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Peer review is an important and integral part of any healthcare career. This takes many formats, with a recently recognised format in ultrasound being peer review audit (PRA). PRA in sonography involves the assessment of sonographic examinations based on set criteria, in an open forum. PRA also involves sharing interesting or complicated ultrasound cases. The process is an opportunity to learn and maintain/improve patient safety. This paper outlines a suggested process for performing robust PRA, based on models used in the United Kingdom, as an introduction to sonographers unfamiliar with PRA. [ABSTRACT FROM AUTHOR]

Five years ago we conducted a study of continuing professional development (CPD) among community pharmacists at the time the pharmacists' professional body was beginning to pilot its CPD framework. We found that most pharmacists were engaged in continuing education (CE) rather than CPD, and were confused about the difference between them. Few pharmacists based their learning activity on identified needs, and both the concept and practice of reflection were poorly understood and rarely carried out. Almost half of the pharmacists said they were recording their CPD, although we were not able to ascertain exactly what was being recorded. Since our original study there has been a great deal of activity to raise pharmacists' awareness and understanding of CPD and to encourage recording of CPD. In this article we reflect on the findings of our original study and draw on recent material from pharmacy journals to assess where progress has been made and where further work is still needed. [ABSTRACT FROM AUTHOR]

In 2022, the authors of this paper were awarded with three years' government funding to support seventy-five English schools and Further Education colleges with the running of their own Action Research for inclusion and special educational needs projects (ISEND). Based on the funder's interest in the identification and scaling-up of the evidence-base for SEND practice, this reflective account analyzes the evidence-base drawn upon and created by the Action Researchers for ISEND and the efficacy of the approach. Adopting an interpretivist, qualitative approach to content analysis, this paper analyzes data from the first seven completed Action Research for ISEND projects. Aligned with Dewey's scientific model of reflection, analysis shows the Action Researchers for ISEND draw upon a complex synthesis of contextualized understanding, broadened horizons (including collaborative working and study), deepened and/or reshaped understandings, and data analysis to form their theorizations of praxis. Bearing no relation to evidence-based practice, the Action Researchers for ISEND adopt a constructivist ontology towards the inclusion of children with SEND, which challenges positivistic paradigms of "what works" in SEND and embeds a praxis of democracy which frequently includes the voices of learners with disabilities in decision making processes. [ABSTRACT FROM AUTHOR]

In recent years, wide ranging biomedical innovation has provided powerful new approaches for prevention, diagnosis and management of diseases. In order to translate such innovation into effective practice, physicians must frequently update their knowledge base and skills through continuing medical education and training. Medical Professional Societies, run as not-for-profit organizations led by peers, are uniquely placed to deliver balanced, disease oriented and patient centred education. The medical industry has a major role in the development of new, improved technology, devices and medication. In fact, the best innovations have been achieved through collaboration with scientists, clinical academics and practicing physicians. Industry has for many years been committed to ensure the optimal and safe application of its products by providing unrestricted support of medical education developed and delivered by international and national learned societies. Recently adopted Codes of Practice for the Pharmaceutical and Device industry were intended to enhance public trust in the relationship between biomedical industry and physicians. Unexpectedly, changes resulting from adoption of the Codes have limited the opportunity for unconditional industry support of balanced medical education in favour of a more direct involvement of industry in informing physicians about their products. We describe the need for continuing medical education in Cardiovascular Medicine in Europe, interaction between the medical profession and medical industry, and propose measures to safeguard the provision of high quality, balanced medical education. [ABSTRACT FROM AUTHOR]