Second Teachers’ Training Workshop: Feedback of the Participant Faculty Members

INTRODUCTION: Teachers training is amongst the faculty development programs that facilitates in acquiring, and updating educational skills, thereby improving teaching learning practices. Universal College of Medical Sciences (UCMS) Bhairahawa, Nepal organized second teachers training workshop in September 8-13, 2019. The objective of this study was to seek the immediate reaction of the participant faculty members and assess it MATERIAL AND METHODS: The valid semi-structured questionnaire was used for taking feedback of the participants. The questionnaire was composed of four parts: A) demographic information, B) overall feedback on training workshop, C) feedback on specific group of sessions and D) Feedback regarding strengths, area for improvement, immediate impact and application in practice. Data was analyzed using SPSS version 21. RESULTS: The participants rated training on scale 1-10 (1=poor, 10=excellent) regarding its usefulness (7.88±1.58), content (7.44±1.55), relevance of session & content (7.69±1.49), facilitation (7.25± 1.69) and training as overall (7.94± 1.44). The rating was notable. The rating on Likert scale 1-4 (1= not important, 4= extremely important) for “sessions on curriculum” (3.38±0.50), “sessions on teaching/learning methods” (3.25±0.68), “sessions on PBL” (3.06±0.68), “sessions on microteaching” (3.56±0.51) and sessions on assessment (3.19±0.75) was also remarkable. All participants strongly agreed (4.00±0.0), training has transformed them as better educator. The participants shared adequate content delivered systematically, group work exercises were best resources, and resource persons were friendly and competent, and suggested to reduce time of training and include more group work. Almost all participants except one perceived training has enormous impact on them academically, professionally and personally and all committed what’s learnt/acquired will apply in practice. CONCLUSION: Overall, reaction of the participants was constructive and they acknowledged the importance of training and agreed training has transformed them as better educators. Almost all participants perceived training has immense impact on them academically and they committed what’s learnt will apply in practice.

After 30 Years and During a Pandemic: Pottery Production and Distribution in Bagacay, Talibon in the Island of Bohol in the Philippines | Pagkalipas ng Tatlumpung Taon at sa Panahon ng Pandemya: Produksyon at Distribusyon ng Seramiko sa Bagacay, Talibon sa Isla ng Bohol sa Pilipinas

In 1986, SEAMEO SPAFA conducted training in Ethnoarchaeology in Bagacay, Talibon, from July 22 to September 22. From the training workshop and ethnographic fieldwork in the village, Mary Jane Calderon and Thelma Roales, who attended the course, wrote an article for the SPAFA Digest in 1987 to describe the village’s pottery-making tradition. After 30 years, I re-visited and conducted pottery studies in Bagagay, Talibon pre-pandemic in 2017 to 2018 and during the pandemic in 2021. Using ethnoarchaeology as a research strategy and participant observation and survey interview as methods, I will identify and describe the ceramic production, organization, and distribution changes in Bagacay, Talibon, Bohol for the last 30 years and during this pandemic. Noong 1986, and SEAMEO SPAFA ay nagsagawa ng pagsasanay sa Ethnoarkeolohiya sa Bagacay, Talibon noong Hunyo 22 hanggang Setyembre 22. Pagkatapos ng pagsasanay at ethnograpikong pagaaral sa komunidad, sina Mary Jane Calderon at Thelma Roales ay nagsulat ng artikulo para sa SPAFA Digest nuong 1987 para ilarawan ang tradisyon ng paggwa ng seramiko sa pamayanan. Pagkalipas ng 30 taon, ako ay bumisita at nagsaliksik ulit sa nasabing nayon bago ang pandemya nuong 2017 hanggang 2018 at sa kasagsagan ng pandemiko nito lamang 2021. Gamit ang ethnoarkeolohiya bilang stratehiyang sa pananaliksik at pakikiugaling pagmamasid at sarbey na panayam bilang metodo, aking kikilalanin at ilalarawan ang mga pagbabago sa produksyon, organisasyon, at distribusyon ng seramiko sa Bagacay, Talibon sa Bohol pagkalipas ng tatlumpung taon at ngayong panahon ng pandemya.

Improving the Ability to Develop Scientific Articles among Physics Teachers

There have been training scientific articles online for physics teachers. The purpose of this activity is to (1) improve Physics teachers in the ability to create scientific articles and (2) increase the number of scientific articles written by Physics teachers. Seventy-five physics teachers in Mojokerto attended the training. They implemented online by forming a synchronous meeting zoom class and continued with asynchronous assistance using WhatsApp group facilities. The success of this training workshop is evaluated using an assessment of the resulting article and a questionnaire of the trainee’s response to the implementation of training activities. Scientific articles that have been obtained are included in the review process and have been revised to meet the criteria to be published in scientific journals. The article have been prepared aspects of the assessment of articles compiled by Physics teachers include titles and identities, abstracts, introductions, theoretical foundations, results and discussions, conclusions, and bibliography. The articles compiled have met the criteria well, with an average score of 87. The results of the trainee response questionnaire showed that 67 % strongly agreed and 33 % agreed. It shows that there is still a need to increase the quantity and quality of articles compiled by physics teachers.

P092 Improving Postgraduate Psychology Students’ Sleep and Insomnia Knowledge with a Sleep Education Workshop

Introduction Trainee psychologists receive limited sleep and insomnia education during postgraduate study. This study examined the delivery of a sleep psychology training workshop for postgraduate psychology students and examined changes in sleep knowledge from pre- to post-workshop. Methods A 6-hour Sleep Psychology Workshop was delivered to postgraduate psychology students around Victoria. Online pre- and post-workshop questionnaires were used to evaluate changes in sleep psychology knowledge and collect feedback on the workshop. Results The participants were 187 students (82% female, M age = 32), most of whom were in their 5th year of psychology training (69%) and had not received any sleep education during their postgraduate studies at the date of the intervention (77%). Students’ sleep knowledge significantly improved after workshop completion (pre: 56% vs. post: 80% correct), t(107)= -21.41, p < .001. Students provided positive feedback about the workshop, with 96% rating the workshop as excellent/very good and 86% reporting that they would recommend the workshop to other postgraduate students. Overall, 94% of students agreed/strongly agreed that the sleep psychology workshop improved their confidence to manage sleep disturbances in their future psychology practice. Discussion Postgraduate psychology students require sleep and insomnia education. This study demonstrates that students’ sleep psychology knowledge can improve after a 6-hour sleep education and training workshop and provides initial positive feedback about the benefits of sleep and insomnia education for postgraduate students.

The role of the household in the social inclusion of children with special needs in Uganda – a photovoice study

Background Social inclusion establishes a basis for the overall wellbeing of children with special needs. Although children’s lives are centred around the household, little is known about the household’s influence on social inclusion. Therefore, the aim is to investigate the household’s role in the social inclusion of children with special needs in Uganda. Methods Twelve carers of children with special needs participated in this photovoice study on the outskirts of Kampala, Uganda – including a training workshop, home visits, in-depth individual interviews and focus group discussion. Results The social inclusion of children with special needs is highly complex because it has the potential to both benefit and cause harm. The results show that when a disability is socially devalued to a certain degree, carers and their household members have to deal with the ongoing process of stigma management. Depending on the characteristics of the child, carer and household, this can lead to an upward spiral towards visibility or a downward spiral towards concealment – reinforcing social inclusion or stigma, respectively. Conclusions Despite the fact that there is disability among Ugandan children it remains a ‘hidden reality’. This research helps to reveal this hidden reality by understanding the role of the household in social inclusion in a stigmatized context.