Trainees

There is a lack of research into quality in the practicum, despite widespread acknowledgement of its value in graduate training. This paper look for a) to determine the quality of the practicum placements where students from Pedagogy Degree performed their practicum; b) to investigate the relationships between the students' and teachers' views and the Regulatory Model criteria; and 3) to identify Regulatory Model indicators that may be associated with participants' views on the quality of practicum centres. Data was collected in two surveys, the sample comprising 106 students, 15 tutors and 291 practicum centres. The results shown that the three actors held positive views of its quality, there is a correlation between the tutors' views and the Regulatory Model, and there are two main variables related to the placement centre quality: type of practices and coverage of competences. This paper highlight the social value of students' engagement in conceptualization of quality and its indicators, going beyond the passive approach, which deals only with client satisfaction. Existe una falta de investigación sobre la calidad del Practicum, a pesar del reconocimiento de su valor en la formación de graduados. Este artículo busca a) determinar la calidad de los centros de Practicum del Grado de Pedagogía de la Universidad de Barcelona; b) investigar las relaciones entre los puntos de vista de los estudiantes y los tutores y los criterios del Modelo Regulatorio; y 3) identificar los indicadores del Modelo regulatorio que pueden estar asociados con las opiniones de los participantes sobre la calidad de los centros de prácticas. Los datos se recopilaron mediante dos encuestas, la muestra comprendía 106 estudiantes, 15 tutores y 291 centros de prácticas. Los resultados indican que los tres actores tienen puntos de vista positivos sobre su calidad, que existe una correlación positiva entre los puntos de vista de los tutores y el Modelo regulatorio y se identificaron dos variables relacionadas con la calidad del centro de prácticas: el tipo de prácticas y la cobertura de competencias. Este artículo destaca el valor social de la participación de los estudiantes en la conceptualización de la calidad y sus indicadores, yendo más allá del enfoque pasivo, que trata sólo la satisfacción del cliente. Descriptores: Formación de docentes; Estudiante de prácticas; Calidad de la educación; Evaluación; Participación estudiantil.

The present survey investigates the trainee dropout from the Patras PVTI. The survey took place in the summer of 2020, 53 participants who dropped out participated and the data was collected based on a questionnaire.

The investigative questions were about the motives of training, reasons for the dropout and included propositions of the participants for the improvement of the studies – services offered by the Patras PVTI. Finding employment relevant to their chosen specialty is the most powerful motive for enrolling while obtaining a second study certificate is the second one. The reasons for dropping out include the Institute’s timetable, finding a job and financial emergencies that came up during the studying period. Regarding the improvement propositions, changing the timetable, eliminating absences or increasing their limit as well as lack of material and technical resources are the dominant ones.

Objective: The authors investigated the impact of patient suicides on trainees and psychiatrists and their utilization of supports. Methods: Graduates in practice and trainees of the residency program of the University of Toronto from 1980–1995 (N495) were surveyed , retrospectively, with 239/495 responding (48%). Demographic and educational information , exposure to suicide, impact of the suicide(s), use of support systems, acute stress disorder and post-traumatic stress disorder symptoms, and impact of events and social relationship scores were collected. Results: One-half of the respondents (120/239) experienced at least one suicide of a patient, 62% of them (74/120) during postgraduate training. Biologically oriented psychiatrists in practice were more at risk for patient suicide. An important minority (one-quarter) among those who experienced patient suicide had substantially higher (morbid) scores than the overall group. They also scored higher on an acute stress disorder and a post-traumatic stress disorder symptom checklist. The impact was more severe when the patient suicide occurred during training than after graduation and was inversely correlated with clinicians' perceived social integration into their relational professional network. Conclusions: The experience of patient suicide is common during training and in clinical practice. The majority of trainees and clinicians are able to cope normally with the trauma, but in an important minority the emotional impact approaches morbid levels. Training programs should prepare students for this occupational hazard and implement systematic protocols to support those trainees who are especially vulnerable to their patient's suicide and reduce their social isolation from their peer group. Formal and informal professional networks should heighten awareness of the impact of patient suicide on practicing colleagues and take adequate measures to support them. (Academic Psychiatry)

When they discuss European actors, the media generally highlight those who make headlines (Heads of State, Commissioners, MEPs, etc.) but seldom mention those working behind the scenes (political aides, policy officers, parliamentary assistants, etc.), and take even less notice of trainees, who are practically invisible. Each year, a few million young adults carry out traineeships ranging from a few weeks to a few months during or upon completion of their studies, in a European institution or in one of the organisations gravitating around the institutions (representations of local authorities, interest groups, consulting firms, etc.). In this sector as in others, trainees constitute a cheap and easily employable workforce. European traineeships are particularly sought after by students and young graduates because they represent a virtually obligatory pathway towards a career in the institutions. Different backgrounds facilitate access to traineeships depending on the organisation.

The objective of this research is to analyze the different factors that intervene in the professional training of a practitioner, specifically on the industrial sector of electric conductors in the city of Lima (Peru). To this end, a greater analysis is attributed to leadership and mentoring, as the main skills and competences attributed to the professionals who work as tutors, so the corresponding theories are deepened, as well as in the national context of the industry and what is stipulated in the Law N ° 28518, “Ley de modalidades formativas”. In that sense, it will be considered to determine the relevance of both competences individually in the training of professional practitioners on other general factors that also intervene. Therefore, a mixed approach to research will be considered. The information was collected through various methodological tools such as in-depth interviews with tutors of practitioners and specialists related to leadership, as well as the application of s...

This article presents results of a cross-cultural comparison of trainer and trainee attitudes towards a variety of diversity issues, notably attitudes towards non-national trainees and those from other ethnic, religious and racial groups. Cross-cultural comparisons are made in the six European countries studied: France, Ireland, Italy, Latvia, Spain and the UK. The sample included 469 respondents (273 trainees and 196 trainers). There were consistent findings showing that trainees were more positive in their attitudes to cultural diversity, and specifically more tolerant and accepting of non-national and ethnically diverse fellow trainees than were their trainers. These findings largely corroborate those obtained from secondary school students and their teachers in the wider study. The results are discussed in light of country differences in relation to migration patterns and interpreted in light of contact theory. We also highlight implications for social inclusion and education and training policies across Europe.