Building on Hussain et al.’s (2012) analysis of Triathlon Canada’s constructivist-informed coach education program from the perspective of the program designer, this case study explored the structure and initial implementation of the program, as well as coaches’ perspectives of their journey to certification. Through a series of document analyses and interviews with the inaugural group of coach participants (N = 4), strategies for the application of constructivist principles are presented and discussed in relation to the coaches’ perspectives and coach development literature. More specifically, through its innovative use of learning activities and formative evaluation and assessment strategies, the program is shown to place considerable emphasis on coaches’ biographies, refection, and representation of learning. Finally, recommendations for coach educators are presented.

Transformer is a popularly used neural network architecture, especially for language understanding. We introduce an extended and unified architecture which can be used for tasks involving a variety of modalities like image, text, videos, etc. We propose a spatio-temporal cache mechanism that enables learning spatial dimension of the input in addition to the hidden states corresponding to the temporal input sequence. The proposed architecture further enables a single model to support tasks with multiple input modalities as well as asynchronous multi-task learning, thus we refer to it as OmniNet. For example, a single instance of OmniNet can concurrently learn to perform the tasks of part-of-speech tagging, image captioning, visual question answering and video activity recognition. We demonstrate that training these four tasks together results in about three times compressed model while retaining the performance in comparison to training them individually. We also show that using this neural network pre-trained on some modalities assists in learning an unseen task. This illustrates the generalization capacity of the self-attention mechanism on the spatio-temporal cache present in OmniNet. 2

This study examines the implementation of Triathlon Canada's novel coach education program within the competition-development context from the perspective of the program designer; the High Performance Director (HPD). An interpretive approach was utilized to create a series of narratives to examine the background, perspectives and approaches used to construct the coach education program. Findings include the unique educational and practical background of the HPD and how it influenced him to design the coach education program the way he did. We also highlight a series of unique innovations for the Triathlon coaches entering the program including, a) submitting a portfolio of prior experiences, b) deemphasizing evaluation and certification and c) the HPD's experiences of getting others to ‘buy’ into the program. We also discuss the various instances of resistance encountered with implementing this type of program and contrast it with other types of conceptualizations of how coaches' learn.

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Purpose Most contemporary research in medical education focuses on the undergraduate component conducted within medical schools. The purpose of this paper, however, is to better understand how medical residents and practicing attending physicians learned to practice within the context of the emergency medicine department (ED) workplace. Design/methodology/approach In all, 18 residents and 15 attending physicians were interviewed about their learning in the ED. Interviews were digitally recorded and transcribed verbatim then analysed using an iterative approach. Emergent themes were shared with the participants to ensure they were an accurate representation of their lived experiences. Findings The first of the three main findings was that the ED learning environment was characterised as “messy” because of the inherently chaotic nature of the workplace. The second finding was that patients and nurses were informal partners in learning. The third main finding was that learning and working in the ED can be difficult, isolating and often lacks continuity. Research limitations/implications The main limitation associated with this research relates to the highly situated and contextually bound nature of this study. Nevertheless, the findings should be generative for others interested in supporting the work and learning of health professionals. Originality/value This study shifts the focus in medical education research from formal undergraduate education to learning in high stress and chaotic workplaces. Accordingly, this work provides valuable insights for others interested in the messy realities of learning in professional practice.