to 1) describe the evaluation model used by CTI in the ESE Program and 2) describe the follow-up of the ESE program evaluation results. This research uses a descriptive qualitative approach. The sample was chosen based on purposive sampling, namely 1) CTI has conducted at least two years programs, 2) the type of bridal makeup training, 3) CTI is in West Java. From the determination of the sample, CTI were selected in Cimahi, Cianjur, and Bekasi. Data were collected through interviews with 3 managers from June to August 2019. Data were analysed using qualitative methods of the Milles and Huberman models. The results showed that: 1) the evaluation model of the Entrepreneurship Skills Education Program uses CIPP (Context, Input, Process, and Product). Context shows the goals of the program, the input shows the changes needed to improve the program, the process shows the suitability of the plan with the implementation of the program, and the product shows the measurement of program achievements. 2) the follow-up of the evaluation results carried out by CTI regarding the ESE Program has an effect on the improvement of the program in the following year. This is indicated by a change in the indicators of success in the 2019 ESE program. The implications of this study as material for developing an entrepreneurship education evaluation model in non-formal institutions and the basis for decision making. Keywords: Entrepreneurial Education, CIPP, Evaluation Model, Course and Training Institution, Government Funded.

scholarly journals Upper secondary education for youth at risk: A comparative analysis of education and training programmes in Austria, Norway, Sweden and Switzerland

2020 ◽  
Vol 7 (1) ◽  
pp. 21-44
Author(s):  
Evi Schmid
Keyword(s):  
At Risk ◽  
Comparative Analysis ◽  
Secondary Education ◽  
Education And Training ◽  
Training Models ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
Youth At Risk ◽  
Training Programmes ◽  
And Training

Context: Vocational education and training (VET) plays a key role in reducing early leaving from education and training, and integrating youth at risk in upper secondary education. To ensure that more young people complete upper secondary education, the OECD suggests designing interventions that address the specific needs of youth at risk like changes in the standard duration, preparatory or personalised support measures. Based on a comparative analysis of such programmes tailored to the needs of youth at risk in Austria, Norway, Sweden and Switzerland, the objective of this article is to identify different education and training models that these countries employ to include youth at risk in upper secondary education.Approach: The study is based on document analysis; the documents studied are public documents like law texts and white papers from the education authorities as well as research publications. The interventions proposed by the OECD to adapt training programmes to the specific needs of youth at risk were chosen as a basis for the comparative analysis. Further structural characteristics of the programmes complemented the analysis.Findings: The study found four different types of education and training models for youth at risk in Austria, Norway, Sweden and Switzerland: Shortened (Norway, Switzerland), prolonged (Austria), individualised (Austria, Norway and Sweden) and preparatory programmes (Sweden). Preparatory and prolonged programmes aim to help young people to achieve ordinary upper secondary qualifications through preparatory measures, more time or more support. Individualised or shortened programmes aim to adapt education and training programmes to young people's needs by reducing the programmes’ demands. In all four countries, youths have the opportunity to conclude their education with a certificate at a level lower than 'regular' upper secondary education.Conclusion: The four countries surveyed differ widely in terms of educational traditions and the position of VET at upper secondary level. Regarding the integration of disadvantaged youth into education and work, the differences concerning access to upper secondary education, the importance of VET at upper secondary level and the recognition of training programmes for youth at risk may be of particular relevance. Further research is needed to empirically investigate the effectiveness of the identified education and training models as a means of integrating youth at risk into upper secondary education.

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