A Mixed Methods Study of Arab Translator Trainees’ Experiences in Field Training: Competence Gains and Challenges

The purpose of this study is to explain the changes in field training education based on the experience of field training supervisors’ to MZ generation trainees. The qualitative data were collected by in-depth interviews with 7 field training supervisors with more than 10 years of experience in field training and analyzed using a grounded theory method. The open coding analysis yielded a total of 177 concepts, 32 sub-categories, and 13 super-categories. In axial coding, the central phenomenon was ‘education that is tailored to and leads the trainees’, and the causal conditions included ‘self-centered thinking’ and ‘lack of urgency’. The contextual conditions were identified as ‘imbalance in basic competencies’ and ‘individualistic tendencies’, and the interventional conditions included ‘different attitudes depending on the purpose of the field training’ and ‘inevitable shortcomings’. The interaction strategies involved ‘downward standardization of the level of education’, ‘Lifting of regulations on limited practical training for undergraduate students’, and ‘efforts to understand the MZ generations’. The consequences indicated ‘concerns from the institution’s perspective’, ‘responsibility as a senior’, and ‘challenges of the field training from the supervisor’s perspective’. In selective coding, the core category emerged as ‘newly changing field education according to the characteristics and level of the trainees’. The field training supervisors were flexibly changing the content and method of the field education according to the characteristics and capabilities of the trainees through much trial and error. After confirming the reality of the active and responsible field education of the field supervisors, the necessity of developing a standard field education program, establishing a cooperative system between educational institutions and field institutions, creating a post-field training course for the practical capacity enhancement, and developing a single field evaluation index was suggested as an alternative for the future field practical education of the MZ generation.

The influence of learning environment on trainee pharmacy technicians' education and training experiences.

Although women serving in the Korean military are steadily increasing, little is known on the status and related factors of their urogenital health behaviors (UHB), especially during field training. This study aims to identify UHB status and its affecting factors among female military personnel in South Korea. An exploratory sequential mixed methods design was used. First, the experiences of UHB were explored through interviews (n = 17), followed by a cross-sectional survey to identify its affecting factors (n = 719). The integration phase was done via joint display of findings. The experiences of UHB centered on 4 categories: 'holding it to avoid restroom use'; 'Walking on eggshells (noonchi) in unavoidable situations'; 'seeking solutions independently'; and 'hoping for an improved work environment.' The majority of participants reported problems in changing feminine hygiene products in the field (344 out of 377, 91.2%) Among those who had experienced duty or training in the field in the past 6 months (n = 520) 90% (n = 469) reported having reduced water intake in the field and 91.0% (n = 473) delayed urination during field training. Branch, position, length of service, confidence in performing UHB, job stress, supervisor support, military health provider support, unit type, presence of female supervisor had significant influences on UHB. Thus, quantitative findings corroborated with and further built up the qualitative findings. Interventions for improving female military personnel's UHB are needed, especially for those whose branches are combat or combat support, who work in battalion level units, and who are in staff positions.

Immersive virtual reality (IVR) appears to hold much potential for educational use in occupational safety training, but the best practices for its pedagogically viable design and application remain unclear. We performed an empirical mixed-methods study on the effects of IVR interactivity design and learner characteristics on the learners’ extraneous cognitive load (ECL), sense of spatial presence, and sense of embodiment. The research questions were: (1) “Do learner–IVR interactivity or learner characteristics influence the learners’ perceptions of spatial presence, ECL, and embodiment in IVR safety training?” and (2) “What kind of factors influence the learners’ training experiences, and how can they be addressed in IVR safety training design?” Two experimental groups were compared using IVR training scenarios designed for either high or limited interactivity. Sixty-eight learners participated in training interventions in two work organizations. Data was collected by questionnaires, video recordings, and interviews. No significant differences between the interactivity conditions were found in statistical analyses. Upon examining the effects of learner characteristics, we found that learners with previous VR experience reported significantly higher embodiment compared with VR novices due to higher self-rated body ownership. The qualitative analysis of the interview data revealed that the VR novices discussed issues related to ECL and a diminished sense of spatial presence more frequently. We offer recommendations for the design and application of IVR for safety training based on the findings.

Nowadays, higher education institutions focus their greatest effort and attention on the development of hard skills which are obtained through training, specialization and experience in the professional field, "Technical competences, called hard skills, represented by academic and extra-academic training and professional experience” (Musicco 2018, 126). By giving greater emphasis to the development of hard skills, the development of such indispensable skills for professional performance such as effective communication, motivation, leadership, teamwork, problem solving, decision making, flexibility, emotional intelligence, time management, to name a few, is left aside. With the present research it is intended to verify if through the didactic strategy of role-playing it will be possible to promote the soft skills of leadership, teamwork, decision-making and conflict resolution in the students of the Public Accountant career of the Tecnológico de Estudios Superiores of San Felipe del Progreso. The action research method is mainly used, of a qualitative type and is based on the socio-critical paradigm, for the collection of information instruments such as survey, interview and teacher's diary are used. Finally, the conclusions and recommendations obtained as a result of the execution of the research are presented.

This article investigates interlingual respeaking (IRSP) as a hybrid practice involving direct interaction between a language professional and speech recognition software to produce live subtitles. This technique combines language transfer with the diamesic shift of subtitling, the immediacy factor of interpreting, and direct interaction with AI-driven technology. It is, therefore, a prime example of Multilectal Mediated Communication which requires language professionals to adapt the procedural skills acquired through training and professional experience in related fields. The article reports on an empirical study that explores cognitive abilities and interpersonal traits as underexamined but critical elements of competence in IRSP, guided by Hambrick et al.’s (2018) multifactorial model of expertise. A mixed-methods exploratory design was used to investigate factors influencing IRSP performance. Fifty-one language professionals participated in a twenty-five-hour upskilling course, completing pre- and post-experiment surveys as well as a battery of cognitive tasks and interpersonal skills scales. Multiple regression analyses were used to investigate predictors of IRSP accuracy and errors. Our study found that, among cognitive variables, complex working memory predicts accuracy. Additionally, different working memory resources were found to be involved in different error categories. In relation to interpersonal traits, integrated regulation (a measure of motivation) and conscientiousness were found to negatively predict accuracy. The study highlights the interplay between human cognitive and interpersonal variables in IRSP as a complex form of human-AI interaction, establishing a baseline for future research and advancing methodological approaches and training frameworks for language professionals working in AI-assisted environments.

The article deals with the issue of the content of bachelor's degree programmes in translation at classical and applied universities in Germany. The issue of ensuring quality training of translators has become particularly relevant in recent years in the context of Ukraine's intensive movement towards integration into the European Union. It has been established that there are differences between the programmes of different universities in terms of the courses offered, the number of credits and the content of the modules. It has been determined that the structural division of bachelor's degree programmes in translation training is common, which includes three blocks: compulsory subjects, compulsory electives, and free choice subjects. The programmes under consideration have in common the following: studying a practical course in the chosen foreign language, translation, internships (including foreign ones); writing and defending a bachelor's thesis. The programmes of universities of applied sciences are more practice-oriented than those of classical universities. The Bachelor's degree programme in Translation at the University of Leipzig is aimed at providing students with theoretical and methodological knowledge and practical skills in translation and interpreting. The programme also provides for an introduction to the cultures of the countries whose languages are studied, as well as translation technologies. The bachelor's degree programme in Translation provides for a student's academic workload of 180 credits. The structure of the bachelor's degree programme in translation at Ruprecht-Karls-Universität Heidelberg is modular and consists of modules in translation and science, subject-specific and interdisciplinary additional qualifications, and a bachelor's thesis. The main part of the content of the University of Heidelberg's translation programme is aimed at developing competence in translating general and technical texts. The main part of the content of the translation programme at the University of Heidelberg is aimed at developing competence in translating texts of general and technical subjects. Students acquire the ability to apply their knowledge of the linguistic and cultural peculiarities of the languages they study; to translate in selected language pairs; and to justify their translation. At the same time, they learn to use appropriate auxiliary tools, including monolingual and multilingual reference books, specialised terminology databases, online dictionaries, CAT tools, localisation tools, and concordance software. This enables future translators to search for and process additional information on their own.There are two study options (A or B) within the Bachelor's degree programme in International Communication and Translation at the University of Hildesheim. By choosing option A, students study two foreign languages. Those who choose option B study one foreign language, and the rest of the credits are obtained through applied disciplines and modules from the compulsory elective block. In addition, the offer of disciplines is constantly expanding, mainly in the area of information technologies and intercultural communication. Translation programmes differ in their content, which is reflected in their titles: Translation, Translation Studies, International Communication and Translation, and Specialised Translation. Higher education institutions that offer bachelor's and master's degree programmes in translation have valuable years of experience in training these professionals. In addition, they are focused on meeting the needs and demands of employers, shaping the content of their programmes accordingly. Since the range of employment of domestic translators will be wider than it is today in the near future, it is worthwhile to use the experience gained in training them in Europe, particularly in the Federal Republic of Germany.

In recent decades, bridging the gap between university-based interpreting teaching and industry needs has been increasingly important as an emerging area of interpreter education and training. Many interpreter educators and practitioners have introduced authentic interpreting practices (e.g. mock conference, role-play, conference observation, field training) into their classrooms and received positive feedback from student interpreters. This study investigates the use of simulated interpreting projects, which have been designed by the interpreter trainer to make student interpreters’ learning more stimulating and effective. Findings from this empirical study have demonstrated that the simulated interpreting projects not only enhanced student interpreters’ skills for and knowledge about the interpreting profession, but also cultivated their vocational skills and investigation capabilities which are crucial for many other professions. This research contributes to the current understanding of enhancing student interpreters’ learning experience via real-life activities. It introduces a fresh perspective for designing an investigative learning model for student interpreters. It also has practical implications for interpreting pedagogy, offering theoretical and empirical support for the changing attitudes and approaches in interpreter education and training.

AAIM Recommendations to Promote Equity in the Clerkship Clinical Learning Environment

‘Ready to Reg’ – a pilot trial of experiential medical registrar training

In our increasingly technology-mediated educational landscape, blended teaching and learning methodologies – which bring together selected features of online and face-to-face training - can enhance the educational experience of both trainers and trainees. Yet the implementation of blended teaching and learning approaches in some fields of translation can present trainers with a number of problems. These include the trainers’ lack of familiarity with the use of certain software applications and the scarcity of electronic materials and pedagogical scenarios for them to draw on. This paper explores the pedagogical resources developed as part of two European collaborative projects in the domain of translator training and discusses the lessons learnt from the exploitation of these resources in blended learning scenarios. It offers an overview of the changes that technology has brought to the educational sector, followed by a discussion of key features of the blended teaching and learning approach, and an examination of the impact of technological developments on the translation industry and their transformational effect on professional practices and the training of translators. The final sections present the materials created under the framework of the eCoLoTrain and eCoLoMedia projects, which aim to support blended learning in translation and multimedia localization, respectively. Throughout, an overview of how some project-specific resources and materials can be used in translator training environments is followed by advice on relevant best practices. The conclusion speculates briefly on how the materials which are still under development will effectively be put to use by trainers and trainees alike.

BackgroundThe number of international migrants continues to increase worldwide. Depending on their country of origin and migration experience, migrants may be at greater risk of maternal and neonatal morbidity and mortality. Having compassionate and culturally competent healthcare providers is essential to optimise perinatal care. The “Operational Refugee and Migrant Maternal Approach” (ORAMMA) project developed cultural competence training for health professionals to aid with providing perinatal care for migrant women. This presents an evaluation of ORAMMA training and explores midwives’ experiences of the training and providing care within the ORAMMA project.MethodsCultural competence was assessed before and after midwives (n = 35) received ORAMMA compassionate and culturally sensitive maternity care training in three different European countries. Semi-structured interviews (n = 12) explored midwives’ experiences of the training and of caring for migrant women within the ORAMMA project.ResultsA significant improvement of the median score pre to post-test was observed for midwives’ knowledge (17 to 20, p < 0.001), skills (5 to 6, p = 0.002) and self-perceived cultural competence (27 to 29, p = 0.010).Exploration of midwives’ experiences of the training revealed themes of “appropriate and applicable”, “made a difference” and “training gaps” and data from ORAMMA project experiences identified three further themes; “supportive care”, “working alongside peer supporters” and “challenges faced”.ConclusionsThe training improved midwives’ knowledge and self-perceived cultural competence in three European countries with differing contexts and workforce provision. A positive experience of ORAMMA care model was expressed by midwives, however clearer expectations of peer supporters’ roles and more time within appointments to assess the psychosocial needs of migrant women were desired. Future large-scale research is required to assess the long-term impact of the ORAMMA model and training on practice and clinical perinatal outcomes.

BackgroundIndividuals from minority groups have historically faced social injustices. Those from underrepresented groups have been less likely to access both healthcare services and higher education. Little is known about the experiences of underrepresented students during their undergraduate studies in osteopathy in the UK. The aim of this project was to explore awareness of cultural diversity and beliefs about patients from underrepresented groups in current osteopathic educational environments and evaluate students’ preparedness to manage patients from diverse groups. The project also aimed to investigate the educational experiences of students from underrepresented backgrounds during their training and their opinions on changes that could support better levels of recruitment and achievement. The findings were discussed with stakeholders in interactive workshops with the aim to develop recommendations for action and change.MethodsA transformative action research paradigm informed this mixed methods project. It included: 1/ a survey of students from all seven osteopathic educational providers in the UK using the Multidimensional Cultural Humility Scale (MCHS); 2/ a series of focus groups with students from underrepresented groups (women, students with disabilities, students from minority ethnic backgrounds, and students identifying as LGBTQIA+); and 3/ a workshop forum to discuss findings.ResultsA total of 202 participants completed the MCHS and demographic questionnaire and seven focus groups were conducted. A model was developed to describe participants’ training experiences comprising two main themes: institutional contextual obstacles (with four sub-themes) and underrepresented students’ conceptual understanding of Equity, Diversity and Inclusion (EDI). Recommendations for change identified in the workshops were based on three topics: institutions, staff, and students.ConclusionOur findings confirm conclusions from other institutions that staff education is urgently needed to create and maintain equitable, inclusive environments in osteopathic educational institutions in the UK to support all students, particularly those from underrepresented groups. Institutional EDI processes and policies also need to be clarified or modified to ensure their usefulness, accessibility, and implementation.

Pre-registration nursing and occupational therapy students’ experience of interprofessional simulation training designed to develop communication and team-work skills: A mixed methods study

In this study, researchers designed and implemented a 1-year professional development (PD) program that focused on supporting teachers in evaluating and selecting digital learning contents. Participants in this investigation included 109 teachers who consented to the study amongst a total of 171 teachers from five school districts across central Ohio. In addition to their participation in the PD program, they completed surveys, interviews, and self-reflections in this mixed-method study. The results revealed that teachers’ perceived TPACK increased over time throughout the PD program, suggesting that training teachers to evaluate digital contents can be an effective PD model to improve teachers’ capacity in learning technology integration. The PD program was especially effective for teachers with less prior experience in technology integration or related training. Mathematics teachers, in comparison to teachers from other disciplines, began with low TPACK; however, these initial differences gradually diminished over the course of the PD program. In terms of their motivation in digital content evaluation, teachers’ expectancy for success increased significantly while their task values remained medium high. The qualitative analyses provided additional insights and revealed design suggestions for success in future PDs.