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43 results for “professional education”
Dataset to Model the Sustainability of a Primary School Digital Education Curricular Reform and Professional Development Program
<p>This dataset contains the quantitative teacher data used to analyse the sustainability of an in-service teacher training program for Digital Education that took place from September 2019 to March 2020 in the Canton Vaud in Switzerland. As such, the study follows up on the 350 teachers over a year after the end of their professional development program had ended in order to model the sustainability of the reform, understand to what extent sustainability had been reached, thus validating the curricular reform model and helping draw recommendations for researchers and practitioners involved in Digital Education curricular reforms. As such, approximately 290 teachers from grades 1-4 in primary school (ages 5-9) responded to two sustainability surveys using web-based questionnaire to provide information relating to their perception of the training sessions and adoption of the computer science activities.</p> <p>The study is accepted for publication in Education and Information Technologies. </p> <p>A README is included and provides additional information regarding :</p> <p>- the requirements for re-use. </p> <p>- the specific content of the 2 csv files</p>
Healthcare Provider Human Papillomavirus Education and Professional Skills Intervention
ClinicalTrials.gov study NCT05120869. IPD Sharing: YES. Countries: 1. Publications: 4.
Educational Intervention in Pharmacovigilance for Hospital Health Professionals
ClinicalTrials.gov study NCT02134587. IPD Sharing: Not stated. Countries: 1. Publications: 10.
Data from: Assessing faculty professional development in STEM higher education: sustainability of outcomes
We tested the effectiveness of Faculty Institutes for Reforming Science Teaching IV (FIRST), a professional development program for postdoctoral scholars, by conducting a study of program alumni. Faculty professional development programs are critical components of efforts to improve teaching and learning in the STEM (Science, Technology, Engineering, and Mathematics) disciplines, but reliable evidence of the sustained impacts of these programs is lacking. We used a paired design in which we matched a FIRST alumnus employed in a tenure-track position with a non-FIRST faculty member at the same institution. The members of a pair taught courses that were of similar size and level. To determine whether teaching practices of FIRST participants were more learner-centered than those of non-FIRST faculty, we compared faculty perceptions of their teaching strategies, perceptions of environmental factors that influence teaching, and actual teaching practice. Non-FIRST and FIRST faculty reported similar perceptions of their teaching strategies and teaching environment. FIRST faculty reported using active learning and interactive engagement in lecture sessions more frequently compared with non-FIRST faculty. Ratings from external reviewers also documented that FIRST faculty taught class sessions that were learner-centered, contrasting with the teacher-centered class sessions of most non-FIRST faculty. Despite marked differences in teaching practice, FIRST and non-FIRST participants used assessments that targeted lower-level cognitive skills. Our study demonstrated the effectiveness of the FIRST program and the empirical utility of comparison groups, where groups are well matched and controlled for contextual variables (for example, departments), for evaluating the effectiveness of professional development for subsequent teaching practices.
Material Suplementar - Is secure software development education necessary in the software industry? Answers from professionals of a technology hub in Brazil
<p><span>Context: The education and training of information security professionals is essential to ensure the protection of data and systems, as well as the privacy and security of sensitive information. Problem: This work aims to explore the context of a local technology hub to answer the following research question: Is secure software development education necessary in the software industry? Solution: To answer this question, an exploratory study was performed to understand the need for secure software development education from the point of view of software practitioners in a technology hub. Method: A questionnaire was prepared and sent to professionals of a Brazilian technology hub. Answers were analyzed by using qualitative research methods. Results: We obtained thirty eight answers. According to the results obtained, the majority of participants consider information security education important for the development of secure software. However, there is still a lack of information security education. Contributions: It is concluded that companies should invest more in adequate and comprehensive training on the topic, in addition to encouraging and rewarding professionals who prioritize software security in their projects. It is essential to disseminate a culture of information security throughout the organization, from senior management to development professionals, to make everyone aware of the importance of information security and their responsibility in maintaining it. Finally, it should be noted that developers have a crucial role in ensuring software security, being responsible for seeking knowledge and improving their skills in secure development through training, reading and practice</span><span>. (Paper accepted in the Brazilian Symposium of Software Engineering)</span></p>
Anexos de la comunicación: Design and validation of an instrument for the evaluation of educational innovation experiences published in professional teaching journals.
<p>Anexos de la comunicación: Design and validation of an instrument for the evaluation of educational innovation experiences published in professional teaching journals, presentada para el VII Congreso Internacional sobre Aprendizaje, Innovación y Cooperación (CINAIC 2023). 18-20 Octubre 2023, Madrid, ESPAÑA</p> <p> </p>
Transformative Learning to Virtual Inter-Professional Education in Musculoskeletal Pain
ClinicalTrials.gov study NCT05589311. IPD Sharing: NO. Countries: 1. Publications: 10.
The Effect of an Education Module to Reduce Weight Bias Among Healthcare Professionals in a Private Hospital Setting
ClinicalTrials.gov study NCT04741113. IPD Sharing: NO. Countries: 1. Publications: 1.
Evaluation of the Effectiveness of Professional Values Education in Pediatric Nurses.
ClinicalTrials.gov study NCT07016503. IPD Sharing: NO. Countries: 1. Publications: 1.
Professional Continuous Glucose Monitoring as an Adjuvant Educational Tool for Improving Glycemic Control in Patients With Type 2 Diabetes.
ClinicalTrials.gov study NCT04667728. IPD Sharing: NO. Countries: 1. Publications: 5.
The Influence of an Educational Intervention in the Beliefs and Attitudes of Primary Care Professionals
ClinicalTrials.gov study NCT02962817. IPD Sharing: NO. Countries: 1. Publications: 2.
45 Minutes Vs. Three Hours Educational Intervention on Communication and Play for Paediatric Healthcare Professionals
ClinicalTrials.gov study NCT06859632. IPD Sharing: NO. Countries: 1. Publications: 8.
Ahi-Based Education on the Professional Values of Nursing Students
ClinicalTrials.gov study NCT07099703. IPD Sharing: NO. Countries: 1. Publications: 1.
Evaluation of Impact of Disease on Quality of Life, Education and Socio-professional Integration of Adults and Parents of Children Living with Sickle- Cell Disease in France
ClinicalTrials.gov study NCT04413539. IPD Sharing: NO. Countries: 1. Publications: 11.
Culturally Customised Maternal Nutrition Education for Health Professionals
ClinicalTrials.gov study NCT07070206. IPD Sharing: Not stated. Countries: 1. Publications: 5.
Effectiveness of Interprofessional Mentoring Competence Education for Dental Health Care Professionals
ClinicalTrials.gov study NCT04717232. IPD Sharing: NO. Countries: 1. Publications: 7.
Impact of Educational and Professional Supportive Interventions on Nursing Home Quality Indicators
ClinicalTrials.gov study NCT01703689. IPD Sharing: Not stated. Countries: 1. Publications: 3.
Perceptions of Student Nurses About Professional Nursing Values of Creative Drama Education
ClinicalTrials.gov study NCT06875531. IPD Sharing: NO. Countries: 1. Publications: 0.
Professional Supporting and Women's Education for Breastfeeding Promotion: Preliminary Study
ClinicalTrials.gov study NCT05271812. IPD Sharing: UNDECIDED. Countries: 1. Publications: 1.
An Educational Intervention to Improve the Use of Antibiotics in Portuguese Health Professional
ClinicalTrials.gov study NCT02173509. IPD Sharing: Not stated. Countries: 0. Publications: 2.
ScienceDex guides
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These curated guides explain access requirements, typical timelines, costs, and reuse considerations for widely used research datasets.
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DANDI Archive for NWB datasets
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International Brain Laboratory public data
The International Brain Laboratory public data releases expose standardized mouse decision-making experiments, including Neuropixels recordings, widefield calcium imaging, behavior, and session metadata accessed through the ONE API.
OpenNeuro
OpenNeuro is a free, open platform for sharing neuroimaging datasets, with public search, dataset pages, and download paths for web, S3, DataLad, and the OpenNeuro CLI.