Medical Training for Addiction is Still Mostly Unchartered Territory

Photo by Mikail Duran on Unsplash

According to the Centers for Disease Control and Prevention, addiction is a disease that contributes to 632,000 deaths in the United States annually.  However, comprehensive addiction training is still rare in medical school education.  A report by the National Center on Addiction and Substance Abuse at Columbia University detailed “the failure of the medical profession at every level — in medical school, residency training, continuing education and in practice” to adequately address and prevent the crisis.

Dr. Timothy Brennan, who directs an addiction medicine fellowship at Mount Sinai Health System, said that combating the epidemic with practicing providers is “like trying to fight World War II with only the Coast Guard.”  They haven’t been prepared to tackle it head-on.

Now, however, after a decade-long push by doctors, medical students and patients to legitimize addiction medicine, slow but steady change is taking root.  The U.S. Department of Health and Human Services (DHHS) requested that the National Academies of Sciences, Engineering, and Medicine host a workshop, “Integrating Infectious Disease Considerations with Response to the Opioid Epidemic” on March 12 and 13, 2018, to address an urgent need to implement effective opioid use disorder treatment in health care settings and to address the intersecting epidemics of opioid misuse and its infectious disease (ID) consequences.

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Also, in June, the House of Representatives authorized a bill to reimburse education costs for providers who work in the addiction arena.  There are only 52 addiction medicine fellowships nationwide, and in August, the first twelve received gold-standard board certification status from the Accreditation Council for Graduate Medical Education.

Boston University includes pioneering addiction training into all four years of its medical program.  The students learn about “motivational interviewing,” a technique that encourages patients to formulate health goals.  Students are being taught to engage patients with a joint-decision-making, rather than offering provider-only solutions.

Dr. Bradley M. Buchheit of Boston University teaches his students, “Substance use disorder is a chronic, relapsing disease.  So is diabetes.  Diabetics don’t follow a diabetic diet 100 percent of the time.  If they were to have a slip-up, we would figure out what went wrong and say. ‘Is there anything else we can do?’”

Dr. Daniel Alford, a professor and associate dean at Boston University, who helps create the curriculum, said that because addiction medicine is relatively new, however, the program can’t rely on fellows.  Thus, the team is still having a hard time solidifying its presence. “The biggest challenge now is how do you sustain it?” he said. “Who keeps updating it?  When faculty leaves, who will replace them?”

There is not much incentive to specialize in addiction medicine, either.  Because patients are stereotypically viewed as manipulative and doomed to repeat destructive behaviors, the field is viewed as a thankless one from a medical student perspective.  Also, according to a 2017 study, insurance companies view addiction treatment as an afterthought to mental health care, so much of the treatment remains uncovered by most policies.

Perhaps Dr. Buchheit is an anomaly.  “I really enjoy working with these patients,” he said. “They have often been kicked to the curb by the formal medical system.  They don’t trust us.  So, for them to walk into a room and have a doctor say, ‘It’s great to see you, thank you for coming in,’ is very powerful.  And then you can see them get better with treatment.  It can be very rewarding work.”

There are some issues that commonly come up in conversation.  Students are often concerned they are being naïve when they opt to trust their hypothetical patients while intuitively knowing they should practice caution.  They wonder if increasing doses of pain medications will protect these individuals from seeking alternatives on the streets.  They are confused regarding which route to take.

And, although traditional medical training typically encourages its pupils to come up with definitive solutions, treating addiction means getting comfortable with ambiguity.  Practitioners need to learn to follow their gut.


Integrating Treatment at the Intersection of Opioid Use Disorder and Infectious Disease Epidemics in Medical Settings: A Call for Action After a National Academies of Sciences, Engineering, and Medicine Workshop

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WPI project aims to use artificial intelligence to enhance teacher training

WORCESTER – A new government-funded research project at Worcester Polytechnic Institute aims to use artificial intelligence in hopes of revolutionizing the way teachers evaluate their own performance in the classroom.

Computer science professor Jacob Whitehill and his colleagues have received a $750,000, three-year grant from the National Science Foundation to develop the Automatic Classroom Observation Recognition Neural Network platform, or ACORN for short, which will combine machine learning, natural language processing, and elements of psychology and educational theory to deliver rapid feedback on teacher-student interactions.

“I’ve always loved teaching – I really enjoy the dynamics between myself and my students,” Mr. Whitehill said, adding that he’s been particularly fascinated with finding a way to identify the characteristics of a positive exchange between instructor and pupil.

Currently, teachers rely on one-on-one and group feedback, as well as some video-aided assessment, to evaluate those interactions. Mr. Whitehill believes ACORN could allow them to critique themselves not only much more frequently, but also without the pressure of a peer or supervisor being involved.

“This kind of technology allows them to get objective feedback on their own teaching every day if they wanted to,” he said. “And they don’t have to worry about it being seen by anyone else.”

ACORN, which is based on automatic facial and emotion recognition technology, essentially involves showing a machine hundreds of videos of classroom interactions and teaching it to identify physiological and speech cues – tone of voice and eye contact, for example – that indicate an effective interaction with a student. Using a heat map, for instance, ACORN could pinpoint when a teacher is showing emotional support of a student, and then share that information with the Classroom Observation Interactive Learning System, or COILS – a complementary technology to ACORN that Mr. Whitehill and his team also plan to develop – to be synthesized into an interactive training exercise for that instructor.

Working with Mr. Whitehill on the project will be WPI professors Erin Ottmar and Lane Harrison, as well as Jennifer LoCasale-Crouch, a professor at the University of Virginia’s Curry School of Education. Undergraduate and graduate students at WPI will assist. 

In the Worcester schools, teachers occasionally use technology, including video, to brush up on their skills, according to Magdalena Ganias, director of curriculum and professional learning.

“Some teachers do ask someone to videotape them, so they can watch themselves” in action, she said, or watch videos of other teachers being critiqued.

But she and Sarah Kyriazis, the school district’s manager of instructional technology and digital learning, said they wouldn’t want to see technology completely replace human interaction in professional development.

“I think there’s a lot of research showing that there’s a huge jump in professional learning success when teachers have coaching and modeling in the classroom,” Ms. Kyriazis said.

Neither administrator was ready last week to speculate about the potential of the AI- based approach being developed at WPI.

Mr. Whitehill said ACORN and COILS aren’t intended to replace conventional interpersonal teacher training exercises.

“This is such a hard artificial intelligence task,” he said. “We won’t be able to analyze a real classroom environment like a human can.”

But he hopes the technology could be a low-cost  supplemental professional development tool, and one that is intuitive enough for teachers to do on their own. Mr. Whitehill intends to make it a free service to schools.

“This is a very exploratory, ambitious project,” he said. He said it could be a decade before a finished product is finally available for schools to use.

In the meantime, Mr. Whitehill and his research team will work toward the goal of producing “high-quality research” to propel the project even after the government grant expires in three years.

Teacher Training on Houseless Students Conducted

Honolulu Chapter of HSTA training for teachers

There are an estimated 300 children in Hawai’i believed to be house-less.  That, according to a study by Waikiki Health’s Youth Outreach program.  The teacher’s union is gearing up to train it’s members to recognize who needs help.  HPR’s Wayne Yoshioka reports.   

Queenie Marcellino became an A-student with the help of a teacher

The Honolulu Chapter of the Hawai’i State Teachers Association – the HSTA – sponsored a forum to educate teachers on what houseless children want and need in the public schools.  Queenie Marcellino lives at the Pu’uhonua ‘o Wai’anae village.  She went from being an F-student to an A-student.

“For the teachers out there, bring in your parent mode.  My teacher showed me love and he opened up about how he don’t care and how he was homeless once.  So therefore, I started opening up, piece by piece.  And that’s how I became non-shameless of where I live.”

Marcellino graduated from high school in 2016.  Nainoa Brown-Kahananui also lives at the Wai’anae village and will be a high school junior next year.  He says trust is key.

Nainoa Brown-Kahananui will be a high school junior next year

“I had this teacher.  He’s actually best friends with aunty.  So he came one time to go visit aunty and then he saw me.  And then, he started to open up and ask me if I needed anything, just come and ask.  And, for that, I actually thank him.”

Aunty is Twinkle Borge, the leader at Pu’uhonua ‘o Wai’anae.

Borge is the guardian, mother, guidance counselor and protector of the teenagers and 23 other children living there. 

Twinkle Borge, leader at Pu’uhonua ‘O Wai’anae

“I remember one year, when about 7 of our kids, the kids was just ragging them; teasing them.  I actually had them make me one assembly.  And I wanted the parents there.  You know, first of all, what you teach them at home is what they brought to the school.  Second of all, that’s not their fault why they’re there today.  That’s their parents’ fault.  I send them to school for learn and not to play around.

Borge says students need understanding and love and not to be judged, shamed or belittled for how and where they live. 

Retired educator, Kathy Konno Chin, worked with houseless youth in Kaka’ako

Retired educator, Kathy Kono-Chin, worked with houseless students in Kaka’ako.  She recalls an outstanding 3rd grader who was absent because of the weather.

“One week when I came, she didn’t go to school.  I asked her why and at first she didn’t want to tell me.  And, after a while, she said it’s because it rained.  And I said, ‘Oh, you couldn’t get to school because it was hard to find transportation.  And she said, ‘no,’ everything I owned was wet.  She didn’t have a change of clothes, her homework was soggy.  She couldn’t go back to school for the week.”

Laverne Moore (center), McKinley High School special education teacher and member of the Honolulu Chapter, HSTA, board of directors

Chin says teachers need to know the challenges their houseless students face.  Laverne Moore is a McKinley High School teacher and HSTA Honolulu Chapter Board of Directors member.

“Once they know the student individually, there is that opportunity to bond.  Especially if a child is an immigrant, a child is houseless or a child is going through a divorce.  Teachers, once they understand where a child is coming from, they’re very compassionate.”

Moore said the Honolulu Chapter of the HSTA plans to conduct more forums on houseless students for teachers.   Wayne Yoshioka, HPR News.

Top Washington, D.C. Web Design Firm Awards Held for October 2018 by 10 Best Design

Top Washington, D.C. Web Design Firms


10 Best Design is pleased to present the winners of its Best Washington, D.C. School awards granted for October 2018, choosing Blue Water Media as the leader in this category.

Determining which company is the top Washington website design agency could be a daunting challenge for a CEO or the owner of a small business. Researching different firms, sorting out each firm’s specialty and deciding on one could take a lot of time and energy. One of the easiest ways to find the top Washington, D.C. website design firms is to use the new monthly awards list created by the 10 Best Design listing agency. As a new monthly awards category, the purpose of listing the honorees is to facilitate the selection of the best web design firm.

The Blue Water Media firm also earned honors for being one of the top Washington Website design agencies. Blue Water Media’s staff has also earned a 99 percent customer satisfaction rating from its past clients who have contracted with them for site upgrades and design services. Blue Water Media is a large firm with up to 250 website developers. Best known for their responsive site design services, Blue Water Media also works to ensure that the sites their staff builds include essential marketing services that are designed to perform to the highest of industry standards.

Another firm that received honors as a best firm for designing sites is Materiell, a top web design firm located in Arlington, Virginia. Materiell has a staff of up to 50 full-time programming and web development experts. Materiell is known for expertise in enterprise architecture and eCommerce platforms. The firm is also adept at including SEO into its site design services. The sites built by the staff at Materiell are easy to navigate and provide consumers with information that is easy to find. Materiell has attained an astounding 99 percent customer satisfaction rating for its services.

A third firm that has been honored with this new monthly award for Washington, D.C. website design companies is Chief. This firm has a 93 percent customer satisfaction rating for its website design services. Chief is a first-rate web design firm with up to 250 full-time programmers and web developers working there at any given time. Chief is well-known for its responsive site design services. They work to ensure that the sites they complete perform spectacularly on all of the device types and operating systems that consumers are likely to use.

Best Los Angeles Web Design Firms Stand out with October 2018 Award from 10 Best Design

Best Los Angeles Web Design Firms


Awards organization 10 Best Design has selected the latest winners of its monthly Best Los Angeles Web Design Firm award. For October 2018, Spinx Digital was chosen as the top honoree in this area of expertise.

Finding the best Los Angeles website design business makes a big difference, whether a company is new or well-established. Websites need to be updated or have new features added in order to meet the expectations of users. It behooves the interests of a company to find the best web design firm in Los Angeles to do the job. The 10 Best Design service has implemented a brand-new award related to the top-performing web design firms in Los Angeles. This new monthly award is designed to make the process of selecting a web design firm more convenient for busy CEOs and small business owners.

The top performer for Los Angeles website development teams in October 2018 is Spinx Digital. While the firm has fewer than 50 staff members, it gets a lot of work done. The firm’s staff has attained a 99 percent customer satisfaction rating for the site development services they perform. Being a top web design firm, Spinx Digital also specializes in e-commerce and responsive site design services. They can set up a responsive site to be easy for customers to use for shopping on their mobile devices. The firm is also known for using SEO in the architecture of the site. This process of coding the site yields a high SERP from the first release.

The second-best performer in Los Angeles web development firms for October 2018 is Eight25Media, a leading web design firm with between 50 and 250 staff members. The company is known for its responsive design services. The coding team is able to update an existing site so that it displays well on devices with any screen size. They are committed to total customer satisfaction. The firm has attained a customer satisfaction rating of 97 percent.

Blue Fountain Media is also one of the best Los Angeles website design businesses on 10 Best Design’s October list. This firm has attained a 97 percent customer satisfaction rating with site design services. They both build new sites and update old ones. They are known for integrating SEO and SEM into their site designs, which yields a high SERP from the start. Blue Fountain Media’s staff is also adept at all forms of marketing. The firm has a staff of 50 to 250 people. Blue Fountain Media ranked third in the top 10.

The World Leader in Sales Training Partners with Leading Productivity Platform

OWINGS MILLS, Md., Oct. 30, 2018 /PRNewswire/ — Sandler Training ( is globally renowned for being the world leader in sales and management…

How Much Should Your Website Cost? A Guide to What Should Be Included In Web Design Pricing

Trying to create a definitive guide on the costs of a website is a large undertaking. I might even be so bold as to say it’s as ambitious as trying to put together a guide on how much you should pay for normal daily transportation. You could buy a car ($$$) or even a plane ($$$$$), but you could also buy a moped ($$), bike ($), or rely on cab services. I mean there is also the option to walk.

In approaching this topic, I want to set a few ground rules: I won’t get into individual costs of each of the eight items outlined below. Hopefully, by teasing out what is in each, you can get an idea of what each will cost. I’m also narrowing the focus here to marketing websites with a greater focus on B2B sites than B2C. This is important because a food truck (B2C model) could easily get by and succeed with a page on Facebook as their website presence. Finally, I’m not including the obvious parts of building a website, such as coding it (or finding a template), website hosting, and a domain name.

Will all that in mind the following list are items that absolutely should be included in building a website properly. If they aren’t then corners are being cut and you aren’t getting the best possible

Let’s get into the list.

1. Does a Brand Style Guide Exist?

This is step one of a web design project if your company doesn’t have brand identity guidelines. Asking a third party to design a new website without a brand identity is asking them to basically shoot in the dark.

Having locked-down elements, such as colors, fonts, logos, photography, and graphic direction, is critical for helping a designer understand who you are and how you want to be perceived by the market.

2. UX Discovery?

To understand what you want to build, you need to understand what you are doing now and how it is performing. UX discovery includes things like a site audit to identify what currently exists, a review of all analytics, industry and competitor research, and more. Of course, some of this only applies if you have a current website to benchmark.

3. Do You Need to Do Persona Research?

Do you have marketing personas? If you don’t fully understand who your ideal customers are and why they buy, you won’t create things that resonate with them. Learn more about inbound marketing personas.

4. Who Is Writing Copy?

Copy is still king. Writing quality website copy is a special skill and shouldn’t be undervalued. I highly recommend thinking twice before assuming you’re the expert at your business and can do this with no problem.

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5. How Many Pages?

Page count is a common metric used to price out the costs of a website build, for obvious reasons. All pages aren’t created equal, so when deciding that you want to build a 20- versus a 40-page site, don’t be surprised if it will cost you twice as much.

6. Are Multimedia or Interactive Elements Required?

Things like video, website animations, transition effects, responsive design, and so on take time to build and optimize.

7. Is Content Migration Involved?

There are lots of types of content that you already have that you might want to keep for your new website, but they will need to be migrated over. Are there downloadable resources with landing and thank you pages that need to be migrated or at least have the templates updated to the new design? How about a blog that needs to be updated to a new design or a new platform altogether? Newsroom or press releases? Calendar and Events? Don’t get caught assuming these items are all part of the new plan.

8. What Is the Plan for Ongoing Development and Maintenance?

Hopefully, it’s obvious, but just because you launched a website doesn’t mean you can completely neglect it and not continue to invest in it. Ongoing content creation (blogs, guides, infographics, and gated content), testing and conversion rate optimization, software updates, security patches, and more should be part of your cost considerations.

The first seven items set the stage for success, but because your website is the face of your business 24/7/365, you have to maintain it. Web technology and design expectations are constantly changing and adapting. What a business could get from their web presence 20 or even 10 years ago continues to change. As much as a well-designed and easy-to-use website can help your business, an obsolete and outdated website can hurt you.

Final Thoughts

By this point, you’ve probably picked up that much of this list are items that should happen at the beginning of a website redesign, meaning owning an impactful website has a lot of upfront costs. This discovery is critical for assuring that all future spend is optimized effectively. I could easily write dozens of articles focused on the eighth item in this list, but planning is an important step to take before jumping in and building something new.

What do you think? What steps would you include that I missed? Anything that you would prioritize differently?

One final thought I’ll leave you with is that I firmly believe you get what you pay for. Today, many companies will sell you an affordable new website that can be up in hours or days. That is always an option, but I’m confident it wouldn’t represent your company nearly as well as doing all of the items listed.


Certificate IV in Training and Assessment TAE40110 Course

TAE40110 Certificate IV in Training and Assessment (Superseded)

Click for your free information packCertificate IV in Training and Assessment

Enrolments for this course has closed as it has been superseded by the TAE40116 Certificate IV in Training and Assessment.

The new TAE40116 Certificate IV in Training and Assessment course is now open for enrolments!

The Certificate IV in Training and Assessment TAE40110 is Inspire Education’s ‘flagship’ qualification and our TAE courses are regarded as one of the best in the country. Australia’s Cert IV TAE is the industry standard in becoming a qualified trainer.

Get qualified with Inspire and be at the forefront of the training industry by gaining Australia’s top Training Qualification with one of Australia’s most respected TAE training institutes.

Where Can The Certificate IV In Training And Assessment (TAE40110) Take Your Career?

Australia’s Leading ‘Train the Trainer’ Qualification, the Certificate IV in Training and Assessment (Cert IV TAE) is a nationally-accredited course designed for anyone wanting to engage in careers such as:

Enterprise Trainer and Assessor
TAFE Teacher
Training Advisor
Workplace Trainer
Trainer in a Registered Training Organisation (RTO)
Vocational Education Teacher
Setting up your own RTO
Training and Development
Any career that requires a Professional Trainer skill-set

  • Course Delivery Options

    Inspire offers MANY flexible delivery options for you to undertake the TAE40110 in the way that suits you best.

    Australia Wide Online “Fast Track” Workshop (Limited Availability) – A 5 day online workshop (commence 55% of course work) + self-paced learning
    Face to Face Blended Delivery (Limited Availability) – A combination of an in person 5 day workshop (commence 55% of course work) + self-paced learning
    Face to Face 2-Week Delivery (Limited Availability) – 2x 5 day in person workshops where ALL major projects are commenced in class + self-paced learning. Typically, the fastest way to complete your Cert IV TAE course.
    Recognition of Prior Learning (RPL) Learners with evidence of recent training experience and qualifications for all 10 course units may be granted RPL to gain the complete qualification
    Australia Wide Online Evening Sessions – Enrolments for online evening sessions are currently closed for this course
    Self-Paced Online Learning – Enrolments for online self-paced study are currently closed for this course

    Inspire has TAE workshops running throughout the year in Sydney, Melbourne, Brisbane and other major cities. Get the latest workshop timetables by claiming a free course information pack.

    Enrolments for this course has closed as it has been superseded by the TAE40116 Certificate IV in Training and Assessment.

  • What Will You Learn In Our TAE Course?

    By the time you finish your Cert IV TAE (TAE40110) with Inspire Education, you will have a sound understanding of the Australian Vocational Education and Training (VET) industry and training packages.

    You will also develop all key areas of Training and Assessment including design, delivery, and assessment. You will learn to design learning programs, deliver and assess training in one-on-one and group settings, and participate in assessment validation.

    Enrolments for this course has closed as it has been superseded by the TAE40116 Certificate IV in Training and Assessment.

  • TAE40110 Course Units

    The TAE40110 Certificate IV in Training and Assessment is comprised of 10 course units,including 7 core units PLUS 3 elective units. We have organised the following units into three major areas of TAE: Design, Delivery, and Assessment.

    Core Units:
    TAEDES401A – Design and develop learning programs
    TAEDES402A – Use training packages and accredited courses to meet client needs
    TAEDEL401A – Plan, organise and deliver group-based learning
    TAEDEL402A – Plan, organise and facilitate learning in the workplace
    TAEASS401B – Plan assessment activities and processes
    TAEASS402B – Assess competence
    TAEASS403B – Participate in assessment validation

    TAEASS301B – Contribute to assessment
    TAEDEL301A – Provide work skill instruction
    BSBCMM401A – Make a presentation

    Upcoming industry changes will see the TAELLN411 – Address Adult Language, Literacy, and Numeracy Skills unit included in the new training and assessment course. This means that all trainers will eventually be required to hold the TAELLN411 unit or equivalent. Right now, you can add the TAELLN411 to your training course for an additional fee and be ready for the upcoming changes.

    Enrolments for this course has closed as it has been superseded by the TAE40116 Certificate IV in Training and Assessment.

  • Resources

    To support you in your studies Inspire will provide:

    Online Course Materials and Resources (hardcopies available for additional fee)
    Multimedia Learning Resources
    Regular Informative Webinars and Q&A Sessions
    Helpful Industry Templates
    Training products, such as training packages and accredited course documentation
    Case studies and simulations
    Simulated Workplace
    Ongoing Trainer Support via Phone and Student Messaging System

    For a full list of resources students will need to have access to, please see the guide here: What do I need to study my Certificate IV in Training and Assessment?

    To complete your studies you will need to have access to:

    A Computer (PC or Mac) with Internet (a minimum reliable speed of 5mbps is recommended)
    Note: a Laptop/Notebook is required for Blended/Face to Face courses. – Please contact Inspire before your course start date if you need to hire one.
    Google Chrome Web Browser
    Latest Adobe Flash Player and Adobe Acrobat Reader (Essential for Mac Users)
    Latest Microsoft Word, Powerpoint, Excel
    Webcam and USB Headset to participate in webinars – Optional
    Video recording equipment to record presentations OR a TAE qualified assessor to provide feedback
    Workplace-specific tools, equipment, materials, workplace personnel
    Workplace documentation, e.g. Policies, Acts, Regulations, Procedures etc
    Access to at least five students to deliver group based training to

    Training and support services may be provided by Inspire Education Services Inc. on behalf of Inspire Education Pty Ltd.

    Enrolments for this course has closed as it has been superseded by the TAE40116 Certificate IV in Training and Assessment.

  • Recognition Of Prior Learning (RPL)

    RPL is available to any learner who can provide evidence of competency for the units offered within the qualification. See the RPL Guide for more information on this process and how to apply.

    Enrolments for this course has closed as it has been superseded by the TAE40116 Certificate IV in Training and Assessment.

  • Entry Requirements

    There are no formal prerequisites required to enter the TAE40110, however it is preferred that students:

    Are 18 years or older
    Have sound language and literacy skills (at least Year 10 English, or equivalent)
    Have mid-level computer skills

    Enrolments for this course has closed as it has been superseded by the TAE40116 Certificate IV in Training and Assessment.

  • Course Outline & Structure

    Inspire Education has adopted a “clustered” approach for all of our Certificate IV in Training and Assessment courses. This means we have divided our courses into just three workbooks: design; delivery; and assessment (instead of 10 separate units).

    This means you will have only three workbooks to submit to complete your course! By using this “holistic” approach our students are able to study at a good pace because information is not duplicated.

    Recommended Study Hours: This course has 610 expected study hours. New enrolments for this course are no longer being accepted as it has been superseded.

    Assessment Methods: Assessment is conducted using a combination of written questions and activities, problem solving scenarios, and projects to give you maximum opportunity to develop your knowledge in training and assessment.

    Enrolments for this course has closed as it has been superseded by the TAE40116 Certificate IV in Training and Assessment.

Your FREE TAE40110 Certificate IV in Training and Assessment (Superseded) Course Info Pack Includes:

  • Monthly Promotions!
  • Full Course Outline
  • Current Course Pricing
  • Payment Plan Options
  • Latest Timetable Information

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  • Latest Pricing and Promotions
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Now, Get Your Free TAE40110 Certificate IV in Training and Assessment (Superseded) Information Pack Emailed To You Instantly!


Your Free TAE40110 Certificate IV in Training and Assessment (Superseded) Info Pack Will Include:

  • Full Course Outline
  • Latest Pricing and Promotions
  • Payment Plan Options
  • Latest Course Timetables

Workplace Training Certificate– Cert IV in Training and Assessment TAE40110

”Tax Return” Sale on Now! Massive Savings On All CoursesHurry – Enquire Now! Ends 31st Aug!

Study the newest Certificate IV in Training and Assessment TAE40110 with One of Australia’s Leading Training Organisations!

Most people understand that the Certificate IV in Training and Assessment TAE40110 is absolutely pivotal for their workplace training careers. Likewise, at Inspire Education we believe that having a well-designed, structured, and delivered workplace training course is pivotal in ensuring that Australia’s TAFEs, private training organisations, publicly and privately-funded colleges, government departments, corporate entities, and private organisations are employing training professionals that are competent enough to ensure the best training outcomes for their clients, employees, and workplace possible. This understanding that the Certificate IV in Training and Assessment is at the very ‘heart’ of vocational education and training (VET) industry and workplace training in Australia is one of the reasons Inspire Education is now trusted as one of the market leaders in delivering Australia’s newest Workplace Training and Assessment Certificate – TAE40110 to individuals and organisations right across Australia through face-to-face delivery, online and distance-learning.

Each year thousands of clients right across Australia choose to gain their Certificate IV in Training and Assessment qualification through Inspire, because they want to ensure that they learn the most effective ways to design and deliver learning programs possible, as well as the best workplace assessment practices. If trained correctly from an organisation that takes quality Workplace Training and Assessment practices seriously, participants undertaking their TAE40110 will become part of Australia’s training professional elites.

What Will you Learn Whilst Completing Australia’s Latest Workplace Training and Assessment Course with Inspire?

Australia’s newest Certificate IV in Training and Assessment TAE40110 (Cert IV TAE course) was released in 2010, replacing the older Cert IV in Training and Assessment TAA40104 qualification. It is the new standard in becoming a qualified trainer and assessor in Australia, and Australia’s most sought after workplace training qualification.

We have designed our Certificate IV in Training and Assessment TAE40110 course to ensure that our clients gain a sound understanding of the best workplace training and assessment practices possible. Our course will teach you everything you need to know about the workplace training in Australia, as well as how to successfully design professional training and/or learning programs for individuals and groups whether it be using national training packages and accredited courses, or developing non-accredited courses designed to meet the needs of your clients or your organisation. Our Cert IV TAE course will teach you to deliver workplace training in all major areas including on-the-job training, training individuals one-on-one, and designing and delivering training presentations and activities to a group. Finally, the Certificate IV in Training and Assessment will teach you how to assess your learners in the workplace to ensure that they reach the desired learning goals by developing good workplace assessment activities and tools, and through good assessing practices.

Overall, studying your Certificate IV in Training and Assessment TAE40110 through Inspire Education will ensure you are competent in all key areas of Workplace Training and Assessment, including design, delivery, and assessment. It will help you take that next, inspiring career move, assisting you in passing the valuable skills and knowledge you have acquired across your lifetime to others!

Course outline & structure – TAE40110

Our latest Certificate IV in Training and Assessment TAE40110 course will provide you first-class training and student support while you undertake what is our most popular course, the Cert IV TAE. This is Australia’s latest Nationally Accredited and Nationally recognised ‘train the trainer’ course designed to meet the needs of industry and workplace trainers and assessors, organisations, government departments, and corporations.

Inspire Education has adopted a “clustered” approach for all of our Cert IV TAE courses, including our blended-delivery courses, full delivery courses, and distance/online TAE courses. What this means is that rather than delivering the Certificate IV in Training and Assessment unit-by-unit (10 units in total), we have divided our courses into just three components, including design; delivery; and assessment. What this means is that whether you are in the classroom with us, or studying at home, you will have only three workbooks to submit! Since we moved towards this “holistic” approach years ago in teaching the various facets of Training and Assessment, we have found that learners are able to study at a good pace, whilst successfully gaining a deep understanding of the training industry in Australia, and best workplace design, delivery, and assessment practices.

Workplace Training Certificate – Cert IV in Training and Assessment TAE40110 Course units

Core Units include (7 total):

TAEDES401A – Design and develop learning programs
TAEDES402A – Use training packages and accredited courses to meet client needs
TAEDEL401A – Plan, organise and deliver group-based learning
TAEDEL402A – Plan, organise and facilitate learning in the workplace
TAEASS401B – Plan assessment activities and processes
TAEASS402B – Assess competence
TAEASS403B – Participate in assessment validation

Electives (complete 3 of 3):

TAEASS301B – Contribute to assessment
TAEDEL301A – Provide work skill instruction
BSBCMM401A – Make a presentation

Prerequisites for Cert IV TAE

There are no formal prerequisites to the Certificate IV in Training and Assessment TAE40110, however to undertake this course it does require that you have access to a computer and internet, sound language and literacy skills, as well as basic computer and word processing skills. To support your studies you will be provided with highly-qualified industry experts, all learning materials, flexible delivery options, and telephone and email support.

Cert IV TAE40110 – Recognition of Prior Learning (RPL)

RPL is offered to any Learner who can provide evidence of competency for the units offered within the qualification. To apply for RPL, simply complete an enrolment form indicating that you would like to apply for full/partial RPL. Once enrolment is confirmed, you will receive a call from your trainer to go through all potential RPL opportunities, before sending through an RPL pack to help with evidence collection. In this way the RPL process is seamless and simple.

TAE Training Schedule

The Certificate IV in training and Assessment TAE40110 course is offered as either a blended-delivery course (5 day workshop with home study), full delivery course (2 X 5 day workshops), or through online or distance-learning.

The Blended-Delivery Cert IV TAE Course consists of a 5 day face-to-face workshop whereby a large portion of the coursework and assessment is completed in class, with a maximum of 6 months to complete your qualification through home study after the course (although most aim to complete much faster than this).

Our newest Full-Delivery Cert IV Training and Assessment Course is also available, consisting of our normal 5 day blended-delivery workshop PLUS and additional 5 day classroom program and gets all major design, assessment, and delivery assessment tasks completed during the two weeks! Only 2—10 hours (depending on individual mastery of material) post-class short answer questions required to complete at home. It is strongly recommended that you allow at least 14—30 days between the first and second workshop to gain the best learning outcomes.

Both blended-delivery and full-delivery courses are offered at various times in many cities throughout the year. Please ENQUIRE NOW (FORM ON LEFT) to receive our pricing, specials, and find out our upcoming Workplace Training and Assessment courses near you.

Alternatively, in our busy modern world many students prefer to study at their own pace from the comfort of their own home. Continuing to be extremely popular if our online and distance-learning Cert IV in Training and Assessment course. Through distance-learning you can start your course straight away, and Inspire Education offers a continual student intake on this basis, utilising a range of electronic learning resources (hard copies available upon request), as well as other online resources such as student forums and FAQ pages.

Certificate IV Training and Assessment National Timetables

Online/Distance-Learning Course – Anywhere in Australia!


New South Wales


Western Australia