Impact of Real-time Assessment on the Training of Trainers for the Introduction of Rotavirus Vaccine in India

Background and aim: The introduction of rotavirus vaccine (RVV) in the universal immunization program of India is a big feat as it became the first nation in the World Health Organization (WHO) Southeast Asia region to do so. The involvement of huge numbers of frontline workers in introducing new vaccines in India and the underlined deficits in skills and knowledge require efficient capacity building programs. In view of this, limited research is available on the effectiveness of capacity-building interventions for healthcare workers. There is a dearth of studies from India measuring the “on-spot” impact of immunization trainings on healthcare workers. This study aims to assess the effectiveness of training in RVV introduction in enhancing the knowledge of the participants. Methods: The study was conducted among the participants attending two training workshops for the introduction of RVV: a state workshop in Pune and a regional workshop in Guwahati. The participants who attended the workshops and participated in both the pre- and post-test were included in the study. Real-time data was collected via Google forms pre- and post-training sessions. Results: In both workshops, a comparison of pre- and post-test scores of all questions taken together showed a significant increase in the knowledge level of the participants (p < 0.05). In Guwahati, the knowledge of the participants regarding doses of RVV, inadequate dosing, vaccine vial monitor (VVM), open vial policy, operationalization of RVV and monetary incentive increased significantly. In Pune, the knowledge of the participants regarding doses of RVV, bundling approach, schedule and dose, storage temperature for RVV, VVM, open vial policy, vaccine delivery and operationalization of RVV increased significantly after the training. Conclusion: A pre-planned and well-designed knowledge assessment tool can be used to understand the impact of training workshops in enhancing the knowledge and practical skills of the participants prior to the introduction of a new vaccine.

Diagnóstico de capacitación a entrenadores de Bádminton de la iniciación deportiva en Pinar del Río, Cuba / Diagnosis of training for badminton coaches of sports initiation in Pinar del Río, Cuba

RESUMEN Esta investigación propone posibles soluciones a las insuficiencias en la capacitación de los entrenadores de Bádminton de la provincia de Pinar del Río, las cuales quedaron evidenciadas tras un proceso de caracterización de su preparación y la definición de sus necesidades. Para ello se emplearon métodos teóricos y empíricos como el histórico-lógico, el análisis-síntesis, la inducción-deducción, la observación, la entrevista y el análisis porcentual. A partir de los resultados arrojados por el diagnóstico, se determinaron las necesidades de capacitación de dichos entrenadores y se diseñó y ejecutó un programa de superación para dar respuesta a dichas necesidades, contribuyendo así a la superación de esta fuerza técnica con el propósito de alcanzar resultados superiores.

ABSTRACT By means of this research it is confirmed the inadequacies about the upgrading courses of the Badminton trainers at Pinar del Río, Cuba based on the characteristics of their training, defining their necessities, establishing their possible solution to eliminate the insufficiency in their knowledge. It is for that reason that it is used theoretical and empiric methods. As theoretical method it is developed the historical-logical, the analysis-synthesis, the induction-deduction, among the empiric ones it is applied the observation, the interview and as statistical mathematical methods it is implemented the descriptive statistic and the percentage analysis. Taking into account all these results from the diagnosis its determined the needs of upgrading in these trainers which will permit the further design and running of an upgrading program to meet these needs, contributing to the upgrading process of sport experts aimed at higher outcomes.

An approach to building Field Epidemiology Training Programme (FETP) trainees’ capacities as educators

@#Field Epidemiology Training Programmes (FETPs), which are modelled after the Centers for Disease Control and Prevention’s Epidemic Intelligence Service programme, began in 1980 and have produced graduates in more than 70 countries, including 12 in the Western Pacific Region.1,2 These programmes aim to “build sustainable capacity for detecting and responding to public health threats” and “develop expertise so that disease outbreaks can be detected locally and prevented from spreading”.3 FETPs thus include training in applied epidemiology and public health services. FETP trainees and graduates, however, often have additional responsibilities: mentoring newer trainees, supervising in the field, leading short training courses, facilitating meetings, etc. Programmes therefore must provide trainees with the knowledge and skills to fulfil these responsibilities.

Psicologia educacional: concepções de professores de curso de licenciatura / Educational psychology: perceptions of professors in education courses / Psicologia educacional: concepciones de los profesores del curso de licenciatura

O objetivo do trabalho é apresentar concepções de professores de curso de Licenciatura acerca de diversas questões relacionadas à Psicologia e Educação. Foram entrevistados doze docentes da disciplina Psicologia da Educação e assemelhadas, que trabalhavam nas cinco instituições de ensino superior que ofertavam licenciaturas em uma cidade polo no Oeste do Paraná. Dentre outros aspectos, verificou-se que os participantes queixam-se quanto à carga horária da disciplina, cada vez mais reduzida; relacionam essa redução à dificuldade de articulação teoria-prática e à dificuldade de entendimento de conteúdos extensos e variados pelos aluno se não estão satisfeitos com os planos de ensino; acreditam que os psicólogos estão despreparados para trabalhar com problemas de aprendizagem que não sejam de origem emocional e para auxiliar professores; consideram os conteúdos excessivamente desenvolvimentistas e não detectam a presença de Psicologia do Ensino. Aspectos já relatados na literatura - como a responsabilização do aluno e de sua família pelo fracasso escolar - continuam sendo mencionados. A pesquisa identifica concepções de profissionais formadores de professores, bem como fornece indicações de possíveis mudanças a serem realizadas no ensino de Psicologia Educacional, a fim de auxiliar a construir uma outra realidade formativa.

The objective of this work is to present perceptions of professors in education programs on various matters related to Psychology and Education. Twelve professors of Educational Psychology and similar disciplines, working in five higher education institutions offering Bachelor degrees in a cluster city in the West of Paraná State were interviewed. Among other aspects, it was observed that participants complain about the course load of the subject, increasingly smaller. They associate this reduction to the difficulty in theory-practice articulation, difficulty in understanding extensive and varied contents by students; and they are not satisfied with teaching plans. They believe that psychologists are unable to work with learning problems that are not emotional and, consequently, to help teachers to deal with the problem; they considered Educational Psychology as excessively developmentalist and do not recognize the presence of a Teaching Psychology. Aspects already reported in literature - as the tendency of professionals to blame the student and their relatives for school failure -, are also mentioned. The study identifies the perception of professional trainers of future-teachers, and provides signs of changes to be performed in Educational Psychology, helping to build a differentiated educational reality.

El objetivo de este trabajo es presentar las percepciones de profesionales formadores de profesores acerca de diversas cuestiones relacionadas a la Psicología y Educación. Se entrevistaron, por medio de un guión semiestructurado, 12 participantes, docentes de la disciplina Psicología de la Educación y semejantes, que trabajaban en cinco instituciones de enseñanza superior que ofrecían licenciaturas en una ciudad polo en el Oeste del Estado de Paraná en el año de 2010. Se presentan datos relativos a la caracterización de los sujetos y los que se destacaron en el análisis de datos, comparándolos a la luz de la literatura. Los participantes se quejan con relación a la carga horaria de la disciplina, cada vez más reducida, relacionan esta reducción a la dificultad de articulación entre teoria y práctica, a la dificultad de entendimiento de contenidos extensos y variados por parte de los alumnos y no están satisfechos con los planes de enseñanza; creen que los psicólogos son, en gran medida, incapaces de trabajar con problemas de aprendizaje que no sean de origen emocional y, consecuentemente, auxiliar profesores en el trato de la cuestión; problematizan con relación al surgimiento de la profesión de psicopedagogo; consideran los contenidos excesivamente desarrollistas y no detectan la presencia de una psicología de la enseñanza. Se continúan mencionando temas ya exhaustivamente relatados en la literatura, como la insatisfacción con la permanencia de la tendencia de profesionales del área en responsabilizar al alumno y su familia por el fracaso escolar. El estudio identifica la percepción de profesionales formadores de profesores, ofrecen la oportunidad para que hablen de sus éxitos y contratiempos, así como también presenten indicios de posibles cambios que se deben realizar en la enseñanza de la psicología de la educación, contribuyendo para una otra realidad formativa diferenciada.

Research ethics training of trainers: developing capacity of bolivian health science and civil society leaders / Formación en ética de investigación para profesionales: desarrollando capacidades para las ciencias de la salud y líderes de la sociedad civil en Bolivia / Pesquisa ética no treinamento de estagiários: desenvolvendo a capacitação da ciência da saúde boliviana e em líderes da sociedade civil

Research and research ethics (RE) capacity is a key element for addressing health priorities of low - and middle-income countries (LMICs). With support from a NIH/FIC Research Ethics Education and Curriculum Development grant, a RE Training of Trainers (TOT) was implemented in Bolivia. The Steering Committee, including representatives from four Bolivian universities and PAHO, developed the RE TOT that included face-to-face, online and practicum components. Twenty trainees including faculty, researchers and community leaders participated. Pre/Posttest results demonstrated significant increases in overall RE knowledge (13.1% improvement, p-value < 0.0001). An evaluation demonstrated participants valued participatory learning strategies and the flexibility of the online component. TOT participants during the practicum component delivered RE workshops to their university and civil society communities in four regions (n= 3,700 people). The goals of the grant were accomplished through the development of a Steering Committee and implementation of the TOT course. Next steps include the design and implementation of a master’s level research ethics education program in Bolivia.

La capacidad de investigación y ética de la investigación (EI) es un elemento clave para hacer frente a las prioridades de salud de los países de ingresos bajos y medios (PIBM). Con el apoyo de la subvención de ética de la Investigación de NIH/FIC, una capacitación para capacitadores (CPC) fue implementado en Bolivia. El Comité Directivo, que incluye representantes de universidades y la OPS, desarrolló un CPC en EI que incluía componentes presenciales, virtuales y de práctica. Veinte participantes, incluyendo docentes, investigadores y líderes de la comunidad participaron. Los resultados de la pre/post prueba demostraron aumentos significativos en el conocimiento de EI (13,1% de mejora, valor de p< 0,0001). Una evaluación demostró que los participantes valoraron las estrategias de aprendizaje y la flexibilidad del componente virtual. Durante el componente de prácticas, los participantes hicieron talleres de EI que fueron presentados a sus comunidades universitarias y a la sociedad civil en cuatro regiones (n = 3,700 personas). Los objetivos de la subvención se llevaron a cabo mediante el desarrollo de un Comité Directivo y la implementación del CPC. Los próximos pasos incluyen el diseño e implementación de un programa de educación en ética de investigación a nivel de maestría en Bolivia.

Capacitação em pesquisa e ética em pesquisa (RE) de capacidade é um elemento-chave para abordar as prioridades de saúde em países de baixa e média renda (LMICs). Com o apoio de bolsa do NIH / FIC Research Ethics Education and Curriculum Development, uma RE Training of Trainers (TOT) foi implantada na Bolívia. O Comitê Dirigente, incluindo representantes das universidades bolivianas e PAHO, desenvolveu a RE TOT que envolveu modo presencial, online e componentes práticos. Participaram vinte estagiários, incluindo faculdades, pesquisadores e líderes comunitarios. Resultados pré / pós-teste demonstraram aumentos significativos no conhecimento RE geral (melhoria de 13,1%, p <0,0001). Uma avaliação demonstrou participantes valorizados por estratégias de aprendizagem participativa e a flexibilidade do componente online de participantes. Participantes TOT realizaram workshps da prática RE fornecida às suas comunidades universitárias e à sociedade civil em quatro regiões (n = 3.700 pessoas). Os objetivos da subvenção foram realizadas através do desenvolvimento de uma Comissão de Coordenação e implementação do curso TOT. Os próximos passos incluem a concepção e implementação de programa de educação em ética da investigação, ao nível de mestrado, na Bolívia.

O papel das crianças e dos jovens na constituição das identidades profissionais de educadores/professores/formadores de professores / The role of children and young people in the constitution of professional identities of educators/teachers/teacher educators

As transformações da sociedade têm afetado, direta e indiretamente, a escola, atribuindo-lhe um caráter complexo e, por consequência, promotor de reconfigurações identitárias. Este artigo propõe-se a analisar o papel das crianças e jovens na re(constituição) das identidades profissionais de educadores, professores e formadores de professores. Foram utilizados dados e análises de cinco investigações realizadas pelas autoras. A noção de identidade profissional (Dubar, 1997; Lopes, 2007), o conceito de socialização (Berger & Luckmann, 1996) e o conceito de saberes profissionais (Tardif, 2002) fundamentaram o estudo. Os resultados indicam que: as crianças e jovens são o outro significativo central na (re)constituição identitária; as relações de proximidade, afeto e reconhecimento do saber são a base da (re)construção das identidades; os saberes profissionais são (re)configurados a partir das relações estabelecidas entre educadores/professores/formadores de professores e crianças/alunos/estudantes, devolvendo sentido maior ou menor, consoante o nível de ensino.(AU)

The changes in society have affected, directly and indirectly, the school, giving it a complex character, promoting identity reconfigurations. This article aims to analyze the role of children and youth in re (constitution) of educators, teachers and teacher educator' professional identities. We used data from five studies that were conducted by the authors. The theoretical background is the notion of professional identity (Dubar, 1997; Lopes, 2007), the concept of socialization (Berger and Luckmann,1996) and the concept of professional knowledge (Tardif, 2002). The results indicate that children and youngsters are the significant other of centrality in the re (constitution) of identity; the proximity relations, affection and acknowledgement of knowledge are a central aspect of the (re)construction of identity; professional knowledge is (re)configured from the relationships established among educators/teachers/ teachers' educators and children/students, being more or less significant according to the level of teaching.(AU)

Sistema de acciones para la prevención de la neurotoxoplasmosis en personas con VIH y SIDA / System of actions to prevent neurotoxoplasmosis in persons with HIV and AIDS

La neurotoxoplasmosis está asociada a la inmunodeficiencia y su expresión es mayoritariamente entre personas con VIH y SIDA, es la infección oportunista que con mayor frecuencia afecta el sistema nervioso en personas inmunodeprimidas por lo que todo acercamiento a la prevención desde la metodología de pares permite la reducción de riesgos y la reducción de daños. Se desarrolló un sistema de acciones para la prevención de la neurotoxoplasmosis en personas con VIH y SIDA. Se describe la etapa de capacitación de capacitadores, que se inició con un diagnóstico de actitudes basada en los conocimientos y prácticas que indican la percepción de riesgo a la infección por Toxoplasma gondii. Las personas con VIH que se formaron como capacitadores tienen actitudes positivas para reconocerse en riesgo ante la neurotoxoplasmosis como enfermedad oportunista y disponerse a multiplicar el aprendizaje pues accionaron como educadores pares. La implementación de las tres primeras etapas del sistema de acciones por parte de los voluntarios profesionalizados en el tema facilita las acciones de los profesionales de salud en el camino para la prevención secundaria y terciaria. El propósito de desarrollar un sistema de acciones para la prevención primaria, detección temprana y tratamiento oportuno de la neurotoxoplasmosis en personas con VIH y SIDA se logró a través de representantes de equipos de ayuda mutua del país. Resultó de gran valor identificar las actitudes ante la neurotoxoplasmosis como enfermedad oportunista en personas con VIH y SIDA, todo lo que facilita el camino a la prevención secundaria a través de la terapéutica específica.

Neurotoxoplasmosis is associated to immunodeficiency and it expresses mainly in persons with HIV and AIDS; it is the opportunistic infection that more frequently affects the nervous system in inmunodepressed persons so any approach to its prevention from the methodology of pairs allows decreasing risks and damages. We developed a system of actions for preventing neurotoxoplasmosis in persons with HIV and AIDS. We describe the capacitation of trainers which began with the diagnosis of attitudes based in knowledge and practices indicating the risk perception of the Toxoplasma gondii infection. Persons with HIV formed as trainers have positive attitudes for recognizing the risk of neurotoxoplasmosis as opportunistic disease and being ready to multiply knowledge because they acted as pair educators. The implementation of the three first stages of the action system by volunteers professionalized in the theme facilitates the health professionals’ actions in the way for the secondary and tertiary prevention. The purpose of developing a system of actions for the neurotoxoplasmosis primary prevention, early detection and opportune treatment in persons with HIV and AIDS was achieved through representers of the mutual help teams of the country. Identifying attitudes toward neurotoxoplasmosis as opportunistic disease in persons with HIV and AIDS was of great value, as it makes easy the way to the secondary prevention through the specific therapeutic.