Medical practice entails lifelong learning of both the science and art of medicine. However, it is not easy to teach or observe what one has learned about the latter. Previous literature has found that learning during the clinical phase is influenced by both the macro, structural issues and micro, individual factors. This ethnographic study investigates the deliberate, systematic, and sustained effort of clinical education at a district hospital in Taiwan in order to find out how medical educators can train and retain caring and competent physicians. It focuses on the students’ experiences during their clerkship, formal and informal teachings such as ward rounds, teachings at the operating room, and fortnightly medical humanities discussions, as well as what the hospital has done to create a conducive environment for teaching and learning. Using a grounded theory approach, it uncovers the problems novices face in clinical practice and learning and effective techniques expert clinicians use in teaching. It concludes that the most effective and efficient education happens when learning is made explicit and visible, when teachers actively engage students in legitimate peripheral participation, when learners become self-directed in their endeavors, and when there is a community of reflective practitioners.

Under the auspices of a United Stated Department of Education National Workplace Literacy Program grant, the Columbia-Willamette Skill Builders, a community college consortium, developed a prototype workplace educator training program in 1994. The Skill Builders workplace educator training program was 9 months long and offered 90 hours of instruction, including a 20 to 40 hour workplace field experience. Twenty-six people completed the prototype program. This investigative study posed two research questions: 1. What can we learn by identifying and evaluating the critical elements in a prototype workplace educator training program? 2. What can be gleaned through this investigation that can be utilized to design a workplace educator training program? Workplace educator is a new term emerging from the field of workplace literacy. A workplace educator facilitates basic learning involving language and computation, as well as communication, teamwork, problem-solving, and decision-making. An examination of the pertinent literature identified five fields that impact on workplace education: workplace basics; training and development; workplace literacy and the contextual teaching approaches; current management theory with an emphasis on the high performance work organization; and workplace learning. The critical elements involved in the prototype program were identified through extensive inquiry using questionnaires, survey evaluation instruments, personal interviews, reports, journal review of the participants, and a focus group of Portland, Oregon, area employer representatives managing workplace education. The identified critical elements include an understanding of: (a) education in the workplace; (b) the characteristics of workplace educators; (c) workplace culture and organizational practices; (d) business/ education relationships; (e) the educational environment; (f) needs assessment/evaluation and assessment procedures; (g) workplace program design; (h) how to facilitate learning; (i) the development of communication skills for the workplace educator; (j) culture, class, and gender diversity in the workplace; and (k) appropriate uses of instructional technology. In addition, the data were examined through an evaluation research framework using the Stufflebeam (1983) CIPP (context, input, process, and products) model. The analysis showed that the program was highly satisfactory to the participants. The most important finding in this study is the need for workplace educators to fully understand the workplace. / Graduation date: 1995

In Europe, public relations are not defined, particularly, in the former USSR republics. The author examined one of the Baltic States Latvia to find out if there is a relationship between public relations practitioners' educational background to roles performed.Forty-eight public relations practitioners of two public relations associations in Latvia comprised the sample, resulting in a 42 percent response rate. The questionnaire included 23 questions dealing with education, performance, and public relations defining.Public relations practitioners in Latvia are young in age and majority of them held managerial positions and earn high wages for Latvia standards. Most of the practitioners' have communication science degrees and only 34 percent of practitioners have degrees in public relations.Public relations organizational structure and job responsibilities are in the development stage in Latvia because employees perform job functions that are not related to their job titles.Public relations in Latvia are seen as being in a "transitional stage that helps organizations enter free market." At the same time, practitioners' define public relations being mainly concerned about communication functions like publicity and image building/reputation. / Department of Journalism

The historical roots of traditional and modem Western medicine have been the same, but during the past century these systems have diverged modem medicine has became dominant, replacing traditional systems in much of the world and denigrating them as quackery. In recent years there has been a resurgence of interest in traditional systems, with a remarkable change in attitude among health care professionals in many parts of the world. There is an increasing emphasis upon the importance of health care providers familiarizing themselves with specific culture-bound syndromes and their manifestations, in order to provide quality care to culturally diverse clients seeking health care services. Thus, there is a need for a complementary relationship between traditional healing practices and modem medicine in the world, reflecting the importance of respect for cultural diversity in health planning. The research problem assumes a relation between three distinctive dimensions of reality, namely, the industrial mentality, culture, and education. These dimensions will be discussed - according to the relation-axes model introduced by Wielemans and Chan (1992:19), which investigates the complexity of relationships between man and himself, man and fellowmen, man and nature, and man and the transcendental. In Kuwait the traditional healing practices will be examined according to Islamic medicine and its contribution to health care. A comparison of modem and Islamic medicine is formulated and recommendations are made for the training health care professionals in Kuwait. / Educational Studies / D. Ed. (Comparative Education)

Stroke is the fifth leading cause of death in the United States. Minority groups are disproportionately affected, particularly African Americans, who are three times more likely to be affected than their White counterparts. An effective strategy for addressing these disparities is to improve knowledge of stroke risk factors through innovative and culturally tailored education programs delivered by community health workers (CHW), such as the Columbia Institute for Training Outreach and Community Health (InTOuCH) program. The purpose of this study was to develop and validate outcome measures generated by the Stroke Literacy Assessment Test (SLAT) designed for use with community health workers (CHW) in a stroke prevention training program. The specific aims were to: 1) identify gaps in the literature related to assessment measures in stroke literacy for CHWs, 2) assess and evaluate the need for a stroke literacy assessment test for CHWs, 3) demonstrate evidence of the validity and reliability for the stroke literacy assessment test, and 4) assess stroke literacy in a sample of CHWs participating in the Columbia InTOuCH stroke prevention training program. The scoping review of literature demonstrated that CHW–specific competency assessment methods were limited, with few or no domain-referenced tools on stroke risk factors that complied with measurement standards. Guided by the CHW assessment context, the study applied a unified instrument design and validation approach using an iterative Process Model to develop the SLAT. The SLAT content domain was first specified to produce an initial item pool. Both were content validated by external expert review and refined. Next, empirical validation continued with evidence on examinee response processes, diagnostic item statistics and quality, total score reliability and verification of theoretically expected subgroup differences in SLAT scores. The iterative design process yielded a subset of well-functioning items of the initial 46. These were assembled to construct a final assessment test for empirical evaluation. The final SLAT was administered to 68 CHW alumni of the InTOuCH training program. Results showed that a 34-item SLAT that assesses the factual knowledge and application levels of cognition demonstrates sufficient validity and reliability for use with CHWs specializing in stroke prevention efforts.

The sequence of events leading to the implementation of a change in emergency physicians' practice and the learning activities and processes undertaken are examined and described in this study. A qualitative case study design was utilized and semi-structured interviews were employed as the primary means of data collection. Thirty emergency physicians were interviewed in face-to-face or telephone interviews. One change that required learning was selected per physician for an in-depth interview. The following factors were examined: motivation to change a practice behavior, time to implementation of changes, source of awareness, barriers to change, use of learning resources, stages in the change process, and method of learning.

The study was to investigate the effectiveness of Sociocultural Competency Training (SCCT) as an intervention in enhancing self-efficacy among trainees in the health care profession. The purposes of the study were threefold: (a) to evaluate the effectiveness of the training in enhancing the trainees' self-efficacy and behavioural performance; (b) to examine their personal experiences in the learning ofthe sociocultural competencies, and (c) to identify the factors that contribute to effective outcomes. A sample of 84 participants in the Health Sciences program at the Vancouver Community College was recruited. There were 26 local born Canadians and 32 immigrants in the experimental group, whereas 11 local born Canadians and 15 immigrants were in the control group. Experimental group participants took part in an 18- hour training over a 6-week period as part of their regular Human Relations Skills course curriculum. The control group also took the same training course after post-test data collection. This study used both quantitative and qualitative methods. Self-efficacy and behavioural performance were assessed quantitatively by the results from the General Self-Efficacy Scale (GSE), Situational Social Avoidance Scale (SSA), Social Self-Efficacy Scale (SSE), and Interpersonal Skills Checklist (ISC-33). Qualitative data was collected through written feedback from 28 participants and semi-structured interviewing with 24 volunteer interviewees in the experimental group. The results of this study supported the hypotheses that the Sociocultural Competency Training was effective in improving the interpersonal skills and lowering the social avoidance tendency among participants in the experimental group when compared to individuals in the control group. The hypothesis that there would be more significant change in participants' social self-efficacy was also supported. The Sociocultural Competency Training offered effective ways of helping people develop positive self-efficacy and behavioural competencies. Participants reported the training enabled them to have the sociocultural competencies to conduct their professional career in a multicultural community. In the future, the training can be used with high school students, college and university students, international students, professionals, business people, and expatriates who need to learn the sociocultural competencies for career success.

The study was to investigate the effectiveness of Sociocultural Competency Training (SCCT) as an intervention in enhancing self-efficacy among trainees in the health care profession. The purposes of the study were threefold: (a) to evaluate the effectiveness of the training in enhancing the trainees' self-efficacy and behavioural performance; (b) to examine their personal experiences in the learning ofthe sociocultural competencies, and (c) to identify the factors that contribute to effective outcomes. A sample of 84 participants in the Health Sciences program at the Vancouver Community College was recruited. There were 26 local born Canadians and 32 immigrants in the experimental group, whereas 11 local born Canadians and 15 immigrants were in the control group. Experimental group participants took part in an 18- hour training over a 6-week period as part of their regular Human Relations Skills course curriculum. The control group also took the same training course after post-test data collection. This study used both quantitative and qualitative methods. Self-efficacy and behavioural performance were assessed quantitatively by the results from the General Self-Efficacy Scale (GSE), Situational Social Avoidance Scale (SSA), Social Self-Efficacy Scale (SSE), and Interpersonal Skills Checklist (ISC-33). Qualitative data was collected through written feedback from 28 participants and semi-structured interviewing with 24 volunteer interviewees in the experimental group. The results of this study supported the hypotheses that the Sociocultural Competency Training was effective in improving the interpersonal skills and lowering the social avoidance tendency among participants in the experimental group when compared to individuals in the control group. The hypothesis that there would be more significant change in participants' social self-efficacy was also supported. The Sociocultural Competency Training offered effective ways of helping people develop positive self-efficacy and behavioural competencies. Participants reported the training enabled them to have the sociocultural competencies to conduct their professional career in a multicultural community. In the future, the training can be used with high school students, college and university students, international students, professionals, business people, and expatriates who need to learn the sociocultural competencies for career success. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

This project surveyed 21 respondents to determine whether family medicine physician assistants' medical education and training while in residency is sufficient to assess or identify domestic violence. The project found that although family medicine physician assistants do receive education and training on domestic violence, it is insufficient because victims may still go undetected and unserved.

The master thesis consists of an introduction, two, conclusion, bibliography, applications. In the theoretical part presents the basic concepts, the theory of management of staff training. In the practical part, the general characteristics of the organization under study are described, and a study has been conducted to improve the management system of personnel training in the banking sector. On the basis of the obtained data, recommendations for improving the management of staff training have been developed. In conclusion, summarized in accordance with the tasks. / Магистерская диссертация состоит из введения, двух, заключения, библиографического списка, приложений. В теоретической части представлены основные понятия, теории управления обучением персонала. В практической части описывается общая характеристика исследуемой организации, проведено исследование совершенствования системы управления обучением персонала в банковском секторе. На основе полученных данных разработаны рекомендации по повышению эффективности управления обучением персонала. В заключении подведены итоги в соответствии с поставленными задачами.