scholarly journals Building Blocks for Peer Success: Lessons Learned from a Train-the-Trainer Program

2012 ◽  
Vol 26 (1) ◽  
pp. 53-59 ◽  
Author(s):  
Carol R. Tobias ◽  
Alicia Downes ◽  
Shalini Eddens ◽  
John Ruiz
Keyword(s):  
Building Blocks ◽  
Lessons Learned ◽  
Train The Trainer

scholarly journals 22.F. Workshop: What makes for resilient health systems? Evidence from the State of Health in the EU country profiles

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
◽  
Keyword(s):  
Health System ◽  
Health Systems ◽  
Building Blocks ◽  
The State ◽  
Lessons Learned ◽  
Three Dimensions ◽  
Health System Strengthening ◽  
New Work ◽  
State Of Health ◽  
The Eu

Abstract The European Commission's State of Health in the EU (SoHEU) initiative aims to provide factual, comparative data and insights into health and health systems in EU countries. The resulting Country Health Profiles, published every two years (current editions: November 2019) are the joint work of the European Observatory on Health Systems and Policies and the OECD, in cooperation with the European Commission. They are designed to support the efforts of Member States in their evidence-based policy making and to contribute to health care systems' strengthening. In addition to short syntheses of population health status, determinants of health and the organisation of the health system, the Country Profiles provide an assessment of the health system, looking at its effectiveness, accessibility and resilience. The idea of resilient health systems has been gaining traction among policy makers. The framework developed for the Country Profiles template sets out three dimensions and associated policy strategies and indicators as building blocks for assessing resilience. The framework adopts a broader definition of resilience, covering the ability to respond to extreme shocks as well as measures to address more predictable and chronic health system strains, such as population ageing or multimorbidity. However, the current framework predates the onset of the novel coronavirus pandemic as well as new work on resilience being done by the SoHEU project partners. This workshop aims to present resilience-enhancing strategies and challenges to a wide audience and to explore how using the evidence from the Country Profiles can contribute to strengthening health systems and improving their performance. A brief introduction on the SoHEU initiative will be followed by the main presentation on the analytical framework on resilience used for the Country Profiles. Along with country examples, we will present the wider results of an audit of the most common health system resilience strategies and challenges emerging from the 30 Country Profiles in 2019. A roundtable discussion will follow, incorporating audience contributions online. The Panel will discuss the results on resilience actions from the 2019 Country Profiles evidence, including: Why is resilience important as a practical objective and how is it related to health system strengthening and performance? How can countries use their resilience-related findings to steer national reform efforts? In addition, panellists will outline how lessons learned from country responses to the Covid-19 pandemic and new work on resilience by the Observatory (resilience policy briefs), OECD (2020 Health at a Glance) and the EC (Expert Group on Health Systems Performance Assessment (HSPA) Report on Resilience) can feed in and improve the resilience framework that will be used in the 2021 Country Profiles. Key messages Knowing what makes health systems resilient can improve their performance and ability to meet the current and future needs of their populations. The State of Health in the EU country profiles generate EU-wide evidence on the common resilience challenges facing countries’ health systems and the strategies being employed to address them.

Practicing Physician Education in Geriatrics: Lessons Learned from a Train-the-Trainer Model

2007 ◽  
Vol 55 (8) ◽  
pp. 1281-1286 ◽  
Author(s):  
Sharon A. Levine ◽  
Belle Brett ◽  
Bruce E. Robinson ◽  
Georgette A. Stratos ◽  
Steven M. Lascher ◽  
...  
Keyword(s):  
Lessons Learned ◽  
Physician Education ◽  
Train The Trainer

scholarly journals 2389

2017 ◽  
Vol 1 (S1) ◽  
pp. 38-39
Author(s):  
Molly Wasko ◽  
Elaine Morrato ◽  
Nicholas Kenyon ◽  
Suhrud Rajguru ◽  
Bruce Conway ◽  
...  
Keyword(s):  
Best Practices ◽  
Network Capacity ◽  
Lessons Learned ◽  
Academic Medical Centers ◽  
Conference Calls ◽  
Train The Trainer ◽  
Medical Centers ◽  
Academic Medical ◽  
Teaching Team ◽  
The Impact

OBJECTIVES/SPECIFIC AIMS: The goal of this abstract/presentation is to share lessons learned from participation in the NIH SBIR I-Corps Train-The-Trainer Program, discuss our experiences offering programs at our local institutions, and communicate our plans to develop an I-Corps@NCATS program that can be disseminated across the CTSA network. We believe that an I-Corps@NCATS program will enhance the process of scientific translation by taking best practices from NSF I-Corps and adapting the program to meet the needs of biomedical scientists in academic medical centers. By integrating I-Corps@NCATS training, we hypothesize that the clinical and translational investigator base will be better prepared to identify new innovations and to accelerate translation through commercialization. METHODS/STUDY POPULATION: The diverse, interdisciplinary team of investigators involved in this project span 9 CTSA Hubs, including UAB, Rockefeller, UC Denver, HMC-Penn State, UMass, UC Davis, Emory/Georgia Tech, Miami and Michigan. This team was funded by NCATS in 2015–2016 to participate in the CTSA I-Corps Train-The-Trainer Program in conjunction with the NIH-SBIR/STTR I-Corps national program. The goals were to observe the curriculum, interact with and learn from the NSF National Teaching Team and begin implementation of similar programs at our home institutions. Our I-Corps@NCATS team has been holding monthly, and more recently weekly, conference calls to discuss our experiences implementing local programs and to develop a strategy for expanding CTSA offerings that include innovation and entrepreneurship. Our experience revealed several challenges with the existing NSF/NIH I-Corps program offerings: (1) there is no standard curriculum tailored to academic clinical and translational research and biomedical innovations in the life sciences, and (2) the training process to certify instructors in the I-Corps methodology is a much more rigorous and structured process than just observing an I-Corps program (eg, requires mentored training with a national NSF I-Corps trainer). Our team is proposing to address these gaps by taking best practices from NSF I-Corps and adapting the program to create the I-Corps@NCATS Program, tailored to meet the needs of researchers and clinicians in academic medical centers. RESULTS/ANTICIPATED RESULTS: There are 3 primary anticipated results of our project. First, develop a uniform curriculum for the I-Corps@NCATS Program using the National Teaching Team of experts from the NIH’s SBIR I-Corps program. Second, build the I-Corps@NCATS network capacity through a regional Train-The-Trainer Program. Third, develop a set of common metrics to evaluate the effectiveness and impact of the I-Corps@NCATS Program across the community of CTSA Hubs and their respective collaborative networks. DISCUSSION/SIGNIFICANCE OF IMPACT: Over the past 10 years, CTSA Hubs have accelerated science by creating/supporting programs that provide research infrastructure, informatics, pilot funding, education/training, and research navigator services to investigators. These investments help to ensure that we are “doing science right” using the best practices in clinical research. Even so, it is equally important to make investments to ensure that we are “doing the right science.” Are our investigators tackling research problems that our stakeholders, patients, and communities want and need, to make sure that our investments in science have real-world impact? In order to accelerate discoveries toward better health, scientists need to have a better way to understand the needs, wants and desires of the people for whom their research will serve, and how to overcome key obstacles along the path of innovation and commercialization. To fill this gap, we propose that the CTSA Hubs should include in their portfolio of activities a hands-on, lean startup program tailored after the highly successful NSF Innovation Corps (I-Corps) program. We hypothesize that by adapting the NSF I-Corps program to create an I-Corps@NCATS program tailored to medical research, we will better prepare our scientists and engineers to extend their focus beyond the laboratory and broaden the impact of their research. Investigators trained through I-Corps@NCATS are expected to be able to produce more innovative ideas, take a more informed perspective about how to evaluate the clinical and commercial impact of an idea, and quickly prototype and test new solutions in clinical settings.

The Mental Healthiness and Aging Initiative: Lessons from a Social Marketing-Informed Research Campaign in Kentucky

2011 ◽  
Vol 17 (3) ◽  
pp. 18-38 ◽  
Author(s):  
Tina M. Kruger ◽  
Deborah Murray ◽  
Faika Zanjani
Keyword(s):  
Mental Health ◽  
Social Marketing ◽  
Real Life ◽  
Cooperative Extension Service ◽  
Lessons Learned ◽  
Train The Trainer ◽  
Communication Campaign ◽  
Full Color ◽  
Social Advertising ◽  
The Impact

The Mental Healthiness and Aging Initiative (MHAI) was a multifaceted social marketing-informed communication campaign designed to promote community awareness of mental health and aging. We hypothesized that MHAI would extend communication channels, providing a network for rapidly diffusing innovative mental health messages in Kentucky. Key messages discovered during formative research were incorporated into a communication campaign, which included a train-the-trainer curriculum, “Real Life Stories,” social advertising on radio and television, and a 12-month full-color calendar. We evaluated the impact of the train-the-trainer curriculum on the level of mental health and aging knowledge of Family and Consumer Science Agents in the Kentucky Cooperative Extension Service, who later diffused the campaign in local communities. Posttest scores showed a significant improvement ( p = .005) in objective knowledge about mental health and aging. Two months after diffusion of MHAI, a random telephone survey of 744 Kentucky residents found that respondents from the full-intervention counties more frequently reported feeling able to assist older adults with a potential mental illness ( p = .047) compared to residents in either partial intervention counties (social advertising only) or control counties (no contact). Lessons learned through the MHAI project can be applied by community mental health advocates to improve mental health outcomes.

scholarly journals A Youth-Leader Program in Baltimore City Recreation Centers: Lessons Learned and Applications

2017 ◽  
Vol 19 (1) ◽  
pp. 75-85 ◽  
Author(s):  
Angela C. B. Trude ◽  
Elizabeth Anderson Steeves ◽  
Cara Shipley ◽  
Pamela J. Surkan ◽  
Priscila de Morais Sato ◽  
...  
Keyword(s):  
High School Students ◽  
Low Income ◽  
Role Models ◽  
Effective Means ◽  
Lessons Learned ◽  
School Students ◽  
Obesity Epidemic ◽  
Train The Trainer ◽  
Recreation Centers ◽  
American Children

Peer-led interventions may be an effective means of addressing the childhood obesity epidemic; however, few studies have looked at the long-term sustainability of such programs. As part of a multilevel obesity prevention intervention, B’More Healthy Communities for Kids, 16 Baltimore college students were trained as youth-leaders (YLs) to deliver a skill-based nutrition curriculum to low-income African American children (10-14 years old). In April 2015, formative research was used to inform sustainability of the YL program in recreation centers. In-depth interviews were conducted with recreation center directors ( n = 4) and the YLs ( n = 16). Two focus groups were conducted with YLs ( n = 7) and community youth-advocates ( n = 10). Barriers to this program included difficulties with transportation, time constraints, and recruiting youth. Lessons learned indicated that improving trainings and incentives to youth were identified as essential strategies to foster continuity of the youth-led program and capacity building. High school students living close to the centers were identified as potential candidates to lead the program. Based on our findings, the initial intervention will be expanded into a sustainable model for implementation, using a train-the-trainer approach to empower community youth to be change agents of the food environment and role models.

scholarly journals All-digital training course in neurophysiology: lessons learned from the COVID-19 pandemic

2022 ◽  
Vol 22 (1) ◽  
Author(s):  
Michael Duszenko ◽  
Nicole Fröhlich ◽  
Ariane Kaupp ◽  
Olga Garaschuk
Keyword(s):  
Learning Style ◽  
Online Teaching ◽  
Medical Training ◽  
Building Blocks ◽  
Lessons Learned ◽  
Personal Contact ◽  
Social Distancing ◽  
Training Course ◽  
The Future ◽  
Digital Training

Abstract Background The social distancing and suspension of on-campus learning, imposed by the COVID-19 pandemic, are likely to influence medical training for months if not years. Thus, there is a need for digital replacement for classroom teaching, especially for hands-on courses, during which social distancing is hardly possible. Here, we investigated students’ learning experience with a newly designed digital training course in neurophysiology, with intercalated teaching blocks in either asynchronous (unsupervised online lectures and e-labs) or synchronous (online seminars, supervised by instructors) formats. Methods The accompanying anonymized prospective study included 146 student participants. At the beginning and the end of the course, students were invited to answer anonymous online questionnaires with 18 and 25 items, respectively. We conducted both qualitative analyses of students’ survey responses and statistical analyses of the results of cohort-specific summative examinations. The summative assessment results were compared both between 4 current cohorts and with the respective historical cohorts. Results Despite having little prior experience with e-learning (4.5 on the 1-7 scale), students adapted remarkably well to this online format. They appreciated its higher flexibility, time efficiency, student-oriented nature (especially when using inverted classroom settings), tolerance towards the individual learning style and family circumstances, and valued the ability to work through lectures and e-labs at their own learning speed. The major complaints concerned diminished social contacts with instructors and fellow students, the inability to ask questions as they occur, and the lack of sufficient technical expertise. The students valued the newly developed e-labs, especially the implementation of interactive preparative measures (PreLabs) and the intuitive lab design offered by the chosen software (Lt Platform from AD Instruments). The summative examinations at the end of the course documented the quality of knowledge transfer, which was comparable to that of previous classically instructed cohorts. Conclusion Despite the missing personal contact between the faculty and the students, inherent to online teaching, the all-digital training course described here proofed to be of good educational value and, in case the pandemic continues, is worse considering for the future. Some of the described building blocks, like digital lectures or interactive PreLabs, may survive the pandemics to enrich the medical education toolbox in the future.

scholarly journals The ELIXIR-EXCELERATE Train-the-Trainer pilot programme: empower researchers to deliver high-quality training

F1000Research ◽  
2017 ◽  
Vol 6 ◽  
pp. 1557 ◽  
Author(s):  
Sarah L Morgan ◽  
Patricia M Palagi ◽  
Pedro L Fernandes ◽  
Eija Koperlainen ◽  
Jure Dimec ◽  
...  
Keyword(s):  
Training Programme ◽  
Lessons Learned ◽  
High Quality ◽  
Instructor Training ◽  
Pilot Programme ◽  
Horizon 2020 ◽  
Train The Trainer ◽  
Training Models ◽  
Learning Principles ◽  
European Training

One of the main goals of the ELIXIR-EXCELERATE project from the European Union’s Horizon 2020 programme is to support a pan-European training programme to increase bioinformatics capacity and competency across ELIXIR Nodes. To this end, a Train-the-Trainer (TtT) programme has been developed by the TtT subtask of EXCELERATE’s Training Platform, to try to expose bioinformatics instructors to aspects of pedagogy and evidence-based learning principles, to help them better design, develop and deliver high-quality training in future. As a first step towards such a programme, an ELIXIR-EXCELERATE TtT (EE-TtT) pilot was developed, drawing on existing ‘instructor training’ models, using input both from experienced instructors and from experts in bioinformatics, the cognitive sciences and educational psychology. This manuscript describes the process of defining the pilot programme, illustrates its goals, structure and contents, and discusses its outcomes. From Jan 2016 to Jan 2017, we carried out seven pilot EE-TtT courses (training more than sixty new instructors), collaboratively drafted the training materials, and started establishing a network of trainers and instructors within the ELIXIR community. The EE-TtT pilot represents an essential step towards the development of a sustainable and scalable ELIXIR TtT programme. Indeed, the lessons learned from the pilot, the experience gained, the materials developed, and the analysis of the feedback collected throughout the seven pilot courses have both positioned us to consolidate the programme in the coming years, and contributed to the development of an enthusiastic and expanding ELIXIR community of instructors and trainers.

scholarly journals Changed reactivity of secondary hydroxyl groups in C8-modified adenosine – lessons learned from silylation

2020 ◽  
Author(s):  
Jennifer Frommer ◽  
Sabine Müller
Keyword(s):  
Building Block ◽  
Rna Structure ◽  
Building Blocks ◽  
Structure And Function ◽  
Lessons Learned ◽  
Hydroxyl Groups ◽  
Modified Oligonucleotides ◽  
Secondary Hydroxyl ◽  
Protection Scheme ◽  
And Function

Synthesis of site-specifically modified oligonucleotides has become a major tool for RNA structure and function studies. Reporter groups or specific functional entities are required to be attached at a pre-defined site of the oligomer.  An attractive strategy is the incorporation of suitably functionalized building blocks that allow post-synthetic conjugation of the desired moiety. A C8-alkynyl modified adenosine derivative was synthesized, reviving an old synthetic pathway for iodination of purine nucleobases. Silylation of the C8-alkynyl modified adenosine revealed unexpected selectivity of the two secondary sugar hydroxyl groups, with the 3'-O-isomer being preferentially formed. Optimization of the protection scheme lead to a new and economic route to the desired C8-alkynylated building block and its incorporation in RNA.

scholarly journals Strengthening healthcare providers’ capacity for safe abortion and post-abortion care services in humanitarian settings: lessons learned from the clinical outreach refresher training model (S-CORT) in Uganda, Nigeria, and the Democratic Republic of Congo

2021 ◽  
Author(s):  
Nguyen Toan Tran ◽  
Alison Greer ◽  
Talemoh Dah ◽  
Bibiche Malilo ◽  
Bergson Kakule ◽  
...  
Keyword(s):  
Democratic Republic ◽  
Service Providers ◽  
Democratic Republic Of Congo ◽  
Building Blocks ◽  
Lessons Learned ◽  
Safe Abortion ◽  
Republic Of Congo ◽  
Humanitarian Settings ◽  
Refresher Training ◽  
Hands On

Abstract Background – Fragile and crisis-affected countries account for most maternal deaths worldwide, with unsafe abortion being one of its leading causes. This case study aims to describe the Clinical Outreach Refresher Training strategy for sexual and reproductive health (S-CORT) designed to update health providers’ competencies on uterine evacuation using both medications and manual vacuum aspiration. The paper also explores stakeholders’ experiences, recommendations for improvement, and lessons learned.Methods – Using mixed methods, we evaluated three training workshops that piloted the uterine evacuation module in 2019 in humanitarian contexts of Uganda, Nigeria, and the Democratic Republic of Congo.Results – Results from the workshops converged to suggest that the module contributed to increasing participants’ theoretical knowledge and possibly technical and counseling skills. Equally noteworthy were their confidence building and positive attitudinal changes promoting a rights-based, fearless, non-judgmental, and non-discriminatory approach toward clients. Participants valued the hands-on, humanistic, and competency-based training methodology, although most regretted the short training duration and lack of practice on real clients. Recommendations to improve the capacity development continuum of uterine evacuation included recruiting the appropriate health cadres for the training; sharing printed pre-reading materials to all participants; sustaining the availability of medication and supplies to offer services to clients after the training; and helping staff through supportive supervision visits to accelerate skills transfer from training to clinic settings.Conclusions – When the lack of skilled human resources is a barrier to lifesaving uterine evacuation services in humanitarian settings, the S-CORT strategy could offer a rapid hands-on refresher training opportunity for service providers needing an update in knowledge and skills. Such a capacity-building approach could be useful in humanitarian and fragile settings as well as in development settings with limited resources as part of an overall effort to strengthen other building blocks of the health system.

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