Suchergebnisse

AbstractTransformed treatment philosophies, egalitarian roles, crossover competencies, and engagement of consumers and families are essentials in training.

Purpose: The purpose of this study is to evaluate the effects of genomics training workshops for public health professionals and professionals-in-training. Design: A pre- and post-test evaluation design with 3-month follow-up. Setting and Participants: Thirteen genomics training workshops were delivered across Texas to 377 public health professionals and professionals-in-training (66.7% were ethnic minorities). Intervention: Three-hour theory-based, face-to-face genomics training workshops focusing on family health history practice were delivered. Methods: We administered surveys prior to the workshops, immediately post-workshops, and at 3-month follow-up to examine the changes in participants' knowledge, attitudes, intention, self-efficacy, and behavior in adopting genomics into public health practice. Linear mixed modeling analyses were used to analyze the quantitative survey data. A content analysis was also conducted for qualitative survey data analysis. Results: Genomics practice significantly improved among public health professionals at 3-month follow-up ( P < .01). For all participants, knowledge, attitudes, intention, and self-efficacy scores increased significantly immediately post-workshop compared to the pre-workshop scores (all Ps < .01). Knowledge and attitudes scores at the 3-month follow-up remained significantly higher than those scores at the pre-workshop (all Ps < .01). The feedback from workshop participants was positive. Conclusion: Our genomics training workshop is an effective program that can be disseminated at a national level to establish genomic competencies among public health professionals and professionals-in-training in the United States.

Large-scale changes in the social and economic spheres of Russian society revealed the demands for managers with non-standard thinking and a high cultural level. Specific and ambiguous processes in politic, economic and social spheres in different parts of the world have general trends reflecting the evolution of global civilization. In this context, educational systems received new functions aimed at moral growth and improvement of competencies. The highest demand in the field of education is for experienced teachers and administrators who are able to improve the system of education and upbringing, develop scenarios for managing the teaching and learning process, offer the personality-oriented trajectories for students, make an independent choice and fulfill corrective and diagnostic functions. The transformed socio-economic context led to positive changes in the field of professional education. One of the basic features of the modern educational systems is the training of highly qualified education managers. Such individual characteristics as the ability to continuous self-improvement, creativity, communication skills, entrepreneurial skills, the ability to analyze and foresee, etc. play an increasing role in the professional training. The most important place in the training of education managers is occupied by pedagogical technologies aimed at mastering the necessary competencies in economics, management, psychology and related disciplines. In the context of the innovative transformations of Russian education, the pressing need to integrate new management schemes into the practice of educational institutions and the problem of pedagogical training in the field of management becomes very urgent. Qualified management creates conditions for improving the educational environment, increasing the quality of educational services. The educational system should prepare young citizens capable of making a feasible contribution to the formation of the law-based state. Currently, it is necessary to optimize the ...