Ethiopian Health Extension Workers' Training Status and Perceived Competency

BACKGROUND: Training and work experience are critical inputs for delivering quality health services. However, no nationwide assessment has been conducted on the status of training and the competency of Health Extension Workers (HEWs). Therefore, this study aimed to assess HEWs' pre service training status and perceived competency in Ethiopia. METHODS: The study was conducted in all regions and all HEWs training institutions in Ethiopia. We used cross sectional study design with a mixed method approach that included 585 HEWs, 1,245 HEW trainees, 192 instructors, and 43 key informants. Descriptive statistics and thematic analysis were used to analyse quantitative and quantitative data respectively. RESULT: Twenty-six percent of the HEWs said that they were competent to deliver all the HEP activities, and 73% of the HEWs said that they could confidently deliver 75% of the HEP activities. Receiving in-service training and having level III/IV qualifications are positively associated with the competency of HEWs. Similarly, HEP trainees perceived themselves as highly competent in executing their professional work, except in using computer and mobile health technology. Both instructors and trainees rated the quality of the curriculum and course materials positively. However, basic services and facilities in most training institutions were perceived to be inadequate. Additionally, individual learning, problem-solving, case-analysis, and assessment methods such as project work and portfolios were rarely practiced. CONCLUSIONS: Although the perceived competence of HEW trainees is high, the HEWs' training is not provided as per the curriculum because of limited resources. All the necessary resources should be made available to produce competent HEWs

Exploration and practice of competence oriented pre-service training for residents / 中华医学教育探索杂志

Standardized training of residents is a necessary way for clinical medical personnel train-ing. Residents graduating from medical colleges and universities should accept the standardized, scientific, strict pre-service training, in order to realize role conversion from medical students to hospital physicians. This paper summarizes and analyzes the pre-service training, focusing on the training object, course design, organization implementation, evaluation, questionnaire survey, and puts forward some thoughts and sugges-tions on strengthening and improving pre-service training form, expanding the content of training, and quan-tifying the evaluation of training effect.

Practice and thinking of foreign staff in pre-service training in ETC / 中华医学教育探索杂志

The medical contingent of Chinese PLA to libera operated the China Ebola treatment center(ETC) with 100 beds,and employed 80 Liberian health workers according to the task requirements and the normal operation demand.Under consideration of current health education situation and epidemic prevention requirements,combined with experiences in the fight against SARS,the training content includes the Ebola prevention and control knowledge,isolation of patients and safe burial,malaria prevention and control knowledge,hospital disinfection technology,psychological intervention.Training methods diversified,with theoretical teaching,site visit,on-site demonstration and training and video guide.With the pass of the simulation training evaluation model in all staff,the expected goals of pre-service training have been achieved.

Qual o papel do professor-colaborador no contexto do estágio curricular supervisionado na Educação Física? / What is the mentors’ role in the context of supervised curricular trainning in physical education?

O estudo se reporta ao Estágio Curricular Supervisionado e ao papel dos professores-colaboradores (PC), professor da escola de educação básica que recebe estagiários em condição oficial de estágio curricular supervisionado, tendo como objetivos: (a) apresentar o papel do PC na legislação brasileira, (b) analisar o perfil que o mesmo deve ter e (c) suscitar como o PC se vê no processo de estágio. A pesquisa qualitativa teve como participantes cinco professores-colaboradores e utilizou como técnicas a observação, fonte documental e entrevista semiestruturada. Encontrou-se na legislação uma lacuna sobre a concepção e o papel do PC. O perfil referendado pelos participantes é de alguém que pauta sua supervisão na experiência adquirida no exercício docente. Os dados desta pesquisa se direcionam para uma esfera que podemos chamá-la de sócio afetiva, pois os professores, de maneira geral, são “cúmplices” dos estagiários. O PC se vê como alguém importante no processo de estágio que transmite aos futuros professores elementos da sua experiência, possibilita que os mesmos descubram os macetes da profissão e oferece condições e espaço para os licenciandos colocarem em prática seus conhecimentos didático-pedagógicos. São abertos ao diálogo e vão passando gradualmente a autonomia das aulas para os estagiários. O PC se vê como alguém importante no processo de estágio que transmite aos futuros professores elementos da sua experiência, possibilita que os mesmos descubram os macetes da profissão e oferece condições e espaço para os licenciandos colocarem em prática seus conhecimentos didático-pedagógicos. São abertos ao diálogo e vão passando gradualmente a autonomia das aulas para os estagiários.

The study refers to the Supervised Curricular Trainning and the role of mentors (PC), teacher of primary education system that receives trainees in supervised trainning official status ofsupervised, aiming to (a) present the role of the PC in brazilian law, (b) analyze the profile it should have and (c) evoke as the mentors finds himself in the process stage. Qualitative research as participants had five mentors used techniques such as observation, source documents and semi-structured interview. It was found that a gap in the legislation on the design and the role of the PC. The profile is endorsed by the participants of someone on staff supervision experience in teaching exercise. Data from this study are directed to a sphere that we call it social-emotional, because teachers in general, are "accomplices" of the trainees. The PC sees himself as someone important in the process of training gives future teachers the elements of their experience enables them to discover the tricks of the profession and offers facilities and space for student teachers put into practice their knowledge and pedagogical teaching. They are open to dialogue and will gradually passing the autonomy of classes for the trainees. It was concluded that this teacher has a special place during the time of the stage, but in most cases has the profile of someone who has been trained to teach students and has no features to be a teacher trainer. There is a need to consider the training, practices and knowledge of mentors. Exit the logic of teaching and venture into the logic of form.