Education and Training in Forensic Anthropology

2020 ◽  
Vol 3 (2) ◽  
pp. 65-74
Author(s):  
Nicholas Passalacqua ◽  
Marin Pilloud
Keyword(s):  
Forensic Anthropology ◽  
Working Group ◽  
Education And Training ◽  
Electronic Survey ◽  
Training Requirements ◽  
Adequate Knowledge ◽  
Survey Results ◽  
And Training

The qualifications for a discipline are composed of the education and/or training requirements considered necessary to provide individuals with adequate knowledge to perform discipline-related tasks, including certification or licensing (Passalacqua & Pilloud 2018). Currently there are few available guidelines and no standards for the qualifications of a forensic anthropologist. To examine the qualifications of current practicing forensic anthropologists and to generate consensus-based criteria for the development of standards for qualifications for forensic anthropology, the authors generated an electronic survey. Results demonstrate that the qualifications of practicing forensic anthropologists are varied and do not always align with the qualifications currently outlined by the Scientific Working Group for Forensic Anthropology or the American Board of Forensic Anthropology. These findings do not mean these individuals are unqualified to practice forensic anthropology, but rather that there is currently little oversight or assistance for those individuals who do not fit the current models of perceived qualification, and no means of determining who does or does not have the adequate knowledge to perform forensic anthropological analyses. As forensic anthropology grows as a discipline, the standardization of qualifications will become increasingly important, both in terms of setting requirements for education and training and for the certification of practitioners. Further, there need to be clearer standards for education and training, which are currently lacking in the discipline.

Pharmacy Technician Educators' Attitudes toward Education and Training Requirements for Pharmacy Technicians

2000 ◽  
Vol 16 (4) ◽  
pp. 133-137 ◽  
Author(s):  
Kathy D Moscou
Keyword(s):  
Response Rate ◽  
Training Programs ◽  
Education And Training ◽  
Level Of Education ◽  
Training Requirements ◽  
Pharmacy Technician ◽  
National Examination ◽  
Pharmacy Technicians ◽  
And Training

Objective: To poll members of the Pharmacy Technician Educators Council (PTEC) to determine their attitudes toward the level of education and training necessary for pharmacy technicians to perform current and expanded duties. Methods: A convenience survey was developed and sent to 130 PTEC member training programs. PTEC members include directors of college, vocational, and on-the-job training programs. Results: Thirty-seven PTEC members responded, yielding a response rate of 28.5%. Responses reflected the opinions of directors of pharmacy technician programs from 19 states. All respondents agreed that the length of training for pharmacy technicians should be standardized. They also agreed that minimum competencies should be established for pharmacy technicians and that examination should be required to obtain certification or licensure that would then enable the technician to be employed in the field. Conclusions: The use of pharmacy technicians will likely increase, as will the duties pharmacy technicians perform. Expansion of the role of pharmacy technicians, however, must be in tandem with standardizing training and establishment of competencies for pharmacy technicians. Increased responsibilities should be commensurate with increased education and national examination should be required to determine competency.

An International Health/Medical Informatics Programs Database

1994 ◽  
Vol 33 (03) ◽  
pp. 327-329
Author(s):  
D. J. Protti ◽  
J. V. Douglas ◽  
M. J. Ball
Keyword(s):  
Medical Informatics ◽  
Working Group ◽  
International Health ◽  
Education And Training ◽  
University Of Maryland ◽  
Critical Issues ◽  
The University ◽  
And Training

Abstract:The University of Maryland at Baltimore has established a database of health/medical informatics programs worldwide. Since 1991, IMIA’s Working Group on Education and Training in Medical Informatics has provided guidance on critical issues of policy and purpose. At the Heidel-berg/Heilbronn Working Conference in 1992 on Health/Medical Informatics education, representatives to WG1 and participants made suggestions regarding database intent, structure, and attributes.

scholarly journals Assessable learning outcomes for the EU Education and Training Framework core and Function A specific modules: Report of an ETPLAS WORKING Group

2020 ◽  
pp. 002367722096858
Author(s):  
Ismene A Dontas ◽  
Kenneth Applebee ◽  
Martje Fentener van Vlissingen ◽  
Viola Galligioni ◽  
Katerina Marinou ◽  
...  
Keyword(s):  
European Union ◽  
Learning Outcomes ◽  
Working Group ◽  
Mutual Recognition ◽  
Education And Training ◽  
The European Union ◽  
Member States ◽  
Starting Point ◽  
And Function ◽  
And Training

Article 23(2) of the European Union Directive 2010/63/EU, which regulates welfare provisions for animals used for scientific purposes, requires that staff involved in the care and use of animals for scientific purposes be adequately educated and trained before they undertake any such work. However, the nature and extent of such training is not stipulated in the Directive. To facilitate Member States in fulfilling their education and training obligations, the European Commission developed a common Education and Training Framework, which was endorsed by the Member States Competent Authorities. An Education & Training Platform for Laboratory Animal Science (ETPLAS) Working Group was recently established to develop further guidance to the Learning Outcomes in the Framework, with the objective to clarify the levels of knowledge and understanding required by trainees, and to provide the criteria by which these Learning Outcomes should be assessed. Using the Framework document as a starting point, assessment criteria for the Learning Outcomes of the modules required for Function A persons (carrying out procedures on animals) for rats, mice and zebrafish were created with sufficient detail to enable trainees, providers and assessors to appreciate the level of knowledge, understanding and skills required to pass each module. Adoption and utilization of this document by training providers and accrediting or approving bodies will harmonize introductory education and training for those involved in the care and use of animals for scientific purposes within the European Union, promote mutual recognition of training within and between Member States and therefore free movement of personnel.

International Guidelines and Standards for Education and Training to Reduce the Consequences of Events that May Threaten the Health Status of a Community – A Report of an Open International WADEM Meeting, Brussels, Belgium, 29-31 October 2004

2007 ◽  
Vol 22 (2) ◽  
pp. 120-130 ◽  
Author(s):  
Frank Archer ◽  
Geert Seynaeve
Keyword(s):  
Working Group ◽  
Education And Training ◽  
Educational Programs ◽  
Disaster Medicine ◽  
International Standards ◽  
International Meeting ◽  
Health Community ◽  
The World ◽  
Standards And Guidelines ◽  
And Training

AbstractThe continued professionalization of the humanitarian workforce requires sound underpinning by appropriate educational programs.The international disaster medicine and emergency health community requested the World Association for Disaster and Emergency Medicine (WADEM) develop international standards and guidelines for the education and training for disaster medicine. The Working Group of the WADEM Education Committee prepared and circulated an Issues Paper to structure input on this significant international task. Subsequently, the Working Group facilitated an Open International Meeting convened in Brussels, Belgium, 2004. The “Issues Paper” also was used as a framework to structure this International Meeting, which utilized case studies selected to represent the scope of disaster medicine, and prepared a meeting consensus on a framework for disaster health and for related educational programs.The two-day Brussels meeting attracted 51 participants from 19 countries, representing 21 disciplines.Participants reinforced the need to address the development of international standards and guidelines on education and training in this emerging discipline.Participants supported the view that the term “Disaster Health” suggested a multidisciplinary approach that is a more inclusive contemporary and appropriate term to describe this field, although there were dissenting views.The meeting formulated a consensus view in support of a framework for “Disaster Health”, which included: (1) primary disciplines; (2) support disciplines; (3) community response, resilience, and communication; and (4) socio-political context. The participants considered that this model lends itself to facilitating the development of educational programs in this field and believed that standards and guidelines initially should be developed in the “Core of Disaster Health” for undergraduates in relevant professions, for practicing professionals wishing to expand their practice in this field, and in the “Breadth of Disaster Health” for those wishing to be recognized as “Disaster Health Specialists” as academics, professionals, or policy leaders in this field at a University multidisciplinary Masters Degree level. A community-level and higher-specialist doctoral level would follow.Although the view of the participants was that the establishment of international approval/endorsement processes for education programs may have some benefits, there was less comfort in identifying which body/agency should be charged with this responsibility. The WADEM, the United Nations Office for the Coordination of Humanitarian Affairs, and the World Health Organization were identified as potential lead agents.The outcome of this international meeting is an important step toward meeting the challenge given the WADEM and will be developed further in consultation with the international disaster and emergency health community in order to improve education and training standards and professional practice.

scholarly journals PROFESIONALITAS GURU SEKOLAH DASAR BERSERTIFIKASI DI KOTA BANJARMASIN

Jurnal Socius ◽  
2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Siti Rahmah
Keyword(s):  
Data Analysis ◽  
Education And Training ◽  
Research Data ◽  
Descriptive Statistics ◽  
Average Score ◽  
Analysis Technique ◽  
Pedagogical Competence ◽  
Survey Results ◽  
The Mean ◽  
And Training

This study aimed to determine the professionalism of teachers SDN who certified in Banjarmasin. The research data were described consists of a group of pedagogical competence of teachers certified through portfolios, education and training, and passed for consideration age and years of service. The data analysis technique used is descriptive, by using descriptive statistics to describe the data of the study variables. The survey results revealed pedagogical competence of teachers certified through a portfolio categorized either as much as 84%, through education and training 78%, and due consideration of age and years of 72%. From the data the description of the research data revealed that the average score (mean) pedagogical competence of teachers certified through a portfolio of 150.26, 147.30 through education and training and pedagogical competence of teachers due consideration age and years of 144.56, which exceeded the mean The average (mean) ideal is 113. Based on these data pedagogical competence of teachers SDN District of West Banjarmasin classified as either category and has competence above average competence of teachers in general.Key words: professionalism and certified teachers

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