Reflexões sobre o estágio em docência como instrumento formativo do professor universitário: um relato de experiência / Reflections on the teaching internship as a training instrument for university professor: an experience report / Reflexiones sobre la práctica docente como instrumento de formación del profesor universitario: un relato de experiencia

Introdução:A formação de professores é um processo dinâmico que deve ser composto por experiências práticas e teóricas no preparodo discente ao magistério. Desse modo, a compreensão das reflexões relativas ao estágio em docência assistida no âmbito do ensino superior é de suma importância para enriquecer os debates e discussões acerca do papel do estágio em docência como ferramenta formativa do professor universitário. Objetivo:Refletir sobreas experiências vivenciadas durante atividades desenvolvidas noestágio de docência assistidaea importância para a formação pedagógica no ensino superior. Metodologia:Trata-se de um relato de experiênciado estágio emdocência decorrido no segundo semestre de 2022, na disciplina de Fundamentos em epidemiologia e saúde pública do curso de Graduação em Fisioterapia da Universidade Federal do Rio Grande do Norte.Resultados: No presente estudo, foram descritas e analisadas as etapas da experiência do estágio em docência, enfocando as perspectivas, aprendizados e aspirações sob a ótica da literatura científica sobre o papel formativo do estágio para o professor universitário. Os resultados obtidos evidenciam a significânciadas contribuições dessa vivência para o crescimento acadêmico e profissional dos mestrandos. No entanto, salienta-se a necessidade de incorporar ou revisar elementos curriculares, visando promover uma integração mais aprofundada entre as dimensões teóricas e práticas no preparo dos alunos para a docência no ensino superior. Conclusões: O estágio de docência assistida representa uma ferramenta formativa de suma importância, singular e enriquecedora na construção das experiências profissionais e pessoais na formação de professores (AU).

Introduction: Teacher education is a dynamic process that must be composed of practical and theoretical experiences in preparing students to teach. Thus, understanding the reflections related to the internship in assisted teaching in higher education is of paramount importance to enrich the debates and discussions about the role of the internship in teaching as a training tool for university professors.Objective: To reflect on the experiences lived during activities developed in the assisted teaching internship and the importance for pedagogical training in higher education. Methodology: This is an experience report of the teaching internship that took place in the second half of 2022, in the subject of Fundamentals in epidemiology and public health of the Graduation course in Physiotherapy at the Federal University of Rio Grande do Norte.Results: In this study, we described and analyzed the stages of the teaching practicum experience, focusing on perspectives, learnings, and aspirations from the perspective of the scientific literature on the formative role of the teaching practicum for university professors. The obtained results highlight the significance of the contributions of this experience for the academic and professional growth of the participants. However, it is emphasized the need to incorporate or revise curriculum elements to promote a more profound integration of theoretical and practical dimensions in preparing students for teaching in higher education.Conclusions: The supervised teaching practicum represents a valuable, unique, and enriching formative tool in the development of professional and personal experiences in teacher education (AU).

Introducción: La formación docente es un proceso dinámico que debe estar compuesto de experiencias prácticas y teóricas en la preparación de los estudiantes para enseñar. Por lo tanto, comprender las reflexiones relacionadas con la pasantía en la docencia asistida en laeducación superior es de suma importancia para enriquecer los debates y discusiones sobre el papel de la pasantía en la docencia como herramienta de formación de profesores universitarios. Objetivo: Reflexionar sobre las experiencias vividas durante las actividades desarrolladas en el internado docente asistido y la importancia para la formación pedagógica en la educación superior.Metodología: Se trata de un relato de experiencia de la pasantía docente que tuvo lugar en el segundo semestre de 2022, en la asignatura de Fundamentos en epidemiología y salud pública del curso de Graduación en Fisioterapia de la Universidad Federal de Rio Grande do Norte.Resultados: En este estudio, describimos y analizamos las etapas de la experiencia de práctica docente, enfocando perspectivas, aprendizajes y aspiraciones desde la perspectiva de la literatura científica sobre el papel formativo de la práctica docente para profesoresuniversitarios. Los resultados obtenidos destacan la importancia de los aportes de esta experiencia para el crecimiento académico y profesional de los participantes. Sin embargo, se enfatiza la necesidad de incorporar o revisar elementos curriculares parapromover una integración más profunda de las dimensiones teóricas y prácticas en la preparación de los estudiantes para la docencia en la educación superior. Conclusiones: La práctica docente supervisada representa una herramienta formativa valiosa, únicay enriquecedora en el desarrollo de experiencias profesionales y personales en la formación docente (AU).

The effects of a preschool-based intervention for Early Childhood Education and Care teachers in promoting healthy eating and physical activity in young children: A cluster randomised controlled trial.

The need for excess weight gain prevention in disadvantaged young children is widely recognised. Early Childhood Education and Care teachers are potential key actors in early interventions to prevent overweight and obesity. This study examines the effects of a preschool-based intervention for teachers in promoting healthy eating and physical activity in young children. A cluster randomised controlled trial was conducted at 41 preschools in a deprived area of Amsterdam, The Netherlands. The intervention consisted of 2 programmes that were applied in succession: A Healthy Start and PLAYgrounds for TODdlers. The study period was 9 months. Primary outcomes were assessed via questionnaires and included teachers' knowledge, attitude, food/activity-related practices, and level of confidence in promoting healthy behaviours. Secondary outcomes in this study were teachers' and children's BMI (z-score), body composition, dietary intake and physical activity level. Intention-to-treat analyses were performed using linear mixed models. In total, 115 teachers and 249 children (mean age 3.0 (0.2) years) were included. A positive effect on teachers' knowledge about the Dutch dietary guidelines was found after the programme A Healthy Start (difference = 1.38; 1-sided 95% CL = 0.29; p = 0.02). This effect was not sustained at 9 months (difference = 0.34; 1-sided 95% CL = -0.76; p = 0.31). The overall intervention had a positive effect on 3 of the 5 attitude statements regarding a healthy lifestyle (difference ranged from 0.34 to 0.55) and on the practice scale Activity-related-Modelling (difference = 0.16; 1-sided 95% CL = 0.06; p = 0.01). No intervention effects were observed on food-related practice scales and the level of confidence in promoting healthy behaviours. At this stage, no effects were seen on teachers' and children's BMI (z-score). This study contributes to the professional development of Early Childhood Education and Care teachers and addresses the call for interventions to prevent overweight/obesity and to minimise health inequalities in young children.

Forum: Serving African American English Speakers in Schools Through Interprofessional Education & Practice.

Purpose African American English (AAE) speakers often face mismatches between home language and school language, coupled with negative attitudes toward AAE in the classroom. This forum, Serving African American English Speakers in Schools Through Interprofessional Education & Practice, will help researchers, parents, and school-based practitioners communicate in ways that are synergistic, collaborative, and transparent to improve educational outcomes of AAE speakers. Method The forum includes a tutorial offering readers instructions on how to engage in community-based participatory research (Holt, 2021). Through two clinical focus articles, readers will recognize how AAE develops during the preschool years and is expressed across various linguistic contexts and elicitation tasks (Newkirk-Turner & Green, 2021) and identify markers of developmental language disorder within AAE from language samples analyzed in Computerized Language Analysis (Overton et al., 2021). Seven empirical articles employ such designs as quantitative (Byrd & Brown, 2021; Diehm & Hendricks, 2021; Hendricks & Jimenez, 2021; Maher et al., 2021; Mahurin-Smith et al., 2021), qualitative (Hamilton & DeThorne, 2021), and mixed methods (Mills et al., 2021). These articles will help readers identify ways in which AAE affects how teachers view its speakers' language skills and communicative practices and relates to its speakers' literacy outcomes. Conclusion The goal of the forum is to make a lasting contribution to the discipline with a concentrated focus on how to assess and address communicative variation in the U.S. classroom.

UC Davis Train-the-Trainer Primary Care Pain Management Fellowship: Addressing the Pain Management Education Gap.

PROBLEM: Primary care providers are responsible for the majority of pain care and opioid prescribing, but they are often inadequately trained. Training current providers to address the crisis of excessive opioid prescribing and inadequate pain management is a substantial workforce problem that requires urgent action. This educational need is vast and requires a staged solution to amplify its effect. APPROACH: The University of California, Davis Train-the-Trainer (T3) Primary Care Pain Management Fellowship targets the most pressing topics related to pain management, including prescription drug abuse, responsible opioid prescribing, and substance abuse, as well as broad coverage of comprehensive pain management. It offers an innovative, scalable solution to address the education gap in pain management that, in part, fuels the opioid epidemic in the United States. The T3 Fellowship incorporates a competency-based curriculum and a hybrid educational model of in-person and distance-based learning and direct faculty-fellow mentoring to comprehensively train primary care providers in pain care and prepare them to train others. Since it was established in 2017, 2 cohorts (of 17 and 26 fellows) have completed the 10-month fellowship and a third cohort of 38 fellows started the program in September 2019. OUTCOMES: Pre- and postprogram surveys for the first 2 cohorts, and a 6-month postprogram survey for the first cohort, demonstrated fellows' improvement and sustained performance in pain competencies as well as increased recognition and understanding of pain and related topics. NEXT STEPS: If adopted by other institutions and expanded across the country, the T3 Fellowship holds potential for developing an ever-growing legion of trained professionals who will locally fill the need for effective pain management, including appropriate opioid prescribing. Advancing this model will require further economic and feasibility studies to assess costs, resources, and other variables, as well as a robust comprehensive outcomes program.

Clinical skills assessment and feedback in pediatric residency / Avaliação de habilidades clínicas e feedback na residência médica em Pediatria

Abstract: Introduction: A medical residency is the specialization par excellence in medical training and the program is responsible for ensuring that the recently graduated doctor reaches the established level of competence. A well-prepared assessment system with feedback is an effective tool to enhance the performance of future specialists and guarantee their qualification. Objective: To analyze the assessment system for pediatric residents at a university hospital, aiming to promote teaching training in assessment methods. Methodology: educational action research (research-teaching), conducted with teachers and preceptors in the pediatric residency of a university hospital. The stages consisted of: a) the application of a questionnaire on participant profile and assessment methods used to evaluate the medical residents; b) intervention (workshop) on the assessment of clinical skills and feedback; c) immediate assessment after the workshop, by applying another questionnaire based on level 1 of the Kirkpatrick model. Simple statistical analysis was used for the objective data and the content analysis, according to recommendations by Malheiros (2011) and Bardin (2013), for the qualitative part. Result: Ten (48%) of the 21 participants declared not being formally trained in assessment and that they applied the more traditional methods learned from personal experience. Regarding the assessment methods, 81% (17/21) of the participants used more than one, aiming to obtain a more encompassing and reliable assessment. However, none of the teachers/preceptors used a systematized assessment of the clinical skills or provided feedback to the medical residents. After the workshop, with a focus on assessing performance in a simulated 'Objective Structured Clinical Examination' (OSCE) environment, all the participants were favorable to apply the OSCE in their teaching-learning practice with residents and undergraduate students, reaching Kirkpatrick level 3. Conclusion: The action research helped identify limitations in the assessment and feedback system of the pediatric resident physician. The methodology used revealed an aggregating effect and contributed to the development of the collaborative and integrative sense in the group. However, it was not enough to positively interfere with the pediatric medical residency assessment in the short term.

Resumo: Introdução: A residência médica é a especialização por excelência na formação do médico, e cabe ao programa assegurar que o residente egresso atinja o nível almejado de competência. Um sistema avaliativo bem elaborado e com feedback é ferramenta efetiva para aprimorar o desempenho do futuro especialista e garantir a qualificação dele. Objetivo: Este estudo teve como objetivo analisar o sistema de avaliação do médico residente em pediatria de um hospital universitário, com o intuito de promover a formação docente em métodos avaliativos. Método: Trata-se de uma pesquisa-ação educacional (pesquisa-ensino) realizada com docentes e preceptores da residência médica em pediatria de um hospital universitário. As etapas consistiram em: 1. aplicação de questionário sobre o perfil dos participantes e os métodos avaliativos utilizados com os residentes; 2. intervenção com a realização de um workshop sobre avaliação de habilidades clínicas e feedback; 3. avaliação imediata, após o workshop, com aplicação de outro questionário, elaborado com base no nível 1 do método Kirkpatrick. Utilizaram-se a análise estatística simples, para os dados objetivos, e a análise de conteúdo, segundo recomendações de Malheiros e Bardin, para a parte qualitativa. Resultado: Dos 21 participantes, dez (48%) informaram que não tinham capacitação formal em avaliação e que utilizavam métodos avaliativos mais tradicionais. Quanto aos métodos, 81% (17/21) dos participantes informaram que utilizavam mais de um, com finalidade somativa, para obter uma avaliação mais abrangente e fidedigna. No entanto, nenhum utilizava uma avaliação sistematizada de habilidades clínicas com fornecimento de feedback. Após o workshop com enfoque em avaliação de desempenho em ambiente simulado, em que se adotou o Objective Structured Clinical Examination (OSCE), os participantes utilizaram, com os internos, o método avaliativo do aprendizado na sua prática cotidiana, e, dessa forma, o treinamento atingiu o nível 3 de Kirkpatrick. Conclusão: A pesquisa-ação propiciou identificar limitações no sistema de avaliação e feedback do médico residente em pediatria. A metodologia utilizada revelou um efeito agregador e contribuiu para desenvolver o sentido colaborativo e integrativo no grupo. No entanto, não foi suficiente para interferir positivamente, em curto prazo, na avaliação da residência médica em pediatria.

Relações de gênero na rede municipal de belo horizonte: formação docente continuada / Relaciones de género en la red municipal de belo horizonte: formación continuada / Gender relations in the municipal network of belo horizonte: continuous teacher training

RESUMO. Este texto apresenta o relato reflexivo do projeto de formação continuada docente na rede municipal de educação de Belo Horizonte, entre 2015 e 2018, no campo das relações de gênero. A parceria entre a Secretaria Municipal de Educação e a Pontifícia Universidade Católica de Minas Gerais promoveu as condições necessárias para a realização e integração das atividades acadêmicas de extensão, ensino e pesquisa nos níveis da graduação e pós-graduação. Apesar do contexto político nacional das ofensivas antigênero no campo educacional, a demanda por ações formativas partiu de docentes e gestores/as da educação ao se depararem com os impactos das assimetrias na aprendizagem entre meninas e meninos, bem como situações de violência de gênero na escola. À luz dos pressupostos teóricos pós- estruturalistas de gênero, a formação utiliza metodologias diversificadas como grupos de estudo, seminários, oficinas pedagógicas e estudos de caso em diferentes espaços da cidade como escolas, universidade e museus. A análise dos quatro anos do projeto revela a importância de uma abordagem interdisciplinar das relações de gênero e de caráter permanente, pois ações formativas isoladas têm se mostrado ineficazes.

RESUMEN. En este texto se presenta el informe de reflexión del proyecto de formación continua de profesores y profesoras de la Red Municipal de Educación de Belo Horizonte, entre 2015 y 2018, en el ámbito de las relaciones de género. La asociación entre el Departamento Municipal de Educación y la Pontificia Universidad Católica de Minas Gerais promovió las condiciones necesarias a la realización e integración de las actividades académicas de extensión, enseñanza e investigación en los niveles de licenciatura y posgrado. A pesar del contexto político nacional de las ofensivas de género en el ámbito educativo, la demanda de acciones de capacitación provino de los maestros y administradores de la educación cuando se enfrentaron a los impactos de las asimetrías en el aprendizaje entre niñas y niños, así como a situaciones de violencia de género en la escuela. A la luz de los supuestos teóricos postestructuralistas de género, la capacitación utiliza diversas metodologías como grupos de estudio, seminarios, talleres pedagógicos y estudios de caso en diferentes espacios de la ciudad como escuelas, universidades y museos. El análisis de los cuatro años del proyecto muestra la importancia de un enfoque interdisciplinario de las relaciones de género de carácter permanente, ya que las acciones formativas aisladas han demostrado ser ineficaces.

ABSTRACT. This text presents the reflective report of the project of continuous teacher training in the Municipal Education Network of Belo Horizonte, between 2015 and 2018, in the field of gender relations. Partnership between the Municipal Department of Education and the Pontifical Catholic University of Minas Gerais promoted the necessary conditions for the implementation and integration of academic activities of extension, education and research at undergraduate and graduate levels. Despite the national political context of gender offensives in the educational field, the demand for training actions came from teachers and education managers when they faced the impacts of asymmetries in learning between girls and boys, as well as situations of gender violence at school. In the light of the post-structuralist theoretical assumptions of gender, training uses diverse methodologies such as study groups, seminars, pedagogical workshops and case studies in different spaces of the city, such as schools, universities and museums. The analysis of the four years of the project revealed the importance of an interdisciplinary approach to gender relations of a permanent nature, since isolated training actions have proved ineffective.

The magnitude and precision of estimates of change in formative teacher assessment.

Despite growing interest in formative assessment of teacher practices, research on rates of change in teachers' practices is sparse. This is the first study to examine the characteristics of observed change in classroom practices using the Classroom Strategies Assessment System (CSAS) across alternative schedules of data collection during instructional coaching. Our primary objectives included examining (a) the magnitude, variability, and precision of estimates of average rates of change in teacher practices and (b) the impact of data collection duration (i.e., number of weeks of data collection) and density (i.e., the number of classroom observations per week) on the precision of estimates of rates of change over time. A sample of teachers (N = 63) participating in instructional coaching was observed 14 times during coaching using the CSAS. Findings revealed a significant gradual improvement in strategy use, with significant between-teacher variation in rates of change. The frequency of observations was associated with the precision of estimates for average rates of change across teachers and for individual teachers, providing initial guidance on minimum number of observations required to monitor change in practice over time. (PsycINFO Database Record (c) 2020 APA, all rights reserved).

Current situation and comparison of school mental health in ASEAN countries.

School-based mental health interventions are considered to have potential for the promotion of mental health in developing countries. We held a workshop to discuss the promotion of mental health in schools in southeast Asian countries. This review report aimed to summarize the current situation of school mental health in Association of Southeast Asian Nations (ASEAN) countries as reported by their representatives in this workshop. To summarize the current situation of ASEAN countries in relation to school mental health, we qualitatively analyzed the content of the discussions from four perspectives: (i) laws and regulations: (ii) mental health services; (iii) teacher training on mental health; (iv) mental health education for students. With regard to school mental health laws and regulations, this report could not provide clear conclusions because the laws were reported through the personal understanding of the public officers. Our results show that mental health services in schools are centered on professionals such as guidance counselors, although the coverage varied among the different ASEAN countries. Only Singapore conducted mental health training for teachers in a comprehensive way, and the number of people who were actually trained in other countries was very limited. Cambodia, Malaysia, Myanmar, Philippines, Singapore, and Thailand included mental health education for students in health education or life skills subjects.

Brief Report: Psychometric Properties of the Ability in Behavior Assessment and Interventions for Teachers-Revised (ABAIT-R).

Given the importance of competencies in functional behavior assessment (FBA) and behavioral interventions among teachers for managing problem behaviors among children with autism spectrum disorder (ASD) and other developmental disabilities, a previously reported ability in behavior assessment and interventions for teachers (ABAIT) needed improvements in the multiple-choices by adding a 'don't know' option. This study reports on the psychometric properties of this revised scale (ABAIT-R) among 102 special educators assessed using Rasch models. It was found that the model had good fit and a wide spread of difficulties (3.63 to - 2.60). ABAIT-R had good targeting (over 85%) and high reliability (0.79). The assumptions of the model were met recommending sufficiency for the use of summated score from ABAIT-R among teachers.

The image of physical education teachers held by students from two universities / A imagem dos professores de educação física de alunos de duas universidades

ABSTRACT This study analyses the image that students of initial physical education teacher education (PETE) from two different universities (University of Alicante- UA, Spain, and Central University of Ecuador-UCE) have of physical education teachers. This qualitative and comparative study uses a metaphorical approach. Qualitative methodology was used to analyse the participating students metaphors in order to explore whether or not they suit the current learning and teaching perspectives in the field of Physical Education, and whether the images conveyed any differences between universities due to the influence of the context in the Physical Education teacher image and in gender stereotypes. A total of 190 students participated in the study (n= 105 men; n= 85 women). The software AQUAD 7 was used to process the data. The results showed that there were no obvious gender differences that keep women away from physical activity. As well as not excessive differences due to the different context of the participants.

RESUMO Este estudo analisa a imagem que alunos de educação inicial de professores de educação física de duas universidades diferentes (Universidade de Alicante - UA, Espanha e Universidade Central do Equador - UCE) possuem professores de educação física. Este estudo qualitativo e comparativo utiliza uma abordagem metafórica. A metodologia qualitativa foi utilizada para analisar as metáforas dos alunos participantes, a fim de explorar se elas se adequam ou não às perspectivas atuais de aprendizagem e ensino no campo da Educação Física, e se as imagens transmitiram alguma diferença entre as universidades devido à influência do contexto na imagem do professor de Educação Física e nos estereótipos de gênero. Um total de 190 alunos participaram do estudo (n= 105 homens; n= 85 mulheres). O software AQUAD 7 foi utilizado para processar os dados. Os resultados mostraram que não havia diferenças de gênero óbvias que afastassem as mulheres da atividade física. Assim como não há diferenças excessivas devido ao contexto diferente dos participantes.

Estratégias de resistência e empoderamento de treinadoras portuguesas / Strategies of resistance and empowerment of portuguese women coaches in sports

RESUMO Considerando que a participação das mulheres no esporte tem evidenciado desigualdade e assimetria de gênero nas várias funções e âmbitos de atuação, esta pesquisa tem como objetivo analisar como a hegemonia dos homens na função de treinador é negociada e contestada por mulheres que ocupam esta posição. Para tanto, foram entrevistadas 37 treinadoras portuguesas que atuam em esporte individuais e coletivos. Os resultados indicam que a presença no cargo de treinadora não garante uma contestação a esta hegemonia. O caráter generificado atribuído à esta ocupação promove situações discriminatórias que exigem das mulheres ações de empoderamento e agência para que possam modificar estruturas que tendem a perpetuar sua sub-representação.

ABSTRACT The participation of women in sports is the subject of analysis of several studies that continuously evidence inequality and asymmetry in relation to men in the different spheres of activity within this field. The objective of this study is to comprehend male hegemony as coaches and how it is accepted and/or contested in the sports environment by identifying attitudes that incorporate this male dominance or that contradict and resist it. The sample of this study is composed of interviews with 37 Portuguese female coaches in both individual and team sports. The results indicate that the presence of women in leadership positions in sports, such as of head coach, does not ensure in itself an objection to male hegemony. It becomes necessary that women incorporate the concept of "agency" in order to identify and implement strategies that resist and consequently change the patriarchal structures that perpetuate the underrepresentation of women in coaching sports.

Emergent Literacy Support for Children from Marginalised Populations.

BACKGROUND: The purpose of this paper is to describe the content and process of a literacy and language support model that was implemented with young children from marginalised communities, where no access to speech and language pathologist (SLP) services exists. The importance of language for literacy development is emphasised with explicit strategies for classroom application. METHOD: The SLP introduced an intervention programme to Early Childhood Development (ECD) kindergarten teachers, as part of a pre- and post-test literacy study. The strategies included oral reading, one-on-one reading and paired-reading. The participants provided informed consent. The intervention was presented to the experimental (Exp) group during the study process and to the comparison group after the study was completed. RESULTS: Post-intervention findings revealed a significant improvement in the Exp group scores on concepts about print. The ECD teachers reported a difference in the children's awareness of printed materials, confirming that the approaches introduced by the SLP are central in teachers' instruction. This finding supports the contribution that emergent literacy and language support models would have for children, especially those from marginalised communities, where access to resources are limited. Furthermore, the collaboration between SLP and the ECD staff will strengthen these support structures. Thus, explicit early intervention develops skills for school-readiness and academic success; this forms part of the solution in providing early access to language and literacy programmes in developing countries.

A Global Rating Scale and Checklist Instrument for Pediatric Laceration Repair.

Introduction: Laceration repair is a core procedural skill in which pediatric residents are expected to attain proficiency per the Accreditation Council for Graduate Medical Education. Restricted trainee work hours have decreased clinical opportunities for laceration repair, and simulation may be a modality to fill that clinical gap. There is a therefore a need for objective measures of pediatric resident competence in laceration repair. Methods: We created a global rating scale and checklist to assess laceration repair in the pediatric emergency department. We adapted the global rating scale from the Objective Structured Assessment of Technical Skills tool used to evaluate surgical residents' technical skills and adapted the checklist from a mastery training checklist related to infant lumbar puncture. We tested both tools in the pediatric emergency department. Eight supervising physicians used the tools to evaluate 30 residents' technical skills in laceration repair. We performed validation testing of both tools in the simulation environment. Based on formal evaluation, we developed a video to train future evaluators on the use of the global rating scale. Results: The global rating scale and checklist showed fair concordance across reviewers. Both tools received positive feedback from supervising physicians who used them. Discussion: We found that the global rating scale and checklist are more applicable to formative, rather than summative, training for resident laceration repair. We recommend using these educational tools with trainees in the simulation environment prior to trainees performing laceration repairs on actual patients.

Comparing the Effectiveness of Brief Versus In-Depth Gatekeeper Training on Behavioral Outcomes for Trainees.

BACKGROUND: A common suicide prevention strategy is training gatekeepers to identify at-risk individuals and refer them to services. AIMS: The study aimed to examine whether differences in training outcomes were observed for brief versus in-depth gatekeeper trainings for trainees from varied professional settings while controlling for differences in trainee characteristics and community context. METHOD: Trainees' identification and referral behavior 3 months after gatekeeper training was compared with a sample of respondents matched on individual- and community-level variables using propensity score-based techniques. The value was estimated, in terms of additional identification and associated costs, of adopting in-depth training. RESULTS: A higher proportion of trainees who participated in in-depth trainings from K-12 and community settings identified at-risk youth, and a higher proportion of in-depth trainees from mental health settings referred youth to services compared with participants of brief trainings from the same setting and with similar characteristics. The effect of training type on outcomes varied by professional role and community context. LIMITATIONS: Self-report measures were used to assess outcomes. Similar measures are used in other studies; their validity has not been conclusively established. CONCLUSION: Findings suggest certain individuals may benefit from in-depth training more than others, which favors targeting this intervention to particular gatekeepers.

Training models for implementing evidence-based psychological treatment for college mental health: A cluster randomized trial study protocol.

Mental disorders often emerge in adolescence and young adulthood, and these disorders can have lasting effects on students' health, social functioning, and education. Although evidence-based treatments have been established for many mental disorders, few community therapists use such treatments. What is needed is a practical, economically feasible means of training clinicians to implement evidence-based treatments suitable for widespread use. This cluster randomized trial will randomize 26 college counseling centers to one of two implementation strategies for training counselors to use interpersonal psychotherapy (IPT), an evidence-based treatment for depression and eating disorders: 1) an external expert consultation model comprising a workshop, therapy manual, and expert follow-up consultation (n = 13); or 2) a train-the-trainer model in which a staff member from the counseling center is coached to train other staff members to implement IPT (n = 13). The primary outcome is therapist adherence to IPT, with secondary outcomes of therapist competence in IPT and client outcomes for depression and eating disorders. Therapist and organizational characteristics will be explored as potential moderators and mediators of implementation outcomes. Implementation costs for each of the training methods will also be assessed. The present study involves partnering with college counseling centers to determine the most effective method to implement IPT for depression and eating disorders in these settings. The results of this study will inform future large-scale dissemination of clinical interventions to mental health service providers by providing evidence for the selection of training methods when an agency chooses to adopt new interventions.

Technology-enhanced teacher development in rural Bangladesh: A critical realist evaluation of the context.

This study arose in response to the complexity of implementing technology-enhanced learning for teacher development in a developing country. Bangladesh is a country with growing technological capacity including mobile phone network coverage, yet it faces vast challenges of utilising these facilities in the education sector. As educational change and technological innovation do not happen in a vacuum, the researcher used a critical realist approach to understand the layers of the rural Bangladesh context where technology-enhanced learning will take place. Findings have been drawn from survey data (n = 207) and a series of six focus group sessions with the same six stakeholders, informing future technology-enhanced teacher development programmes. The implications of the study are to suggest principles for pedagogical change and a methodological approach which attends to context.

Teach the teacher: Training otolaryngology fellows to become academic educators.

OBJECTIVES/HYPOTHESIS: Fellowship is the capstone of academic training and serves as preparation for an academic career. Fellows are expected to educate medical students and residents during and long after fellowship. However, little time is typically spent teaching fellows to become effective educators. We investigate a formal curriculum addressing teaching skills among fellows in otolaryngology-head and neck surgery (OHNS). STUDY DESIGN: E-mail survey. METHODS: We developed and implemented an educational program called Teach the Teacher to build skills as educators for fellows in OHNS. We conducted a survey of fellows from 2014 to 2017 in OHNS who participated in the course. The survey evaluated demographics, teaching experiences, and teaching limitations structured as yes/no and Likert-style questions (1 = strongly disagree, 5 = strongly agree). RESULTS: Thirty fellows were surveyed with a response rate was 80%. Fellowship was rated highly as an experience that will make fellows a better academic educator (mean ± standard deviation: 4.54 ± 0.64). The most important components of teaching during fellowship were role modeling (4.67 ± 0.62), followed by teaching psychomotor skills in the operating room (4.29 ± 0.89), diagnostic reasoning (4.25 ± 0.66), and evidence-based medicine (4.25 ± 0.83). The Teach the Teacher course specifically was rated as a helpful experience (4.00 ± 0.90). The primary limitations to developing teaching skills during fellowship identified were lack of time, patient safety, and inexperience with hospital culture. CONCLUSIONS: Fellowship is a key time to improve skills as academic educators. Fellows value formal efforts to teach academic skills. LEVEL OF EVIDENCE: NA. Laryngoscope, 128:2034-2048, 2018.

Long-Term Effectiveness of the Question, Persuade, Refer (QPR) Suicide Prevention Gatekeeper Training Program: Lessons from Missouri.

Suicide in Missouri is a significant public health issue that has taken the lives of 8351 individuals over the last decade. The recognition of suicide as an imminent concern has led to the development of evidence-based prevention programs to decrease suicide-related mortality. One program, question, persuade, refer (QPR), has become the most widely-distributed gatekeeper training program in the world. This article presents both immediate and 2-year follow-up analyses of QPR trainees who work with youth, specifically examining changes in knowledge, self-efficacy, and help-giving behaviors. Results indicate both short- and long-term positive outcomes in knowledge and self-efficacy, supporting use of QPR.