Language and zoo biology training outcomes: A cautionary note

The Jersey Wildlife Preservation Trust (JWPT)/University of Kent Diploma in Endangered Species Management (DESMAN) was initiated in 1985 to provide an academically recognized qualification to trainees attending the JWPT's International Training Centre (ITC). Since its inception, 59 of 118 trainees enrolled were awarded the diploma. Examination and practical work performance of 141 trainees from 1994 to 1998 showed a significant variance in grades. DESMAN participants were by far the highest achievers with high mean examination grades and high practical work grades. More than one third (38%) of trainees, all of whom were DESMAN participants, obtained above median grades in practical work and the examination. Another third of all trainees attained below median grades in both examination and practical work. Given that most course participants (93%) had a strong academic background in biology or the veterinary sciences, low course performance could have been related to the inability of some trainees to fully understand the language used. Before the start of a course, trainees are requested to produce evidence of English language proficiency, at least level 7 of the International English Language Testing System (IELTS). When individual trainee language skills were tested in Jersey, through a self‐assessment exercise (named English Language Proficiency or ELP), a significant variation in language skills was found. These ELP scores positively correlated with the trainees' mean and median examination performance. Thus, entrance into the DESMAN seems to be affected by trainee's fluency in English. Since most trainees are graduates or have some form of tertiary education, the perceived influence of language proficiency on the attainment of a university‐accredited qualification such as the DESMAN needs to be taken most seriously. Zoo Biol 18:71–76, 1999. © 1999 Wiley‐Liss, Inc.     

Formative Assessment and Increased Student Involvement Increase Grades in an Upper Secondary School Biology Course

This study shows that formative methods and increased student participation has a positive influence on learning measured as grades. The study was conducted during the course Biology A in a Swedish Upper Secondary School. The students constructed grade criteria and defined working methods and type of examination within a given topic, Gene technology. The procedure resulted in variation within teaching and examination carried out as an oral test in small groups. In the analysis, students’ grades on Gene technology were analysed in comparison with grades on other topics within the course, and the results show that mean grade is significantly higher on Gene technology. Based on the results and student course evaluations, I discuss the reasons behind the good results and the relation to participation, student interest, teacher and type of examination.     

呼吸内科临床实习中的问题与对策探析

目的:研究呼吸内科临床实习中的问题与对策。方法:查询我院对实习生的管理相关文件、现场考核带教老师,最后对85名在医院已经结束呼吸内科实习的本科同学进行问卷调查,包括实习目的、实习态度、实习效果以及实习与就业和考研的关系等项目,对问卷结果进行分析。结果:现今在呼吸内科临床实习的医学生面临着一些问题,如实习管理松懈;带教老师因工作、患者等原因忽视教学;大部分实习生实习目的不明确、实习主动性较差、实习效果不佳;因"择业"、"考研"压力等外界因素以及呼吸内科学科自身的一些原因轻视呼吸内科实习。结论:影响呼吸内科临床实习教学质量的因素有多方面,可针对"教"与"学"提出解决其临床实习的一些对策。     

Vocational Training for General Practice: A Comparison of the Views of Trainees and Teachers

The views of 89 vocational trainees were compared with those of 45 doctors concerned in schemes of vocational training for general practice. Both groups agreed over most points, except on the desirability of compulsory vocational training: 42 of the trainees thought this to be desirable compared with 35 of the teachers.The composite scheme favoured by both trainees and teachers offered an initial period in general practice together with an organized course of seminars throughout the training period. The subjects in which most considered hospital experience essential were paediatrics, general medicine, and obstetrics and gynaecology.     

高原医学救援实战演练教学改革实践与分析

医学救援实战演练教学贴近实战,并综合各学科而设,是培养应急性医学救援人才的必备课程。以往演练暴露诸多问题,例如学员不能全面参与训练,学员对突发状况应对能力较弱,训练内容设置不合理以及考核方式不能反映学员训练的真实情况等问题。我们进行高原医学救援演练教学方法改革,采用多用途学习模块,学员全面参与演练科目的方式,整合课堂、临床相关方面知识技能,组织教学训练单元,建立规范化、标准化救治流程,删减调整不相关内容,可在短期内完成培训。最后,通过考核方式改革,采用全程考查并及时对参训人员进行反馈保证训练质量。     

Practice research. Training for general practice: clinical behaviour in trainers and trainees.

A study of 20 trainers and their trainees in general practice showed that trainees had a statistically significant improvement in their diagnosis of otitis media during their trainee year and also became quicker in the time taken for history taking and examination. There was a fall in trainees'' prescribing of antibiotics for otitis media during the study but this was accompanied by a notable rise in prescribing of decongestant-antihistamine mixtures to a level similar to that of the trainers. Trainees seemed to accept readily their trainers'' prescribing policies and were hesitant to challenge them. An important finding was that trainees had little influence on trainers'' prescribing, the latter showing no appreciable changes during the study.     

Development of the endoplasmic reticulum, mitochondrion and apicoplast during the asexual life cycle of Plasmodium falciparum

Plasmodium parasites are unicellular eukaryotes that undergo a series of remarkable morphological transformations during the course of a multistage life cycle spanning two hosts (mosquito and human). Relatively little is known about the dynamics of cellular organelles throughout the course of these transformations. Here we describe the morphology of three organelles (endoplasmic reticulum, apicoplast and mitochondrion) through the human blood stages of the parasite life cycle using fluorescent reporter proteins fused to organelle targeting sequences. The endoplasmic reticulum begins as a simple crescent-shaped organelle that develops into a perinuclear ring with two small protrusions, followed by transformation into an extensive reticulated network as the parasite enlarges. Similarly, the apicoplast and the mitochondrion grow from single, small, discrete organelles into highly branched structures in later-stage parasites. These branched structures undergo an ordered fission - apicoplast followed by mitochondrion - to create multiple daughter organelles that are apparently linked as pairs for packaging into daughter cells. This is the first in-depth examination of intracellular organelles in live parasites during the asexual life cycle of this important human pathogen.     

Research ethics capacity development in Africa: exploring a model for individual success

The Johns Hopkins-Fogarty African Bioethics Training Program (FABTP) has offered a fully-funded, one-year, non-degree training opportunity in research ethics to health professionals, ethics committee members, scholars, journalists and scientists from countries across sub-Saharan Africa. In the first 9 years of operation, 28 trainees from 13 African countries have trained with FABTP. Any capacity building investment requires periodic critical evaluation of the impact that training dollars produce. In this paper we describe and evaluate FABTP and the efforts of its trainees. Our data show that since 2001, the 28 former FABTP trainees have authored or co-authored 105 new bioethics-related publications; were awarded 33 bioethics-related grants; played key roles on 78 bioethics-related research studies; and participated in 198 bioethics workshops or conferences. Over the past nine years, trainees have collectively taught 48 separate courses related to bioethics and have given 170 presentations on various topics in the field. Many former trainees have pursued and completed doctoral degrees in bioethics; some have become editorial board members for bioethics journals. Female trainees were, on average, less experienced at matriculation and produced fewer post-training outputs than their male counterparts. More comprehensive studies are needed to determine the relationships between age, sex, previous experience and training program outputs.     

What do Wessex general practitioners think about the structure of hospital vocational training?

OBJECTIVES--To assess the views of general practitioners about the structure and content of hospital vocational training and its relation to the training year. DESIGN--Postal questionnaire. SETTING--Wessex, England. SUBJECTS--General practitioner trainees undertaking practice training year (n = 144), course organisers (n = 22), and a random sample of two thirds of trainers (n = 135). RESULTS--Questionnaires were returned from 86% (260): 84% of trainees (121), 92% of trainers (124), and 68% of course organisers (15). Most respondents in all groups (84.3%, 95% confidence interval 79.7% to 88.8%) wanted more jobs lasting two and three months to allow a greater range of hospital specialties to be experienced and some of the training year to be carried out before hospital jobs (66.3%, 60.4% to 72.1%). Most hospital specialties were rated at least 6 out of 10 as "useful" for general practice training. A substantial minority of training posts did not have regular weekly teaching (166/541; 30.7%, 26.8% to 34.6%) and had no half day (224/541; 41.4%, 37.3% to 45.6%), and over half gave no study leave (293/541; 54.2%, 50.0% to 58.4%). CONCLUSIONS--The structure of hospital training should be reviewed as it does not reflect the views of most trainees, course organisers, or trainers. Individual posts need closer supervision to ensure the availability of basic training requirements. More trainees should be allowed to spend a short time in the general practice before hospital rotations and to choose a greater range of shorter jobs.     

Training for general practice: a national survey.

OBJECTIVES--(a) To compare current vocational training in general practice with that ascertained by a survey in 1980; (b) to compare the training of trainees in formal training schemes with that of trainees arranging their own hospital and general practice posts. DESIGN--National questionnaire survey of United Kingdom and armed services trainees who were in a training practice on 1 April 1989. Questionnaires were distributed by course organisers. SETTING--Research project set up after an ad hoc meeting of trainees at the 1988 national trainee conference. SUBJECTS--2132 Of the 2281 trainees (93%) known to be in a training practice on 1 April 1989. RESULTS--1657 Trainees returned the questionnaires, representing 73% of all trainees known to be in a training practice on 1 April 1989. Between 1980 and 1989 there were significant improvements in the trainee year, and there was also evidence of improvements in general practice study release courses. There was no evidence of improvement in other aspects of training. General practice trainees spent an average of three years in junior hospital posts, which provided very little opportunity for study related to general practice. Training received during tenure of hospital posts differed significantly between trainees in formal schemes and those arranging their own hospital posts. During the trainee year training was almost the same for those in formal schemes and those arranging their own posts. Regions varied significantly in virtually all aspects of general practice training. CONCLUSIONS--The trainee year could be improved further by enforcing the guidelines of the Joint Committee on Postgraduate Training for General Practice. The poor training in junior hospital posts reflected the low priority that training is generally given during tenure of these posts. A higher proportion of general practice trainees should be attached to vocational training schemes. More hospital trainees could attend general practice study release courses if these were designed specifically with the needs of hospital doctors in mind.     

Early diagnosis, treatment and follow-up of cystic echinococcosis in remote rural areas in Patagonia: impact of ultrasound training of non-specialists

Cystic echinococcosis (CE) is a chronic, complex and neglected disease caused by the larval stage of Echinococcus granulosus. The effects of this neglect have a stronger impact in remote rural areas whose inhabitants have no chances of being diagnosed and treated properly without leaving their jobs and travelling long distances, sometimes taking days to reach the closest referral center.

Background

In 1980 our group set up a control program in endemic regions with CE in rural sections of Rio Negro, Argentina. Since 1997, we have used abdominopelvic ultrasound (US) as a screening method of CE in school children and determined an algorithm of treatment.

Objectives

To describe the training system of general practitioners in early diagnosis and treatment of CE and to evaluate the impact of the implementation of the field program.

Materials and Methods

In 2000, to overcome the shortage of radiologists in the area, we set up a short training course on Focused Assessment with Sonography for Echinococcosis (FASE) for general practitioners with no previous experience with US. After the course, the trainees were able to carry out autonomous ultrasound surveys under the supervision of the course faculty. From 2000 to 2008, trainees carried out 22,793 ultrasound scans in children from 6 to 14 years of age, and diagnosed 87 (0.4%) new cases of CE. Forty-nine (56.4%) were treated with albendazole, 29 (33.3%) were monitored expectantly and 9 (10.3%) were treated with surgery.

Discussion

The introduction of a FASE course for general practitioners allowed for the screening of CE in a large population of individuals in remote endemic areas with persistent levels of transmission, thus overcoming the barrier of the great distance from tertiary care facilities. The ability of local practitioners to screen for CE using US saved the local residents costly travel time and missed work and proved to be an efficacious and least expensive intervention tool for both the community and health care system.     

First Things First: Effectiveness and Scalability of a Basic Prehospital Trauma Care Program for Lay First-Responders in Kampala,Uganda

Background

We previously showed that in the absence of a formal emergency system, lay people face a heavy burden of injuries in Kampala, Uganda, and we demonstrated the feasibility of a basic prehospital trauma course for lay people. This study tests the effectiveness of this course and estimates the costs and cost-effectiveness of scaling up this training.

Methods and Findings

For six months, we prospectively followed 307 trainees (police, taxi drivers, and community leaders) who completed a one-day basic prehospital trauma care program in 2008. Cross-sectional surveys and fund of knowledge tests were used to measure their frequency of skill and supply use, reasons for not providing aid, perceived utility of the course and kit, confidence in using skills, and knowledge of first-aid. We then estimated the cost-effectiveness of scaling up the program.At six months, 188 (62%) of the trainees were followed up. Their knowledge retention remained high or increased. The mean correct score on a basic fund of knowledge test was 92%, up from 86% after initial training (n = 146 pairs, p = 0.0016). 97% of participants had used at least one skill from the course: most commonly haemorrhage control, recovery position and lifting/moving and 96% had used at least one first-aid item. Lack of knowledge was less of a barrier and trainees were significantly more confident in providing first-aid. Based on cost estimates from the World Health Organization, local injury data, and modelling from previous studies, the projected cost of scaling up this program was $0.12 per capita or $25–75 per life year saved. Key limitations of the study include small sample size, possible reporter bias, preliminary local validation of study instruments, and an indirect estimate of mortality reduction.

Conclusions

Lay first-responders effectively retained knowledge on prehospital trauma care and confidently used their first-aid skills and supplies for at least six months. The costs of scaling up this intervention to cover Kampala are very modest. This may be a cost-effective first step toward developing formal emergency services in Uganda other resource-constrained settings. Further research is needed in this critical area of trauma care in low-income countries.     

Statistical bioinformatic methods in microbial genome analysis

It is probable that, increasingly, genome investigations are going to be based on statistical formalization. This review summarizes the state of art and potentiality of using statistics in microbial genome analysis. First, I focus on recent advances in functional genomics, such as finding genes and operons, identifying gene conversion events, detecting DNA replication origins and analysing regulatory sites. Then I describe how to use phylogenetic methods in genome analysis and methods for genome-wide scanning for positively selected amino acids. I conclude with speculations on the future course of genome statistical modeling.     

The quality of smear taking training for hospital medical trainees

INTRODUCTION: Training for cervical smear takers in primary care is well established. We aimed to assess the adequacy of training in cervical smear taking among hospital medical trainees. METHOD: An anonymous questionnaire survey was conducted among hospital medical trainees within the North West region of England. The questionnaire assessed the trainees' level of confidence in their knowledge and skills in the theoretical and practical aspects of cervical smear taking, and the training they had received. The standards used were as stated in the National Health Service Cervical Screening Programme Resource Pack for Training Smear Takers (July 1998). These included practical smear taking, pre- and post-test counselling, the background to cervical screening, the National Health Service Cervical Screening Programme, the role of the Health Authority and the laboratory, provision for women with special needs, acceptability, accountability and quality assurance. RESULTS: Seventy-eight per cent of trainees returned the questionnaires. Although all the trainees were confident about taking smears, a significant percentage was concerned about the theoretical and specific issues associated with smear taking such as the care of women with special needs. Only 60.7% had received formal training in practical smear taking. Furthermore, only 48.3% had been formally trained in the clinical management of smears. CONCLUSION: There appears to be an urgent need for formal training in the theory and practice of smear taking and for the standardization of the course content. The introduction of training in liquid-based cytology provides us with a golden opportunity to address this deficit.     

Providing interactive and field laboratories while teaching university marine biology classes in an era of COVID‐19

An entirely online upper‐division university marine invertebrates course modeled after a field experience‐intensive course that also provided interaction with live animals and research experience was offered at Rosario Beach Marine Laboratory in the summer of 2020. We describe online methods we used for providing field experiences to students participating online, as well as a workstation and interactive method for identification and detailed anatomical examination of live macroinvertebrates with students. Students were also involved as active participants in a field research project. Nearly all of the equipment involved is inexpensive or readily available in most university biology laboratories or classrooms.     

An intensive hands-on course designed to teach molecular biology techniques to physiology graduate students

To address a growing need to make research trainees in physiology comfortable with the tools of molecular biology, we have developed a laboratory-intensive course designed for graduate students. This course is offered to a small group of students over a three-week period and is organized such that comprehensive background lectures are coupled with extensive hands-on experience. The course is divided into seven modules, each organized by a faculty member who has particular expertise in the area covered by that module. The modules focus on basic methods such as cDNA subcloning, sequencing, gene transfer, polymerase chain reaction, and protein and RNA expression analysis. Each module begins with a lecture that introduces the technique in detail by providing a historical perspective, describing both the uses and limitations of that technique, and comparing the method with others that yield similar information. Most of the lectures are followed by a laboratory session during which students follow protocols that were carefully designed to avoid pitfalls. Throughout these laboratory sessions, students are given an appreciation of the importance of proper technique and accuracy. Communication among the students, faculty, and the assistant coordinator is focused on when and why each procedure would be used, the importance of each step in the procedure, and approaches to troubleshooting. The course ends with an exam that is designed to test the students' general understanding of each module and their ability to apply the various techniques to physiological questions.     

Hospital training for general practice: views of trainees in the North Western region.

Vocational trainees in the North Western region who were in their general practice year completed a questionnaire concerning the hospital component of their training. Replies were received from 125 trainees, providing information about 451 hospital posts. In a total of 372 posts (85%) less than two hours of formal teaching a week was provided. Trainees stated that they received no informal teaching in nearly one third of posts. The orientation of teaching towards general practice was reported as greatest in the posts that were not part of a vocational training scheme. Study leave was applied for by doctors in only 163 (37%) posts, usually to prepare for or to sit an examination. There seem to be serious educational deficiencies in hospital posts that are used to train both general practitioners and other specialists. Improvements in both the quantity and quality of in service teaching are therefore needed urgently.     

A common group I intron between a plant parasitic fungus and its host

The self-splicing RNAs known as group I introns exist in many organisms, but their distribution is difficult to explain. We hypothesize that group I introns have been transferred between a parasite and its host. We describe here the discovery of a common group I intron sequence between a plant-parasitic fungus, Protomyces inouyei, and its host, Youngia japonica. It strongly supports our theory that the group I intron had been transferred from the host plant to the parasitic fungus in the course of evolution.