Radiology education in Europe: Analysis of results from 22 European countries.

AimTo assess the state of radiology education across Europe by means of a survey study.MethodsA comprehensive 23-item radiology survey was distributed via email to the International Society of Radiology members, national radiological societies, radiologists and medical physicists. Reminders to complete the survey were sent and the results were analyzed over a period of 4 mo (January-April 2016). Survey questions include length of medical school and residency training; availability of fellowship and subspecialty training; number of residency programs in each country; accreditation pathways; research training; and medical physics education. Descriptive statistics were used to analyze and summarize data.ResultsRadiology residency training ranges from 2-6 years with a median of 5 years, and follows 1 year of internship training in 55% (12 out of 22) European countries. Subspecialty fellowship training is offered in 55% (12 out of 22) European countries. Availability for specialization training by national societies is limited to eight countries. For nearly all respondents, less than fifty percent of radiologists travel abroad for specialization. Nine of 22 (41%) European countries have research requirements during residency. The types of certifying exam show variation where 64% (14 out of 22) European countries require both written and oral boards, 23% (5 out of 22) require oral examinations only, and 5% (1 out of 22) require written examinations only. A degree in medical physics is offered in 59% (13 out of 22) European countries and is predominantly taught by medical physicists. Nearly all respondents report that formal examinations in medical physics are required.ConclusionComparative learning experiences across the continent will help guide the development of comprehensive yet pragmatic infrastructures for radiology education and collaborations in radiology education worldwide

TTA school-based research consortium initiative, the evaluation, final report

This is the final report of the evaluation of th School-Based Research Consortium Initiative which ran in England from 1998 to 2001. The initiative was sponsored via a public/private partnership between the Teacher Training Agency (TTA), a UK Government agency, and the Centre for British Teachers (CfBT), a private not-for-profit company. The aim of the initiative was to create local infrastructures of support and action for teachers to engage ‘in and with’ research. Those infrastructures were made up of consortia, consisting in each case of a small number of schools together with a university department of education and at least one local education authority (LEA). Over the three years that it ran, the initiative spawned a considerable range and volume of research activities, including peer observation of teaching, peer review of videos of teaching, interview-based study, surveys measuring such things as rewards and sanctions in the classroom. In addition to well-developed teacher-university collaborations and some joint work with local education authorities, there were many examples of teacher-teacher collaboration (some of it between different schools), and also times when teachers and pupils worked together to devise, carry out or interpret research activity. In practice, the initiative created an environment in which it was possible to develop new research relationships across a range of partners, rather than merely transfer the locus of research to schools. Three aspects of teacher experience of the initiative are important to highlight. The first was the overwhelming testimony of teachers that the value of the initiative for them was the rediscovery of their professional confidence in a climate of low trust accountability, characterised by constant monitoring, target setting and bureaucratic demands. The second was the growth of familiarity with research practices that teachers gained through working collaboratively with their peers, with pupils, and with colleagues from the university. The third was how the process of research itself was necessarily situated in teachers’ own practices

E-portfolio in education. Practices and reflections

The main activities of the digiFolio Project include: Building a common knowledge base supported by research work on the theory of portfolio usage; Paper and online publication of the results of the research work; Establishment of the pedagogical model for the training course; Analysis of the existing technological infrastructures for digital portfolio usage; Adjustment of the best tools and training course setup; Piloting and evidencing of the training course; Monitoring of the trainees' work by using a specific online teachers' support structure; International seminar. Website: http://digifolioseminar.org/?The present publication addresses the use of digital portfolios in educational context and it is one of the latest dissemination activities of the Digifolio project – Digital Portfolio as a strategy for teachers’ professional development, a COMENIUS 2.1 project which was carried out between 2005 and 2008. It involved several universities and teacher training institutions from five different European countries. The project, which main focus was the reflection on the potentialities of portfolios and digital technologies in the perspective of teachers’ professional development, came to its end with an international seminar which aimed at disseminating the work produced in the frame of a previous teachers training course, as well as allowing and welcoming the contribution of other education professionals with their practices and reflections on the above-mentioned thematic.Europeen Comissio

A Discussion of Thin Client Technology for Computer Labs

Computer literacy is not negotiable for any professional in an increasingly computerised environment. Educational institutions should be equipped to provide this new basic training for modern life. Accordingly, computer labs are an essential medium for education in almost any field. Computer labs are one of the most popular IT infrastructures for technical training in primary and secondary schools, universities and other educational institutions all over the world. Unfortunately, a computer lab is expensive, in terms of both initial purchase and annual maintenance costs, and especially when we want to run the latest software. Hence, research efforts addressing computer lab efficiency, performance or cost reduction would have a worldwide repercussion. In response to this concern, this paper presents a survey on thin client technology for computer labs in educational environments. Besides setting out the advantages and drawbacks of this technology, we aim to refute false prejudices against thin clients, identifying a set of educational scenarios where thin clients are a better choice and others requiring traditional solutions

Pengembangan Program Pelatihan Berbasis Green Family Education Bagi Remaja Di Panti Asuhan Kota Bandung

This research is motivated by the inexistence of  training program which is based on green family education, as well as  the amount of household waste in the orphanage’s environment  that have not been put to good use. The purpose of this study is to analyze the needs of the training program, to design a training program of green family education-based, to conduct the academics and practitioners’ expert judgment about the green family education-based training program in generating crafts from household waste, and to implement training programs based on green family education to the teenagers in an orphanage. This research employs ADDIE approach which includes Analysis, Design, Development, and Evaluation. The samples in this study consisted of three orphanage’s managers, two training experts, one expert in handcraft, and 27 teenagers. The need analysis of the green family education-based training program for teenagers needs some training to increase knowledge, skills, and self-learning. The designed training program consists of the identity of the program, purpose, benefits, materials, methodologies, and scenario of training activities. In addition, training programs include training modules. The results of expert judgment regarding the green family education-based training program show that the handicrafts of household waste are at very decent criteria. The achievement of these criteria is validated by experts consisting of program's identity, purpose, benefits, materials, methodologies, and scenario training activities aspects. The product assessment conducted after the juvenile training activities at orphanage are at good criteria. Here are some recommendations. For managers, it is necessary to facilitate infrastructure for the implementation of the training program. For teenagers, it is beneficial to spend their leisure time. For further research, the tested training programs can be implemented in other orphanage by adjusting the characteristics of teenagers, facilities, infrastructures in orphanage so that green family education-based training program can be implemented in the community as the Environmental program

Infrastructure and international cooperation in research and knowledge transfer: supporting access to key infrastructures and pan-European research − lessons learned

Access to research infrastructures has been supported by the European Commission under different financial schemes. During the 6th EURATOM Framework Programme the instrument introduced by the European Commission were the Integrated Infrastructure Initiatives (I-3). Moreover, funding schemes to support Education and Training for students and professional developments were defined also. The main difference between these two funding schemes is that I-3 are topic-driven projects with access to infrastructure components, while the Education and Training related projects have a mobility component that is applied for the different research topics. The outcome of projects as TALISMAN (I-3), EFNUDAT/NUDAME (I-3), GENTLE (mobility), ENEN-plus (mobility), NUGENIA-plus (mobility within TA of NUGENIA) and ESNII-plus (I-3 similar) will be shortly presented as well as the future European Commission plans in the field of access to research infrastructure

Implementasi Kebijakan Pendidikan Dan Pelatihan Kepemimpinan Tingkat IV Di Badan Kepegawaian Daerah Kota Palu

This study aims to determine the implementation of Level IV Leadership Training and Education Policy in Regional Employment Board of Palu City. The type of research used in this study was qualitative descriptive research. Informants in this study amounted to 6 people consisting of 1 Head of Training and Education Division,2 Heads of Subdivisions, 2 Field Person-in-Charge ,and 1 Participants ofLevel IV Leadership Training and Education. The types of data were primary and secondary data. Data were collected by means of interview, documentation, and triangulation techniques. Analysis of data used in this studywas Miles and Huberman Model, i.e. data reduction, data presentation, and conclusion. The theory used in this studywas the theory of Edward III consisting of four aspects: communication, resource, disposition/attitude, and bureaucratic structure. The result shows that:first, the communication aspect had not been effective, forthe obstacles in the communication of the committee to the participants was still in frequent. Second, the resource aspect had not already been adequate,neither resources of officers, facilities,or infrastructures. Third, the disposition aspect had not run as expected, for lack of the implementors' awareness to remain on policy goals. Fourth, the absence of operational standards and procedures (OSP) regardingLevel IV Leadership Training and Education. Thus, the researcher concludes that the implementation of Level IV Leadership Training and Education had not been effective as expected

National models for CPD: The challenges of C21st knowledge management

Teacher quality is the most critical factor in improving educational outcomes (McKinsey, 2007). This paper proposes analytical frameworks for national models for continuing professional development (CPD). It examines the unacknowledged problem of the quality and extent of the evidence base underpinning teachers’ CPD. In the 21C through the use of ICTs the research and evidence base underpinning educational practice surely could be made accessible to all teachers and all providers of initial teacher training and CPD. The evidence base available internationally appears to be patchy. Yet this is taken for granted in the literature, and is rarely if ever acknowledged in the discourse about school and system improvement. This lack of research based professional knowledge, is a particular problem for subject specialist issues and is further compounded by the fact that research published in journals is not generally designed around questions teachers want answered. In short, the knowledge that is produced and the management of it within the education sector is lacking systemic organisation and dissemination. The paper outlines opportunities which exist for low cost interlinked national and international e-infrastructures to be developed to support knowledge sharing, but such collaboration may pose an insurmountable challenge for national and international agencies

Citizen Science & Open Science: Synergies & Future Areas of Work

Citizen Science (CS) and Open Science (OS) are among the most discussed topics in current research and innovation policy, and are becoming increasingly related. This policy brief was developed with contributions from a mixed group of experts from both fields. It aims at informing decision makers who have adopted Citizen Science or Open Science on the synergies between these approaches and the benefits of considering them together. By showcasing initiatives implemented in Europe, this document highlights how Citizen Science and Open Science together can address grand challenges, respond to diminishing societal trust in science, contribute to the creation of common goods and shared resources, and facilitate knowledge transfer between science and society to stimulate innovation. The issues of openness, inclusion and empowerment, education and training, funding, infrastructures and reward systems are discussed regarding critical challenges for both approaches. The document concludes by recommending to consider Citizen Science and Open Science jointly, to strengthen synergies by building on existing initiatives, launching targeted actions regarding education and training, and infrastructures. This policy brief was developed within the framework of the Horizon 2020 project ‘Doing It Together Science’ (DITOs) to establish a collaborative network with external organisations and decision makers throughout Europe

Kompetensi Pemerintah Desa dalam Pembangunan Desa di Desa Surya Indah Kecamatan Pangkalan Kuras Kabupaten Pelalawan

Goverment's competence is the important aspect for the rural development of Surya Indah. Training which is done by the Goverment of Surya Indah must be fit to the general training in order to produce the quality human resources. But the budgetary funds for the training is too low. Informations which is gotten from villagers said that the goverment is not good enough for the administration services.This research used theory of Badan Kepegawaian Negara says that competence is defined by indicators of knowledge,skill, and attitude. This research is classified as qualitative descriptive, the technique of collecting data in this research through observation and interview from everyone who are involved as informen.The result of this research shows that the competence of goverment in the Surya Indah village runs well. This is proved from the result of interviews and observation data about aspects knowledge, skills and attitude of govermnet to improve rural development. Factors which influences of the competence of the rural goverment are formal education, training and working experience. Development in Surya Indah are good enough proved from facilities and infrastructures are complete for community life