This study evaluates teacher self-efficacy perceptions among students in the Master\'s Degree in Secondary Education and Baccalaureate, Vocational Training, and Language Teaching (MDSE), as well as the variables influencing these perceptions and their connection to the program\'s training. The research sheds light on how self-efficacy affects views on concerns, feelings, and attitudes towards diversity and inclusive education in the current educational landscape. Out of 205 female and 100 male MDSE students surveyed, who are either graduates or nearing completion, data were gathered using the \"Teacher Education in Secondary Education: Key Elements for Teaching in an Inclusive School for All\" (FORPES-IN) questionnaire distributed across Spanish universities. Three primary instruments from the questionnaire were utilized: the Teachers\' Self-Efficacy Short Form (TSES-SF), the Questionnaire for Future Secondary Education Teachers regarding Perceptions of Diversity, and the Revised Scale of Feelings, Attitudes, and Concerns about Inclusive Education (SACIE-R). Findings suggest that the majority of prospective teachers exhibit moderate-to-high levels of self-efficacy. Variables such as non-formal teaching experiences, the reason for joining the MDSE program, and regular interactions with vulnerable individuals, especially in Social and Health Science domains, moderately influence self-efficacy. This study reveals a strong link between the received training and the perceived level of self-efficacy. In particular, participants with higher self-efficacy feel better equipped to handle classroom diversity and rate the MDSE program positively. Areas for enhancement are identified, such as classroom management and diversified assessment strategies. Finally, a positive correlation is observed between high self-efficacy and positive attitudes toward disability, inclusive education principles, and reduced apprehensions about inclusive teaching.

Introducing patient partnership in mental health and psychiatry to initial training is an innovative way of promoting recovery, while at the same time highlighting the undeniable contribution of peer support within healthcare teams, in order to accompany the people concerned. This is why Croix-Rouge Compétence Auvergne-Rhône-Alpes is developing a specific training program for trainees.

UNASSIGNED: Law enforcement (LE) applicant assessments and initial academy training vary greatly across the United States of America (USA), with 820+ academies operating across 50 different states. Rising obesity and declining physical fitness underscore the need for benchmarks of applicant physical performance.
UNASSIGNED: Create a \"point-in-time\" descriptive profile of the performance of LE applicants and determine any differences between males, females, and age using two applicant test batteries (ATBs).
UNASSIGNED: Archival data from one large USA LE academy were analysed. Applicants completed one of two ATBs; ATB1 (n = 1674): 68.8-meter agility run (AR), 60-s push-ups, 60-s sit-ups, 60-s arm ergometer revolutions, and 2.4 km run; ATB2 (n = 355): AR, 60-s push-ups, 60-s sit-ups, and a multistage fitness test. Data were coded for sex and age. Independent samples t-tests compared the sexes. A one-way ANOVA with Bonferroni post hoc analysis compared age groups (18- 24, 25- 29, 30- 34, 35- 39, 40 + years).
UNASSIGNED: Males outperformed females in all fitness assessments across both ATBs (p≤0.02). The 18- 24 age group demonstrated faster run times in the AR and 2.4 km for ATB1 compared to all groups. (p≤0.03). In ATB2, the 18- 24 age group was faster in the AR compared to all other groups except the 25- 29 age group (p≤0.026).
UNASSIGNED: Regardless of ATB used, females and older applicants generally would benefit from specific fitness training to better prepare for academy. Older applicants may experience greater challenges in running tasks, especially those involving sprinting, which could also be impacted by qualities important for running/sprinting (i.e., maximal strength and power).

BACKGROUND: The treatment of acute life-threatening conditions in intensive care and emergency medicine requires in-depth training and education, with initial training playing a key role.
OBJECTIVE: What is the structure and quality of the initial training of physicians and nurses in intensive care units and emergency departments in Germany?
METHODS: With the help of survey software, an online questionnaire comprising 40 questions in German on the aforementioned topic was designed. It was distributed via the website of the German Society for Internal Intensive Care and Emergency Medicine (DGIIN) and via pertinent social media channels.
RESULTS: In total, 103 nurses and 125 physicians participated in the survey. The average work experience of the participating nurses and physicians was 8.5 ± 5.1 and 3.0 ± 3.1 years, respectively. The majority of participants worked primarily in intensive care units (59%) or in emergency departments (22%). On average, the initial training lasted 45 ± 27 and 13 ± 13 days for nurses and physicians, respectively. Only 20% of the initial training comprised seminars or hands-on workshops taught outside of routine clinical care. In all, 47% of the participants stated that they were not able to complete the entire initial training period. Only 49% had been officially certified for usage of the technical equipment in their department. A total of 35% reported feeling confident or somewhat confident in handling predictable tasks after initial training, but only 15% in handling acute emergencies.
CONCLUSIONS: The present study revealed that initial training in intensive care and emergency medicine is frequently incomplete, unstructured, as well as inadequate and bears both safety and liability risks. New concepts are needed to improve the initial training across clinics.
UNASSIGNED: HINTERGRUND: Die Therapie akut lebensbedrohlicher Krankheitsverläufe in der Intensiv- und Notfallmedizin verlangt nach einer fundierten Aus- und Weiterbildung, wobei der Einarbeitung eine Schlüsselrolle zufällt.
UNASSIGNED: Wie sind die Struktur und Qualität der ärztlichen und pflegerischen Einarbeitung auf Intensivstationen und in Notaufnahmen in Deutschland?
METHODS: Mithilfe einer Befragungssoftware wurde ein deutschsprachiger Online-Fragebogen mit 40 Fragen zur genannten Thematik zur anonymisierten Datenerhebung entworfen. Die Verbreitung erfolgte über die Website der Deutschen Gesellschaft für Internistische Intensivmedizin und Notfallmedizin (DGIIN) und über Social-Media-Kanäle.
UNASSIGNED: 103 Pflegefachpersonen und 125 Ärzt:innen nahmen an der Befragung teil. Die Berufserfahrung der Pflegefachpersonen lag bei durchschnittlich 8,5 ± 5,1 Jahren, die der Ärzt:innen bei 3,0 ± 3,1 Jahren. Die Teilnehmenden arbeiteten schwerpunktmäßig auf Intensivstationen (59 %) oder in Notaufnahmen (22 %). Die Einarbeitung der Pflegefachpersonen dauerte durchschnittlich 45 ± 27 Tage, die der Ärzt:innen 13 ± 13 Tage. Nur 20 % der Einarbeitung erfolgten losgelöst von der klinischen Routineversorgung als Seminar oder Praxistraining. 47 % der Teilnehmenden gaben an, dass sie die avisierte Einarbeitungszeit nicht vollständig absolvieren konnten. Nur 49 % wurden rechtskonform in die Geräte ihres Arbeitsbereichs eingewiesen. Nach der Einarbeitung gaben 35 % an, sich sicher oder eher sicher im Umgang mit planbaren Tätigkeiten zu fühlen, bei akuten Notfällen waren es 15 %.
CONCLUSIONS: Die Einarbeitung in der Intensiv- und Notfallmedizin ist vielerorts inadäquat und birgt sowohl Sicherheits- als auch Haftungsrisiken. Es bedarf neuer Konzepte, um die Einarbeitung klinikübergreifend zu verbessern.

Simulated practice is a pedagogical tool that invites students to immerse themselves in scenarios close to reality. It confronts them with experiential learning while giving them the opportunity to explore and deconstruct what they have experienced in a distanced and group-based manner during debriefings. Simulation is a recognized tool for continuing professional development, but it is difficult for it to become established in the context of initial training. Its implementation requires certain human and financial resources.

There are dozens of healthcare professions. All of them are involved in patient care and most of them work in multidisciplinary teams. In a world of health care in crisis, nurses and medical electroradiology manipulators (MERM) must work together more than ever to contribute to the optimization of care. This starts with the initial training of both in the training institutes and on the training grounds.

Educators and social workers are essential to promote the social and digital inclusion of people with intellectual disability. Their perceptions about Internet use by people with intellectual disability may lead to prejudices that can hinder the opportunity of this group to get equal and meaningful access to the virtual arena. To identify potential prejudices among future professionals and to determine their initial training needs, a cross-sectional survey study was conducted. The aim was to examine and compare 433 education and social work students\' perceptions about Internet use by people with and without intellectual disability, in terms of online benefits, risks and safety. Results showed that students perceived the Internet to be more beneficial, but also riskier and less safe, for people with intellectual disability than for the general population. Differences were observed with regard to gender, university degree and frequency of contact with people with intellectual disability and a positive relationship was found between students\' Internet use and their perceived online benefits, risks and safety. These findings highlight the need for initial training programs that overcome future professionals\' prejudices towards people with intellectual disability and their capability to use the Internet safely.

Training for sustainable development is an educational challenge of prime importance. Physical activity and sports in natural environments provide training committed to sustainability and environmental education. The objective of this study was to assess the effects of an undergraduate training program in Physical Activities and Sports in Natural Environments concerned with sustainable development. A total of 113 students from the Autonomous University of Madrid (Spain) who are studying a Bachelor\'s Degree in Physical Activity and Sports Sciences and a Master\'s Degree in Teacher Training for Secondary Education and High School (specializing in Physical Education) were involved. Specifically, we aimed to assess the impact of this training program on three dimensions related to Environmental Education (knowledge, behaviors, and attitudes). Its effect was also examined bearing in mind students\' sex, age and educational profile (sportive and educational). Mixed-methods were used: for the quantitative approach, data were collected with the Environmental Attitude in Physical Activities in Natural Environments validated scale; for the qualitative approach individual reflective diaries completed by students that attended the program were analyzed. The results show positive effects on the students regarding the three dimensions of Environmental Education, for both the sportive and educational training profiles. The quantitative results do not present significant differences concerning the gender variable, although the qualitative information shows that female students perceived a greater environmental sensitivity during their practices. Regarding the age variable, significant differences are found in the youngest students with an educational profile. To conclude, the study ratifies that the program carried out generated improvements in terms of knowledge, behaviors and attitudes toward the environment and sustainable development. Future research should use larger samples and consider other variables related to education for sustainability.

OBJECTIVE: To investigate: (i) the chronicity and phasic variability of sleep patterns and restriction in recruits during basic military training (BMT); and (ii) identify subjective sleep quality in young adult recruits prior to entry into BMT.
METHODS: Prospective observational study.
METHODS: Sleep was monitored using wrist-worn actigraphy in Army recruits (n = 57, 18-43 y) throughout 12-weeks of BMT. The Pittsburgh Sleep Quality Index (PSQI) was completed in the first week of training to provide a subjective estimate of pre-BMT sleep patterns. A mixed-effects model was used to compare week-to-week and training phase (Orientation, Development, Field, Drill) differences for rates of sub-optimal sleep (6-7 h), sleep restriction (≤6 h), and actigraphy recorded sleep measures.
RESULTS: Sleep duration was 06:24 ± 00:18h (mean ± SD) during BMT with all recruits experiencing sub-optimal sleep and 42% (n = 24) were sleep restricted for ≥2 consecutive weeks. During Field, sleep duration (06:06 ± 00:36h) and efficiency (71 ± 6%; p < 0.01) were reduced by 15-18 min (minimum - maximum) and 7-8% respectively; whereas, sleep latency (30 ± 15 min), wake after sleep onset (121 ± 23 min), sleep fragmentation index (41 ± 4%) and average awakening length (6.5 ± 1.6 min) were greater than non-Field phases (p < 0.01) by 16-18 min, 28-33 min, 8-10% and 2.5-3 min respectively. Pre-BMT global PSQI score was 5 ± 3, sleep duration and efficiency were 7.4 ± 1.3 h and 88 ± 9% respectively. Sleep schedule was highly variable at pre-BMT (bedtime: 22:34 ± 7:46 h; wake time: 6:59 ± 1:42 h) unlike BMT (2200-0600 h).
CONCLUSIONS: The chronicity of sub-optimal sleep and sleep restriction is substantial during BMT and increased training demands exacerbate sleep disruption. Exploration of sleep strategies (e.g. napping, night-time routine) are required to mitigate sleep-associated performance detriments and maladaptive outcomes during BMT.

Since the establishment of the reform of medical studies\' third cycle in 2017, the first two residency semesters define the \"phase socle\" whose objective is to provide the basic knowledge of the specialty. We have carried out a declarative survey, submitted in 2020 to all French residents in Oncology whose \"phase socle\" had taken place during the first 3 years of the reform. The main objectives of this survey were to evaluate the theoretical teaching of oncology as well as the practical hospital training provided during this phase. The response rate was 44% (among 355 residents, 155 answered). In terms of theoretical training, the level of satisfaction with the national teaching courses of the Collège National des Enseignants en Cancérologie and the distant learning courses on the SIDES-NG platform was considered satisfactory (average visual analog scale of 6.7/10 and 5.7/10, respectively). There was greater heterogeneity in the organization of local courses, of which only 50% of base phase residents benefited. In terms of practical training, the training value of the medical oncology and radiation oncology residencies was good (visual analogue scale 7.9/10 and 6.7/10, respectively), with educational objectives adapted to the base phase, but with a greater workload for medical oncology. This study provides feedback that shows the success of this reform in oncology. It also offers suggestions, which could be the basis to improve the formation of oncology residents.