No / Objective The number of colonoscopies required to reach competency is not well established. The primary aim of this study was to determine the number of colonoscopies trainees need to perform to attain competency, defined by a caecal intubation rate (CIR) ≥90%. As competency depends on completion, we also investigated trainee factors that were associated with colonoscopy completion. Design The Joint Advisory Group on GI Endoscopy in the UK has developed a trainee e-portfolio from which colonoscopy data were retrieved. Inclusion criteria were all trainees who had performed a total of ≥20 colonoscopies and had performed ≤50 colonoscopies prior to submission of data to the e-portfolio. The primary outcome measure was colonoscopy completion. The number of colonoscopies required to achieve CIR ≥90% was calculated by the moving average method and learning curve cumulative summation (LC-Cusum) analysis. To determine factors which determine colonoscopy completion, a mixed effect logistic regression model was developed which allowed for nesting of patients within trainees and nesting of patients within hospitals, with various patient, trainee and training factors entered as fixed effects. Results 297 trainees undertook 36 730 colonoscopies. By moving average analysis, the cohort of trainees reached a CIR of 90% at 233 procedures. By LC-Cusum analysis, 41% of trainees were competent after 200 procedures. Of the trainee factors, the number of colonoscopies, intensity of training and previous flexible sigmoidoscopy experience were significant factors associated with colonoscopy completion. Conclusions This is the largest study to date investigating the number of procedures required to achieve competency in colonoscopy. The current training certification benchmark in the UK of 200 procedures does not appear to be an inappropriate minimum requirement. The LC-Cusum chart provides real time feedback on individual learning curves for trainees. The association of training intensity and flexible sigmoidoscopy experience with colonoscopy completion could be exploited in training programmes.

No description available.

The purpose of this quasi-experimental, longitudinal study was to measure the effects of reflective practice coaching on 35 participants, as compared to participants who did not receive coaching. Data was collected over a period of eight weeks. A secondary purpose was to examine the effects of a standardized case conceptualization training lecture on 84 participants. A third purpose was to examine the relationships between counselor trainee demographic variables, their attitudes towards evidence-based practice, disposition towards reflective reasoning, and competence in writing case conceptualizations. This was the first study to contribute to the reflection in counseling literature. A convenience sample of N = 84 participants participated in two standardized case conceptualization training lectures. An intervention group (N = 35) received an additional three one-on-one reflection coaching sessions. The comparison group (N = 49) received the training lectures and no coaching. Participants from both groups attended two 3-hour training lectures, which taught the integrative case conceptualization model developed by Sperry (2010). Intervention group participants took part in three additional one-on-one reflection coaching sessions. Pre- and post-training lecture case conceptualization skills were assessed using the Case Conceptualization Evaluation Form (CCEF) 2.0. Levels of reflective thinking were measured with pre-, post-, and post-post-administrations of The Reflection in Learning Scale (Sobral, 2005). Variance in case conceptualization competence was analyzed using a MANOVA. Intervention group participants’ mean CCEF 2.0 scores were significantly higher than those of the comparison group (M = 72.64 and M = 46.81, respectively). Reflective thinking was determined not to be a mediating or moderating variable. Mean CCEF 2.0 scores from the first training lecture increased from the pre-test to the post-test (M = 11.20 and M = 24.10, respectively) for all participants. Mean case CCEF 2.0 scores also increased from the pre-test to the post-test in the second training lecture (M = 21.33 and M = 52.29, respectively) for all participants. Additionally, a paired sample t-test showed improvement on the Reflection in Learning Scale (Sobral, 2005) between the post-test and post-post test for the intervention group. Results were significant (|t| = 1.91, df 34, p < .001, one-tailed). / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2019. / FAU Electronic Theses and Dissertations Collection

At present, there is a great demand for qualified interpreters in Vietnam, but the oral proficiency of the trainee interpreters graduating from the University of Hanoi is far from being satisfactory. This Field Study is an attempt to search for appropriate ways to improve the oral proficiency of final year interpreters at Hanoi University. As any language teacher's work is determined consciously and unconsciously by his/her view of language and language learning, the effective teaching of oral communicative skills requires a good understanding of the nature of language, communication and its process of learning. This field study attempts to review the major theories of language and language learning and their implications for language teaching; and tentatively suggests some guidelines for syllabus design, classroom procedures, and techniques for teaching oral communication skills for final year trainee interpreters at Hanoi University in the light of new developments in these theories of language teaching.

The purpose of this study was to determine the impact a narrative reflecting team experience has on counselor self-efficacy. Through a quasi-experimental design, the use of a narrative reflecting team supervision model was compared to supervision as usual with graduate counseling students (N=12). The Counselor Self-Estimate Inventory (COSE) was chosen to assess self-efficacy pre and post 8 weeks of a reflecting team intervention and supervision as usual. Results from a Wilcoxon Signed Ranks Test indicate that an 8 week, 11/2 hour, narrative reflecting team experience did not elicit a significant change in counselor self-efficacy over supervision as usual. Counselor self-efficacy is an important concept to explore and emphasize as the field of counseling works to improve educational and supervision practices with developing counselors. The use of narrative techniques in a reflecting team supervision model, offers an alternative approach to supervision- an approach, which is a collaborative, empowering, and a re-storying experience for counselors in training. The research questions hierarchical, power and fear laden supervision models that negatively impact the efficacy of counselors in training. It further emphasizes a need to develop new practices, which support self-efficacy in new trainees, as their level of efficacy will impact how they will be with clients in the future. Results and suggestions for future research and practice are discussed. / Graduation date: 2013

The purpose of this essay is to find out if there are any differences between what teacher trainees expect and what teachers claim in a number of areas in English teaching at upper secondary schools. More specifically, are there any differences in expectations and claims between the two groups when it comes to the use of course books, the national tests, setting grades, grammar teaching and the use of movies in course A English. The involved trainees were on their last year of teacher training and the involved teachers had worked for a maximum of two years. In order to carry out the research, both quantitative- and qualitative interviews with teacher trainees and teachers were done. In the quantitative interviews, trainees and teachers answered questions about the mentioned topics and were also asked to write what they expect or claim to be the most difficult and easy area in the English teaching classroom. In addition, the qualitative interviews with six trainees and teachers gave voices to what the two groups declared. According to my findings, there are differences in all but one topic. The conclusion also suggests what can be made in teacher training education in order to declare the gap between trainees and teachers become smaller.

Since the imposter phenomenon was first identified, much research has been conducted on its occurrence in different populations and its impact on functioning. This study investigated the influence of the imposter phenomenon on counseling selfefficacy among graduate level counseling and counseling psychology trainees. A structural equation model was developed and tested to determine the relationships between counseling experience, the imposter phenomenon, and counseling selfefficacy. The model indicated that the imposter phenomenon had a negative relationship with counseling self-efficacy. It also revealed the influence of prior experience, months in practicum, and number of counseling hours on counseling selfefficacy. Additionally, the lack of relationship between experience and the imposter phenomenon suggested that imposter feelings persist beyond the early levels of trainees’ development. The imposter phenomenon, however, moderated the relationships between two experience variables, months in practicum and number of counseling hours, and counseling self-efficacy. The results did not reveal a mediating effect of the imposter phenomenon on the relationship between experience and counseling self-efficacy. Supplementary analysis using a MIMIC model indicated no significant relationship between gender and imposter feelings. Strengths, limitations, directions for future research, and implications for practice and training counselors and counseling psychologists were presented. / Department of Counseling Psychology and Guidance Services

Dissertation (Ph. D.)--University of Akron, Dept. of Counseling, 2008. / "December, 2008." Title from electronic dissertation title page (viewed 12/30/2008) Advisor, Robert C. Schwartz; Committee members, Xin Liang, Sandra Perosa, Cynthia A. Reynolds, Sandra Spickard-Prettyman; Department Chair, Karin B. Jordan; Dean of the College, Cynthia F. Capers; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.

Thesis (Ph. D.)--Oregon State University, 2008. / Printout. Includes bibliographical references (leaves 96-106). Also available on the World Wide Web.

The number of single individuals in Western societies has increased and continues to rise. Research suggests that single women do not find it easy to be single. This thesis explores the lived experience of being single in female counselling psychology trainees. Seven single women engaged in semi-structured interview, which were analysed using Interpretative Phenomenological Analysis. From the analysis, four main themes emerged. The first was an existential search for relatedness, encompassing the realisation that human relationships are fundamentally necessary; participants experienced being single as a choice that provoked anxiety. The second theme, the paradox of singleness, highlighted ambivalent emotions regarding freedom, but also the absence of a partner. The third theme viewed the training as an all-demanding partner, leaving no space for a romantic relationship, and whose presence at times felt like the loss of one’s soul. The final theme of longing for a romantic relationship addressed participants’ relational longing, feelings of isolation, loneliness, sense of struggle and being different to individuals with a partner. The relational nature of the training brought participants’ singleness into their awareness and this was experienced as difficult. In line with the research examined in the literature review, this study confirms the overall experience of being single as an ambivalent one, which causes individuals to struggle with their singleness. Moreover, this study furthers the previous literature by examining the experience in a rarely studied group. The insights gained from this research have deepened our understanding of the experience of single female counselling psychology trainees and contribute to knowledge within the profession. Specifically, this study suggests that counselling psychology trainees would benefit from training that addresses relational issues and the experience of being single. This would lead to improved clinical practice with single clients and an enhanced awareness of their own process.