251 results
Search Results
2. Deeper professional learning: how leaders design for teachers to share their deeper learning practices
- Author
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Kallio, Julie
- Published
- 2024
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3. Rethinking the practices of continuing professional development in digital environments: a systematic review
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Abbas, Fakhar, Batool, Syeda Hina, and Ameen, Kanwal
- Published
- 2023
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4. Peer review audit (PRA) in ultrasound practice: A paper based on established UK sonography PRA models which are generalizable to other jurisdictions.
- Subjects
ULTRASONIC imaging ,PROFESSIONAL employee training ,ALLIED health personnel - Abstract
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]
- Published
- 2022
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5. TVET teacher mentoring in Kenya: valued but poorly implemented
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Njenga, Moses
- Published
- 2023
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6. Coaching for change: redefining the concept of change within a practice-based coaching model
- Author
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Stoetzel, Lindsay and Taylor-Marshall, Sandra
- Published
- 2022
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7. Theorizing about components of teacher professional development: supports and barriers
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Marynowski, Richelle, Darroch, Amber, Gregory, Asta, and James, Molly
- Published
- 2022
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- View/download PDF
8. Exploring the usability of the andragogical process model for learning for designing, delivering and evaluating a workplace communication partner training
- Author
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Tessier, Alexandra, Croteau, Claire, and Voyer, Brigitte
- Published
- 2021
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9. Teachers' Continuing Professional Development: Action Research for Inclusion and Special Educational Needs and Disability.
- Author
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Codina, Geraldene and Robinson, Deborah
- Subjects
CAREER development ,INCLUSION (Disability rights) ,ACTION research ,PRAXIS (Process) ,TEACHERS - Abstract
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]
- Published
- 2024
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- View/download PDF
10. A cross-sectional survey of English NHS Trusts on their uptake and provision of active bystander training including to address sexual harassment
- Author
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Ava Robertson, Sarah Steele, Steele, Sarah [0000-0002-1794-7394], and Apollo - University of Cambridge Repository
- Subjects
NHS workforce training ,General Earth and Planetary Sciences ,sexual harassment ,General Environmental Science ,Research Paper ,active bystander training ,continuing professional development - Abstract
Objective Reports identify that sexual harassment is troublingly pervasive in the NHS. Active bystander training (ABT) has been promoted to address sexual harassment, alongside other forms of poor behaviour, discrimination, and harassment. We explore ABT across all English NHS Trusts and determine whether the programmes address sexual misconduct in the training content. Design Freedom of Information requests asking whether Trusts offer ABT, and if so, about the programme content and delivery, and to NHS England on centrally commissioned ABT. Setting 213 NHS Trusts in England, and NHS England. Participants Not applicable. Main Outcome Measure Provision of ABT, and presence of sexual harassment content in the training. Results 199 Trusts responded by August 2022. Of these, 35 Trusts provide ABT, the majority of which deliver content that is not specific to sexual misconduct, are in London, outsource training using private providers, and only provide workshops on an opt-in basis. One Trust offers a standalone ABT module on sexual harassment. Private providers prohibit Trusts from sharing training material, inhibiting content analysis and evaluation. Among the 163 Trusts without ABT programmes, only 23 (13%) have plans to implement training. Conclusions ABT is underutilised in the NHS, despite being identified as an effective intervention in other settings like the military, higher education, and government workplaces. Studies should explore whether wider NHS adoption is warranted. Robust monitoring and evaluation processes are critical to strengthening the available literature regarding the effectiveness of ABT in the healthcare context and engaging in global knowledge sharing across health systems.
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- 2023
11. Outcomes and Observations of On-line CME Activities during the Pandemic.
- Author
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Fiuzzi, Michela
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CAREER development ,CONTINUING medical education ,EDUCATIONAL standards ,DIGITAL technology ,COVID-19 pandemic - Abstract
The COVID-19 pandemic created an environment where the majority of continuing medical education (CME) and continuing professional development (CPD) activities needed to be delivered digitally. Producing digital materials for 16 separate learning activities (four learning journeys for each of four topic areas) in 2021 provided challenges and raised points of interest and discussion for a small, Italy-based provider of CME and CPD. This study presents outcome metrics from four live, interactive webinars. A variety of promotional efforts, including the strategic use of social media, generated interest and participation; feedback from the European Accreditation Council for Continuing Medical Education standard questionnaire to participants provided rates of satisfaction; subject knowledge and self-reported competence was measured by responses to pre- and post-event and follow-up (after 3 months) questionnaires. Post-event analysis of processes prompted introspection on the learning journey outcomes and methods of analysis. This paper discusses these observations, including potential innovations for future activities (e.g. reconfiguring the e-learning platform to capture time spent on learning activities), and also discusses issues in learner behaviour that impact CME provision and evaluation. [ABSTRACT FROM AUTHOR]
- Published
- 2023
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12. Examining EFL teachers’ changing conceptions of research: A case study of a continuing professional development program in mainland China .
- Author
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Yan Kang and Luxin Yang
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PROFESSIONAL education ,TEACHERS ,ENGLISH as a foreign language ,TEACHER educators ,RESEARCH ,CONTINUING medical education - Abstract
Drawing on teacher interviews, written teacher reflections, teacher research proposals, and research papers, this study explored the outcome and process of teacher learning during their participation in a continuing professional development program. It has been found that the teachers changed their conceptions of research over the course of learning concerning the nature, purpose, and process of research and the relationship between teaching and research. Dialogic exchanges and reading research papers, along with the scaffolding of the teacher educator, enabled the teachers to validate their practices, link others’ perspectives up to their own, and re-situate research in light of their current practices. The findings provide insights into the nature of teachers’ conceptual change and how learning opportunities can be better built into continuing professional development programs. [ABSTRACT FROM AUTHOR]
- Published
- 2022
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13. Blended e-learning and certification for medicines development professionals: results of a 7-year collaboration between King's College, London and the GMDP Academy, New York.
- Author
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Silva, Honorio, Stonier, Peter, Chopra, Pravin, Coots, Jacob, Criscuolo, Domenico, Guptha, Soneil, Jones, Stuart, Kerpel-Fronius, Sandor, Kesselring, Gustavo, Luria, Xavier, Morgan, David, Power, Eddie, Salek, Sam, Silva, Gustavo, Suto, Tamas, Thakker, Kamlesh, and Vandenbroucke, Pol
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CAREER development ,DIGITAL learning ,BLENDED learning ,EDUCATIONAL objectives ,CERTIFICATION ,ASYNCHRONOUS learning - Abstract
Introduction: The field of Medicines Development faces a continuous need for educational evolution to match the interdisciplinary and global nature of the pharmaceutical industry. This paper discusses the outcomes of a 7-year collaboration between King's College London and the Global Medicines Development Professionals (GMDP) Academy, which aimed to address this need through a blended e-learning program. Methods: The collaboration developed a comprehensive curriculum based on the PharmaTrain syllabus, delivered through a combination of asynchronous and synchronous e-learning methods. The program targeted a diverse range of professionals serving in areas related to Medical Affairs. Results: Over seven annual cohorts, 682 participants from eighty-six countries were enrolled in the program. The program's effectiveness was assessed using Kirkpatrick's model, showing elevated levels of satisfaction (over 4.0 on a five-point scale), suggesting significant gains in competence at the cognitive level and leveraged performance. Notably, 70% of responding alumni reported significant improvement in their functions, corroborated by 30% of their supervisors. The further long-term impact of the program on their respective organization has not been established. Discussion: The GMDP Academy's program has significantly contributed to lifelong learning in Medicines Development, addressing educational gaps and fostering interdisciplinary collaboration. Its success highlights the importance of continuous education in keeping pace with the industry's evolving demands and underscores the potential of blended learning in achieving educational objectives in pharmaceutical medicine. [ABSTRACT FROM AUTHOR]
- Published
- 2024
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14. ENHANCING PROFESSIONAL SOCIAL WORK EDUCATION: ADOPTING THE CAPABILITY PHILOSOPHY IN ENGLAND'S EDUCATIONAL SYSTEM.
- Author
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NAVRÁTIL, PAVEL
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SOCIAL work education ,CAREER development ,EVIDENCE gaps ,EDUCATIONAL planning ,SOCIAL services - Abstract
This study evaluates the integration of the Professional Capability Framework (PCF) in England's social work education and its potential applicability in the Czech Republic. As England has advanced its social work training through holistic approaches and continuous professional development [1], this paper explores the feasibility of adapting such reforms to enhance the Czech educational system. By conducting a comparative analysis, the research identifies gaps in the Czech framework and suggests tailored adaptations from the English model. This streamlined examination not only furthers the international discourse on social work education but also proposes actionable strategies for cross-cultural educational enhancements. [ABSTRACT FROM AUTHOR]
- Published
- 2024
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15. Exploring Teachers’ Technology Integration Self-Efficacy through the 2017 ISTE Standards
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Frank C. Gomez, Dazhi Yang, Yu-Chang Hsu, and Jesús Trespalacios
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Self-efficacy ,Medical education ,Original Paper ,Professional development ,Educational technology ,Technology integration confidence scale ,Professional practice ,Technology use and integration ,Computer Science Applications ,Education ,Intervention (law) ,ISTE standards for educators ,Urban K-12 teachers ,Continuing professional development ,Scale (social sciences) ,Technology integration ,Psychology - Abstract
This quantitative study examined self-efficacy as a factor in teachers’ technology use and integration efforts in urban K-12 classroom settings of 327 Catholic school teachers in Southern California. This study employed an online survey that utilized the Technology Integration Confidence Scale (TICS) version 3, an instrument developed by the first author which is aligned to the ISTE (2017) Standards for Educators, and found that, on average, participating teachers had a fair level of confidence (i.e., they are fairly but not highly confident) in both using and integrating technology (M = 3.2, SD = .73). Accordingly, the study established participating teachers’ level of confidence in using and applying technology through sustained continuous professional development intervention as a key implication that influenced teachers’ self-efficacy in leveraging technology for professional practice.
- Published
- 2021
16. Making the transition from student to newly qualified vascular sonographer: An exploration of the domains of professionalism.
- Author
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Hill, Samantha and White, Alison
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ULTRASONIC imaging ,SOCIAL support ,HEALTH occupations students ,PROFESSIONAL employee training ,MOTIVATION (Psychology) ,TRANSITIONAL programs (Education) ,RADIOLOGIC technologists ,MEDICAL personnel ,ENTRY level employees ,PROFESSIONAL identity ,PROFESSIONALISM ,ALLIED health personnel - Abstract
Introduction: Rapid increases in the utility of vascular ultrasound combined with increasing expectations from reporting physicians have required a shift to a more defined professional role for the vascular sonographer in Australia. This has created increasing pressure on newly qualified sonographers to be more job-ready and better able to navigate the challenges of the clinical workplace early in their career. Topic Description: There is a distinct lack of structured strategies that newly qualified sonographers can utilise to assist their transition from student to employee. In our paper, we aimed to answer the question of 'What makes a sonographer a Professional?' with the view to extending understanding of how a structured framework can assist the development of a professional identity and can encourage participating in Continuing Professional Development by the newly qualified sonographer. Discussion: The authors reviewed their own clinical experiences and the current literature to source tangible and practical strategies that can be easily enacted by newly qualified sonographers to motivate their continuing growth. Through this review, the 'Domains of Professionalism in the role of the sonographer' framework was developed. In this framework, we describe the various domains of professionalism and their associated dimensions, making it specific to the discipline of sonography and to the point of view of a newly qualified sonographer. Conclusion: Our paper contributes to the discussion on Continuing Professional Development using a purposeful and targeted approach to support newly qualified sonographers across all discipline areas of ultrasound specialisation to navigate the often challenging pathway to becoming a professional. [ABSTRACT FROM AUTHOR]
- Published
- 2023
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17. Meaningful engagement through critical reflexivity: Engaging people with lived experience in continuing mental health professional development.
- Author
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Harris, Holly, Clarkin, Chantalle, Rovet, Jordana, Crawford, Allison, Johnson, Andrew, Kirvan, Anne, Gruszecki, Sam, Wang, Stephanie, and Soklaridis, Sophie
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PROFESSIONS ,SCHOLARLY method ,TEACHING ,WORK ,PROFESSIONAL employee training ,LEADERSHIP ,CONTINUING education ,EXPERIENTIAL learning ,REFLECTION (Philosophy) - Abstract
Engaging people with lived experience of mental health system encounters in the design and actualization of continuing professional development initiatives for mental health professionals can have transformative systemic impacts. Yet, despite evidence that involving people with lived experience benefits mental health professional education, far less focus has been placed on how to engage people with lived experience in continuing professional development initiatives. Tensions persist regarding the role of lived experience perspectives in continuing professional development, as well as how to establish people with lived experience as partners, educators and leaders in a thoughtful way. We propose that meaningful and equitable partnerships with people with lived experience can be realized by engaging in critical reflexivity and by systematically challenging assumptions. This paper explores three topics: (1) the current state of engagement with people with lived experience in continuing professional development initiatives; (2) barriers to meaningful engagement and (3) recommendations for using critical reflexivity to support the involvement and leadership of people with lived experience in continuing professional development for mental health professionals. Patient or Public Involvement: This viewpoint manuscript was co‐designed and co‐written by people with diverse lived and learned experiences. Each author's professional roles involve meaningfully and equitably partnering with and centring the perspectives of those with lived experience of mental health system encounters. In addition, approximately half of the authorship team identifies as having lived experience of accessing the psychiatric system and/or supporting family members who are navigating challenges related to mental health. These lived and learned experiences informed the conception and writing of this article. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
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18. An analysis of shifting EFL teachers' perceptions on continuing professional development through lesson observation.
- Author
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Bardakçı, Mehmet and Yoğun, Mehmet Salih
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ENGLISH as a foreign language ,ENGLISH teachers ,TEACHER development ,CONTINUING education ,EDUCATIONAL coaching - Abstract
The current study sought to determine how EFL teachers perceived continuing professional development and to what extent peer coaching influenced such beliefs. In keeping with the goal of the study, a qualitative case study approach was used. Participants in this study were 16 instructors, 9 of whom were men and 7 of whom were women, who worked at a private university's School of Foreign Languages. The data were collected by means of an open-ended question and reflective papers and analyzed by using Creswell's (2012) inductive content analysis. The results showed that four categories may be used to group the participants' perceptions of continued professional growth prior to the peer-coaching procedure. The categories were named (1) lifelong learning, (2) staying up to date, (3) skills development, and (4) team-building process. A new definition of selfleadership arose as a result of the peer-coaching process. Additionally, most participants admitted that the peer-coaching methodology had a positive impact on their career development procedures. [ABSTRACT FROM AUTHOR]
- Published
- 2023
19. Toward a better understanding of dentists' professional learning using complexity theory.
- Author
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Goh, Adeline Yuen Sze and Lim, Alistair Daniel
- Subjects
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DENTISTS , *PROFESSIONAL learning communities , *MEDICAL care , *DENTAL care , *DENTAL personnel - Abstract
Like other health care practices, the increasing complexity in dentistry signals the need for a reconceptualisation of dentist professional learning. Professional dental bodies, at large, still privilege formal continuing professional development (CPD) provisions focusing on off-the-job activities despite growing evidence that much invaluable learning occurs through and at work. In exploring the two common dentist CPD approaches, this article critiques the narrow conceptions of learning inscribed in these frameworks, which are individualistic and acquisition oriented. Drawing on a vignette of dentists' professional practice at work, this paper argues for a shift in discussion from an emphasis on which CPD models work best to what counts as professional learning for dentists. To flesh out these arguments, the paper proposes using an innovative conceptual approach through the lens of 'complexity thinking' and the concept of 'co-present group'. Through this lens, the reframing of thinking brings out two key features of learning: Emergent learning cannot be specified in advance and much significant learning is typically beyond an individual's learning. Given the learning potentials of group practice and group learning, the paper concludes with suggestions to support dentists' lifelong learning at work. [ABSTRACT FROM AUTHOR]
- Published
- 2024
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20. Understanding English Language Teachers' (De)motivation Toward Continuing Professional Development Through Psychological Contract and Work Attitude.
- Author
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Acar, Sonay Ezel and Erozan, Fatoş
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ENGLISH language ,MOTIVATION (Psychology) ,UNIVERSITIES & colleges ,PROFESSIONAL education ,ORGANIZATIONAL goals - Abstract
Motivation as the driving force for achieving success, pursuing goals and fulfilling objectives, is shaped and affected by intrinsic and extrinsic factors, psychological contract and work attitude. Like other professionals, English language teachers also need to be motivated for continuous professional improvement in order to achieve organizational goals and ultimately reach high educational quality. Thus, it is of high importance to investigate teachers' (de)motivation toward CPD. This paper focuses on the (de)motivational reasons as to why English language teachers at a university do not take part in professional development despite their awareness of its significance for their career, institution's development and their students' learning. The data from EFL teachers were collected through an online questionnaire consisting of three open-ended questions. The majority of the teachers were found to feel that the continuing professional development events were organized without considering their current workload, needs and contextual factors. It was also found out that the general organizational atmosphere and work attitudes of their colleagues led to decreased motivation and psychological contract. These results offer certain implications for the administrators of educational institutions regarding the importance of considering motivational factors, psychological contract and work attitude in planning continuing professional development for English language teachers. [ABSTRACT FROM AUTHOR]
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- 2024
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21. 'I have survived and become more confident': effects of in-service TKT-based training on primary school English teachers' professional beliefs and self-efficacy.
- Author
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Wang, Xiaojing, Fang, Fan, and Elyas, Tariq
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IN-service training of teachers ,ENGLISH teachers ,PEDAGOGICAL content knowledge ,CONTINUING education ,PRIMARY schools ,PROFESSIONAL education - Abstract
Promoting professional development of in-service language teachers is key to maintaining education quality. However, extant studies on test-based continuing professional development (CPD) for teachers do not emphasise primary school contexts in China, leading to difficulties in the professional development of this teacher group. Therefore, this paper reports the influences of CPD, based on the Teaching Knowledge Test (TKT) programme for in-service primary school English teachers in China, particularly concerning dynamic changes in their professional beliefs and self-efficacy due to participation in the programme. In this study, 42 English teachers were recruited from 15 primary schools to participate in the CPD programme. Through focus groups and teachers' journals, the findings showed that the teachers experienced complex transformations in their professional beliefs and self-efficacy, and revealed some influential factors of the change. This paper provides suggestions to optimise CPD programmes and facilitate long-term professional development for teachers. [ABSTRACT FROM AUTHOR]
- Published
- 2023
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22. Military Ethics Education - What Is It, How Should It Be Done, and Why Is It Important?
- Author
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Whetham, David
- Subjects
MILITARY ethics ,ETHICS education ,MENTAL health of military personnel ,PROFESSIONAL ethics - Abstract
This paper explores the topic of military ethics, what we mean by that term, what it covers, how it is understood, and how it is taught. It suggests that the unifying factor that makes this a coherent subject beyond individual national interpretations of it is the core idea of military professionalism. The paper draws out the distinction between training and education and draws on research conducted by a number of different people and agencies, including the International Committee of the Red Cross, to establish what factors contribute to effective pedagogy and the inculcation of appropriate attitudes and behaviours. The paper concludes by looking at the way military ethics contributes to military outcomes from protecting civilians and the vulnerable to building resilience in our own military personnel to protect their mental health, through to the strategic costs of losing the moral high ground if behaviour is seen to fall short of that expected from military professionals. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
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23. The Impact of Multisource Feedback on Continuing Medical Education, Clinical Performance and Patient Experience: Innovation in a Child and Adolescent Mental Health Service.
- Author
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Khan, Yasser Saeed, Khoodoruth, Mohamed Adil Shah, Ghaffar, Adeel, Al Khal, Abdullatif, and Alabdullah, Majid
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CHILD mental health services ,CONTINUING medical education ,PATIENT experience ,PATIENTS' attitudes ,CAREER development - Abstract
This paper reiterates the importance of the role of multisource feedback (MSF) in continuing medical education/continuing professional development (CME/CPD) and its impact on doctors' performance and patient experience globally. It summarises a unique initiative of robust utilisation of internationally recognised multisource feedback tools in an outpatient child and adolescent mental health service (CAMHS) in Qatar. The process involved the effective adoption and administering of the General Medical Council's (GMC) self-assessment questionnaire (SQ), patient questionnaire (PQ), and colleague questionnaire (CQ) followed by the successful incorporation of these tools in CME/CPD. The original version of the PQ questionnaire and the instructions to the patient document were translated into Arabic through the blind back-translation technique. This initiative of introducing gold-standard MSF tools and processes into clinical practice, among other quality-improvement projects, has contributed to the improvement of service standards and doctors' clinical practice. Patient satisfaction was measured through the annual patient experience analysis using the Experience of Service Questionnaire (ESQ) whereas changes in doctors' performance were evaluated by comparing annual appraisal scores before and after implementation of this initiative. We have demonstrated that when MSF is obtained impartially and transparently using recognised and valid tools, it can improve patient experience and enhance doctors' performance [ABSTRACT FROM AUTHOR]
- Published
- 2023
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24. Immersive professional activities as learning: Irish teachers learning from overseas volunteering in India.
- Author
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Liddy, Mags and Tormey, Roland
- Subjects
TEACHER training ,TEACHER development ,TEACHER leadership ,TEACHER attitudes ,VOLUNTEER tourism ,PROFESSIONAL education - Abstract
When centred on the professional exchange of skills and knowledge, overseas volunteering can be a beneficial form of professional development. In contrast to voluntourism where volunteers buy an overseas experience, professional-based overseas volunteering centres on professional collegiality and skill exchange which leads to greater professional engagement for all participants. This research identifies the learning arising from a short-term overseas volunteering exchange between Ireland and India. The volunteers are Irish teachers working with their professional colleagues in India. Intentional professional learning related to their professional contexts can be seen through the themes of the theory/practice divide, experimentation and innovation, and the uncovering of knowledge. It is argued that the recruitment and selection of volunteers by the NGO are viewed as essential stage where attitudes are addressed. Data were collected by in-depth interviews as well as accompanying volunteer groups to India. The paper concludes with a summary of how volunteer professional exchanges need to be distinguished from other forms of volunteering; the work undertaken has benefit to both communities as it reflects collegial values and provides opportunities for professional learning through collaboration and reflection. Differentiation between forms of overseas volunteering is necessary to recognise the positive outcomes of professional volunteering exchanges. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
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25. The missing link: the capacity development for academic librarians to sustain citizen science at university libraries.
- Author
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Rammutloa, Modiehi Winnie
- Abstract
Purpose: This paper reports on research into the skills and services required to ensure the sustainability of citizen science as a service in university libraries. Design/methodology/approach: A quantitative research design was adopted to collect data from academic librarians. A questionnaire was administered, and data were analysed using Statistical Package for the Social Sciences (SPSS). Findings: More than 90% of responses indicated that to support citizen science activities, it is important for academic librarians to acquire information literacy, data literacy and an understanding of open science. The study found that citizen science activities require a dedicated team and continuous capacity development of team members. Findings also indicated that though academic librarians do not have knowledge of citizen science, they are willing to embrace and embed it in their services and products. Capacity shortage was listed as a challenge for academic librarians to promote and support citizen science activities. Originality/value: This study is unique as it reports on the possible involvement of academic librarians in the field of citizen science. The link between academic librarians and the field of citizen science which is predominant in the natural sciences has a positive contribution to the body of scholarship as it promotes interdisciplinarity. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
26. A model for enhancing digital transformation through technology-related continuing professional development activities in academic libraries in context
- Author
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Sarah Nakaziba and Patrick Ngulube
- Subjects
Digital transformation ,Continuing professional development ,CPD ,Academic libraries ,Model ,Education - Abstract
Abstract This paper is based on the findings of a doctoral study that aimed to examine the role of continuing professional development (CPD) in enhancing digital transformation in selected university libraries in Uganda. One of the ways of effecting digital transformation is to continuously build the technological competencies of the librarians working in academic institutions through attending technology-related CPD. The study adopted a mixed methods approach with a convergent parallel design for collecting qualitative and quantitative data from six universities in Uganda. Quantitative data were collected from 76 librarians with a minimum degree-level qualification from the six selected universities. Qualitative data were obtained from six University Librarians working in these universities. The study findings indicated several challenges hindering librarians from participating in technology-related CPDs such as lack of management support, lack of personal interest, limited funding, and lack of opportunities, among others. The implementation of digital transformation within university libraries in Uganda was also reported to be beset by a lack of competent staff, limited management support, lack of funds, and technological gaps. Therefore, this paper presents a proposed model to address challenges hindering the digital transformation and the participation in technology-related continuing professional development activities within academic libraries. The proposed model is based on the study findings, and it draws from Watkin and Marsick’s learning organisation model, andragogy theory, the technology-organisation-environment framework, and extant literature. The model will guide academic libraries in the implementation of a conducive environment to necessitate staff development and implementation of digital transformation.
- Published
- 2024
- Full Text
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27. Guidelines for action learning as professional development to transform Physical Education in low resourced primary schools in South Africa.
- Author
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Kahts-Kramer, Samantha A. and Wood, Lesley
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PHYSICAL education ,PRIMARY schools ,ACTIVE learning ,COMMUNITIES of practice - Abstract
Continuing professional development (CPD) within a low resourced education environment necessitates context specific and needs-driven learning, particularly in Physical Education (PE) where personal and systemic barriers impede negatively on teachers and children's educational experiences. This paper provides evidence-based guidelines as to how an action learning approach to CPD for PE might empower teachers to direct their own learning within low resource environments. A participatory action learning and action research design, using qualitative data generation methods, guided the inquiry. Ten teachers from two low resourced schools in South Africa, through participation in an action learning process, ultimately deduced five guidelines from their reflective enquiry to guide teachers to collaborate to transform their teaching of PE. The action learning approach to CPD supports teachers to take ownership of and responsibility for their CPD within the subject of PE. Ultimately, learning how to learn, enables teachers to champion sustainable change through establishing ongoing communities of practice. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
28. Teacher and headteacher assessment, feedback, and continuing professional development: the Mexican case.
- Author
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Cortez Ochoa, Artemio Arturo, Thomas, Sally M., and Moreno Salto, Israel
- Subjects
PROFESSIONAL education ,TEACHERS ,SCHOOL principals ,EDUCATIONAL quality ,EDUCATIONAL change - Abstract
Teacher and headteacher assessments and professional development are deemed critical levers for improving quality education in an increasing number of countries and contexts. However, prioritising improvement is not always evident, given that sometimes those subjected to assessments are not effectively informed about their performance (e.g. from national teacher examinations) or how to improve their work via feedback. This paper explores the bridging role of feedback concerning teacher and headteacher assessments and continuing professional development in the Mexican context, where scarce research exists. This mixed-methods research contributes evaluation evidence of Mexico's 2013–2018 education reform, including high-stakes staff assessments and individual feedback reports. Survey data from 122 primary school teachers and headteachers and thirteen interviews with teachers, headteachers and policymakers indicate the feedback report made it difficult to distinguish between poor and proficient performance and identify strengths and weaknesses. Challenges regarding suitable continuing professional development following assessment feedback are put forward. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
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29. Developing Classroom-Based Formative Assessment Literacy: An EFL Teacher's Journey.
- Author
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LI, Jiayi and Yongqi GU, Peter
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FORMATIVE tests ,ENGLISH as a foreign language ,LITERACY ,EDUCATIONAL change ,TEACHER development - Abstract
Formative assessment has become an increasingly popular topic in educational reform since the publication of Black and Wiliam's (1998) highly influential review article. In China, formative assessment has been promoted by the Ministry of Education in its curriculum standards for over two decades. A lack of implementation in classrooms has been attributed to the lack of assessment literacy among classroom teachers. A 12-week professional development program was designed and implemented for a group of five secondary school EFL teachers in China aiming at developing their classroom-based formative assessment literacy. The program took the form of collaborative action research in which a researcher joined the teachers to form a community of practice for continuing professional development. This paper focuses on one teacher's growth in assessment literacy for classroom-based formative assessment. Classroom video recordings and interviews were transcribed and coded using NVivo 12. Baseline data indicated that the teacher lacked the knowledge and beliefs needed to conduct formative assessment. She did not have clear targets for teaching, learning and assessment; and she did not make any targets clear to her students. In addition, the teacher's assessment practices did not aim to improve student subject core competencies as stipulated in the senior secondary English language curriculum. By the end of the program, the teacher's knowledge, beliefs and practices in formative assessment were significantly enhanced. In particular, her goal setting for classroom teaching, learning and assessment was intentionally aligned with the development of subject core competencies. More cycles of formative assessment practices were found to help students close the learning gaps and achieve their learning goals. These findings lend encouraging support to the feasibility of teachers developing formative assessment literacy within a continuing professional development framework. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
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30. English as a Foreign Language High School Teachers' Expectations of Continuing Professional Development Activities.
- Author
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Trinh Quoc Lap and Le Thanh Thao
- Subjects
ENGLISH as a foreign language ,HIGH school teachers ,PROFESSIONAL education ,UNDERGRADUATES ,DATA analysis - Abstract
This paper investigated (1) English as a Foreign Language (EFL) teachers' expectations of Continuing Professional Development (CPD) activities in a Vietnamese context, and (2) factors related to teacher demographics affecting their expectations of CPD activities. The study followed a mixed-methods approach, using a questionnaire to collect quantitative data from 224 Vietnamese EFL teachers, and individual semi-structured interviews to collect qualitative data from six teachers. The results revealed that among five domains in light of the Vietnamese English Teacher Competence Framework, including subject knowledge, pedagogical knowledge, learner knowledge, professional attitudes and values, and knowledge of teaching practice and context, the participants desired to learn about pedagogical knowledge the most (M=4.14). The study also indicated that factors related to age, teaching experience, and field of study at undergraduate level differentiated the teachers' expectations of CPD activities. Basically, the younger and less experienced teachers desired to participate in the CPD activities more than their counterparts. Moreover, the teachers with degree in teaching EFL expressed their eagerness and willingness to participate in the CPD events more than those holding a degree in English Linguistics and Literature. This paper also suggested recommendations for further studies in the field of CPD. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
31. Clinical audit in obstetric ultrasound—Implementation of an obstetric audit in the National Health Service—A case example.
- Author
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Holloway, Sally Elizabeth, Smith, Shauna Leanne, and Chudleigh, Trish
- Subjects
ALLIED health education ,AUDITING ,MATERNAL health services ,EVALUATION of medical care ,PRENATAL diagnosis ,ULTRASONIC imaging ,PROFESSIONAL employee training ,NATIONAL health services ,MEDICAL protocols ,QUALITY assurance ,FETAL abnormalities ,FETAL ultrasonic imaging ,EVALUATION - Abstract
Clinical audit ensures healthcare is delivered in a standardised and evidence based manner. Detection of fetal anomalies is important to ensure expectant parents have opportunity to make informed decisions about their pregnancy. Audit of detection rates of fetal anomalies can highlight practice, which does not meet national standards, pinpointing gaps in staff education and training to improve this. This paper describes the implementation of a first time obstetric audit of fetal anomaly detection rates within an imaging department positioned in the National Health Service (NHS) of the United Kingdom. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
32. Changes in mathematics teachers’ self-reported beliefs and practices over the course of a blended continuing professional development programme
- Author
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Calleja, James
- Published
- 2022
- Full Text
- View/download PDF
33. Continuing professional development (CPD) for anesthetists: A systematic review.
- Author
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Petersen, John Asger, Bray, Lucy, and Østergaard, Doris
- Subjects
- *
CAREER development , *ANESTHESIOLOGISTS , *MEDICAL personnel , *SATISFACTION , *DATABASE searching - Abstract
Background: In accordance with the focus on patient safety and quality in healthcare, continuing professional development (CPD) has received increasing levels of attention as a means to ensure physicians maintain their clinical competencies and are fit to practice. There is some evidence of a beneficial effect of CPD, though few studies have evaluated its effect within anesthesia. The primary aim of this systematic review was to establish which CPD activities anesthetists are engaged in and their effectiveness. The secondary aim was to explore which methods are employed to evaluate anesthetists' clinical performance. Methods: Databases searched: Medline, Embase and Web of Science, in May 2023. Additional papers were identified through searching the references of included studies. Eligible studies included anesthetists, either exclusively or combined with other healthcare professionals, who underwent a learning activity or assessment method as part of a formalized CPD program or a stand‐alone activity. Non‐English language studies, non‐peer reviewed studies and studies published prior to 2000 were excluded. Eligible studies were quality assessed and narratively synthesized, with results presented as descriptive summaries. Results: A total of 2112 studies were identified, of which 63 were eligible for inclusion, encompassing more than 137,518 participants. Studies were primarily of quantitative design and medium quality. Forty‐one studies reported outcomes of single learning activities, whilst 12 studies investigated different roles of assessment methods in CPD and ten studies evaluated CPD programs or combined CPD activities. A 36 of the 41 studies reported positive effects of single learning activities. Investigations of assessment methods revealed evidence of inadequate performance amongst anesthetists and a mixed effect of feedback. Positive attitudes and high levels of engagement were identified for CPD programs, with some evidence of a positive impact on patient/organizational outcomes. Discussion: Anesthetists are engaged in a variety of CPD activities, with evidence of high levels of satisfaction and a positive learning effect. However, the impact on clinical practice and patient outcomes remains unclear and the role of assessment is less well‐defined. There is a need for further, high‐quality studies, evaluating a broader range of outcomes, in order to identify which methods are most effective to train and assess specialists in anesthesia. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
34. How self‐injury affects psychotherapists: A qualitative study.
- Author
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O'Connor, Cindy and Surgenor, Paul
- Abstract
Introduction Method Data Analysis Results Implications Interpretative phenomenological analysis (IPA) is used to explore how people make sense of their personal and social world, although a search of recent literature suggests that it has not been applied to better understand self‐injury (SI). The goal of this paper was to employ an IPA methodology to gain a deeper understanding of the impact witnessing the physical manifestations of SI has on therapists.The study recruited a purposive sample of nine English‐speaking psychotherapists. Questions designed to relate to the participant's experience of witnessing the physical manifestations of SI were piloted with non‐participating psychotherapists whose experience matched those of the sample. Individual interviews were conducted by the primary researcher.Analysis involved the hermeneutic circle, moving between the part and the whole to capture and record the unique experience of the individual participants. This entailed the following: reading and re‐reading the transcripts; initial noting; developing emergent themes; connecting emergent themes; and pattern identification across cases.Two superordinate themes were identified that encapsulated how participants experienced, perceived and understood their own reactions to clients’ SI presentation. The first, Shock, included the subordinate themes of Controlling reactions, Managing physical revulsion, Therapeutic holding and Revisiting and ruminating. The second, Responsibility, included the subordinate themes of Client responsibility, Professional responsibility, Personal responsibility and Responsibility for hope.Implications relate to core training for psychotherapists, the focus on continuing professional development, and the policies and procedures needed to support psychotherapists. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
35. The impact of forming a community of practice on teachers' attitudes and approaches to primary geography.
- Author
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Clarke, Lisa and Pike, Susan
- Subjects
- *
TEACHER attitudes , *GEOGRAPHY , *ACTION research , *PROFESSIONAL education , *CURRICULUM change - Abstract
Geography is a subject in the Primary Curriculum in Ireland. It is taught in all schools with some examples of engaging and challenging practices, characterised by enquiry-based learning (EBL) of a range of content, with learning occurring inside and out. In other settings, Geography is more limited in scope and children's geographical experiences in school are minimal. There is a myriad of reasons for this range of practice. One significant feature is the lack of funding or provision for continuing professional development (CPD) for primary teachers in Geography. This paper outlines a project to create school-based CPD for teachers in primary geography. The results of the project are that the school-based CPD, designed by teachers can provide support them to enact the curriculum as well as providing engaging, interesting and enjoyable experiences for teachers. The findings also suggest that such CPD can also have a positive impact on children's experiences of Geography, through enhanced practices by teachers. The implications for such findings are discussed in relation to curriculum change. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
36. Accredited Informatics Skills Development Opportunities for the NHS Knowledge and Library Specialist Workforce in England.
- Author
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GILROY, Dominic and SMITH, Susan
- Abstract
NHS knowledge and library specialists have been shown to save the time of busy healthcare professionals through the range of services they provide. To ensure continued effectiveness it is vital that appropriate learning and development opportunities are provided to maintain and enhance the knowledge and skills of this highly specialist staff group. This paper outlines recent progress in developing accredited continuing professional development opportunities for NHS knowledge and library specialists with a focus on the development of digital and data skills. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
37. Dental Continuing Professional Development – Part I: Background on Dental Continuing Professional Development in Europe.
- Author
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Meli Attard, Ann, Bartolo, Adam, and Millar, Brian J.
- Subjects
PROFESSIONAL education ,PUBLIC safety ,DENTAL research ,GOVERNMENT agencies ,TREATMENT effectiveness - Abstract
Introduction: Continuing Professional Development (CPD) is mandatory in most European countries and evidence shows a move towards mandatory CPD across all Member States in the near future. Malta is one of seven Member States where dental CPD is still voluntary. Discussion: Although dental CPD is a legal requirement for recertification in many countries, integral aspects of dental CPD remain under debate, like whether CPD is truly effective. This is because the methods with which CPD programmes are evaluated are not sufficiently robust to give concrete evidence to determine whether CPD will actually improve quality of care, treatment outcomes and safety for the public. Evaluating the effect of CPD programmes on the public is an extremely difficult task that would require an enormous amount of resources and logistics. The minimum requirements for the number of compulsory CPD hours imposed by regulatory bodies are not evidence‐based but purely arbitrary, and the core topics selected for CPD programmes, although supported by research to some extent, may not reflect the public's and profession's needs. The Dental Association of Malta recognised need for further research on dental CPD and embarked on a 3‐year Dental CPD Research Project. This project will be presented in a two‐part series of articles. This first article is focused on the background of dental CPD in Europe. An understanding of the current issues with CPD and flaws in methods of evaluation formed the basis of the Malta CPD Pilot Project, which will be covered in the next paper. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
38. Building Capacities for Universal Health Care in the Philippines: Development and Implementation of a Leadership Training Program for Public Health Nurses.
- Author
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Tomanan, Kristine Joy L., Posadas, John Joseph B., Fernandez, Miguel Carlo A., Abad, Peter James B., and Bonito, Sheila R.
- Subjects
EDUCATION of public health nurses ,NURSING ,ACADEMIC medical centers ,TEACHING methods ,EVALUATION of human services programs ,LEADERSHIP ,PROFESSIONAL employee training ,UNIVERSAL healthcare ,CURRICULUM ,HUMAN services programs ,DESCRIPTIVE statistics ,QUESTIONNAIRES ,PUBLIC officers ,NEEDS assessment ,LONGITUDINAL method ,VIDEO recording ,EDUCATIONAL outcomes ,EDUCATION - Abstract
Achievement of Universal Health Care (UHC) in the Philippines requires capable health workers who can navigate changes and lead in the local implementation of health system reforms. Public health nurses are in a strategic position to lead in UHC implementation as they constitute the largest cadre of health workers in the public health setting, and core concepts of UHC intersect with principles of public health nursing practice. This paper aims to describe the development and implementation of a leadership training program for public health nurses in the Philippines, in response to UHC. Document reviews of training reports and evaluations, including course site data analytics, and evaluation of the training program were done for the four cohorts of the course. The University of the Philippines Manila College of Nursing, with support from the Department of Health, responded to the increased demand of the Philippine health system for public health nurses with strong foundations and advanced skills by designing and offering a leadership development course specific to PHNs. From November 2019 to March 2022, a total of 183 participants from 17 regions completed the training. With the COVID-19 pandemic and dynamic changes in governance, the experiences of the project highlighted the need for flexibility in delivering the training program, updating module contents according to the latest developments, and improving course duration and evaluation. Barriers to course engagement and completion must be addressed for PHNs, their workplaces, clients, and the health system to benefit the most from the training. [ABSTRACT FROM AUTHOR]
- Published
- 2022
39. CONTINUING PROFESSIONAL DEVELOPMENT FOR PHARMACISTS: PREFERENCES, INTERESTS AND EXPERIENCE.
- Author
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Stojkov, Svetlana, Arsić, Jasmina, Legetić, Branka, and Lješković, Nataša Jovanović
- Subjects
PROFESSIONAL education ,PHARMACIST-patient relationships ,PHARMACISTS ,DIVERSITY in education ,CONTINUING education ,PROFESSIONAL competence - Abstract
Copyright of Acta Medica Medianae is the property of Acta Medica Medianae and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2022
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40. Evidence for Continuing Professional Development and Recency of Practice Standards for Regulated Health Professionals in Australia: Protocol for a Systematic Review.
- Author
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Main, Penelope and Anderson, Sarah
- Abstract
Background: Continuing professional development (CPD) and recency of practice (ROP) standards are components of health practitioner regulation in Australia. The CPD and ROP standards are currently under review, and an evidence base to assist the development of consistent standards is required. Preliminary searching was unable to find a recent systematic review of the literature to provide an evidence base to underpin the standards review. Objective: This paper presents the protocol for a systematic review that aims to develop a current evidence base that will support the National Boards to develop more consistent, evidence-based, effective standards that are clear and easy to understand and operationalize. Methods: Research questions were developed to support the planned review of CPD and ROP registration standards. Major databases and relevant journals were searched for articles published in English between 2015 and 2021, using key search terms based on previous unpublished reviews of the CPD and ROP registration standards. The quality of the articles retrieved will be assessed using an instrument suitable for use in the development of public policy. The findings will be published in a peer-reviewed journal. Results: In September 2021, our search strategy identified 18,002 studies for the CPD-related research questions after removal of duplicates. Of these, 509 records were screened based on their title, and 66 full-text articles were assessed for eligibility based on their abstract, of which 31 met the inclusion criteria. A further 291 articles were identified as relevant to the ROP research questions. Of these, 87 records were screened based on their title, and 46 full-text articles were assessed for eligibility based on their abstract, of which 8 studies met our inclusion criteria. Conclusions: This protocol outlines the scope and methodology that will be used to conduct a systematic review of evidence for CPD and ROP and inform a review of the standards for regulated health professionals in Australia. Previous research has shown that while CPD improves practitioner knowledge, the link to public safety is unclear. While there has been a greater focus on maintenance of certification and other quality assurance activities over the past 10 years, there remains great variability in CPD requirements across both professions and jurisdictions. ROP was found to be a poorly researched area with most research concentrating on medical practitioners, nurses, and midwives and no clear consensus about the optimal time period after which retraining or an assessment of competence should be introduced. As the CPD and ROP standards are currently under review, it is timely that a review of current evidence be undertaken. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
41. The role of digital technology in providing education, training, continuing professional development and support to the rural health workforce.
- Author
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Ramsden, Robyn, Colbran, Richard, Christopher, Ellice, and Edwards, Michael
- Subjects
ONLINE education ,CINAHL database ,RURAL health services ,DIGITAL technology ,PROFESSIONAL employee training ,SYSTEMATIC reviews ,LABOR supply ,UNIVERSITIES & colleges ,LITERATURE reviews ,MEDLINE ,INFORMATION technology - Abstract
Purpose: Education, training and continuing professional development are amongst the evidence-based initiatives for attracting and retaining rural and remote health professionals. With rapidly increasing access to and use of digital technology worldwide, there are new opportunities to leverage training and support for those who are working in rural and remote areas. In this paper we determine the key elements associated with the utility of digital technologies to provide education, training, professional learning and support for rural health workforce outside the University and tertiary sector. Design/methodology/approach: A scoping review of peer-reviewed literature from Australia, Canada, US and New Zealand was conducted in four bibliographic databases – Medline complete, CINAHL, Academic Search complete and Education Complete. Relevant studies published between January 2010 and September 2020 were identified. The Levac et al. (2010) enhanced methodology of the Arksey and O'Malley (2005) framework was used to analyse the literature. Findings: The literature suggests there is mounting evidence demonstrating the potential for online platforms to address the challenges of rural health professional practice and the tyranny of distance. After analysing 22 publications, seven main themes were found – Knowledge and skills (n = 13), access (n = 10), information technology (n = 7), translation of knowledge into practice (n = 6), empowerment and confidence (n = 5), engagement (n = 5) and the need for support (n = 5). Ongoing evaluation will be critical to explore new opportunities for digital technology to demonstrate enhanced capability and retention of rural health professionals. Originality/value: To date there has been limited examination of research that addresses the value of digital platforms on continuing professional development, education and support for rural health professionals outside the university and tertiary training sectors. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
42. The facilitator's role in supporting physical education teachers' empowerment in a professional learning community.
- Author
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Gonçalves, Luiza Lana, Parker, Melissa, Luguetti, Carla, and Carbinatto, Michele
- Subjects
PHYSICAL education teacher education ,PROFESSIONAL learning communities ,SELF-efficacy in teachers ,TEACHING methods ,TEACHER education ,CONTINUING education - Abstract
Physical education (PE) researchers demonstrate the benefits of collaborative continuing professional development (CPD) through the cultivation of professional learning communities (PLCs). Furthermore, this body of research reflects teachers' empowerment as a current concern in the literature about PLCs. Although the importance of teachers' empowerment in PLCs is recognised, there is much to learn about the facilitator's actions to create spaces for empowerment. The purpose of this paper is to explore the facilitator's actions in supporting PE teachers' empowerment in a PLC. Action research framed this project in Brazil. Participants included six PE teachers, a facilitator, and a critical friend. Data sources included daily observations and reflections from weekly meetings with the teachers and the critical friend. Data were analysed using inductive and thematic methods. By engaging a Freirean view as a theoretical framework, it was understood that the teachers needed to empower themselves to survive in their reality, learn in order to be recognised at school, and act to change their micro-context. Accordingly, three themes represented the facilitator's actions to support teachers' empowerment: (a) creating a horizontal relationship with teachers through dialogue; (b) understanding and respecting teachers' learning and (c) struggling with teachers in their reality as an act of solidarity. These facilitator actions contributed primarily to building a democratic space where the teachers could name, critique and negotiate the barriers they faced. Although creating spaces for teachers' empowerment provided the opportunity for improving teachers' PE knowledge, these spaces fundamentally supported teachers in seeking better professional conditions, organising themselves as a community and pursuing social change. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
43. Military Ethics Education – What Is It, How Should It Be Done, and Why Is It Important?
- Author
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David Whetham
- Subjects
military ethics education ,professional ethics ,continuing professional development ,Philosophy (General) ,B1-5802 - Abstract
This paper explores the topic of military ethics, what we mean by that term, what it covers, how it is understood, and how it is taught. It suggests that the unifying factor that makes this a coherent subject beyond individual national interpretations of it is the core idea of military professionalism. The paper draws out the distinction between training and education and draws on research conducted by a number of different people and agencies, including the International Committee of the Red Cross, to establish what factors contribute to effective pedagogy and the inculcation of appropriate attitudes and behaviours. The paper concludes by looking at the way military ethics contributes to military outcomes from protecting civilians and the vulnerable to building resilience in our own military personnel to protect their mental health, through to the strategic costs of losing the moral high ground if behaviour is seen to fall short of that expected from military professionals.
- Published
- 2023
- Full Text
- View/download PDF
44. Teacher Research for Professional Development: The Tales of Two Teachers.
- Author
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Pham, An Huynh Van, Newton, Jonathan, and Macalister, John
- Abstract
Teacher research (TR) has become popular as a transformative continuing professional development (CPD) activity for in-service teachers. In Vietnam, English as a foreign language teachers carry out TR through a top-down national scheme called ‘
Sang kien kinh nghiem’ (‘initiatives–experiences’ (I-E)) to explore and attempt to resolve classroom issues through the application of ‘innovative solutions.’ This paper reports a part of a larger study which examines I-E scheme implementation. It focuses on the narratives of two teachers who engaged with the I-E scheme. The narratives, constructed through narrative analysis from narrative frames, semi-structured interviews, and the teachers’ I-E reports, reveal the affordances and hindrances in the experience of the teachers when engaging with the I-E scheme. The paper offers insights into TR for teachers’ CPD in Vietnam and has implications for effective implementation of TR for teachers’ CPD elsewhere. [ABSTRACT FROM AUTHOR]- Published
- 2024
- Full Text
- View/download PDF
45. Balancing medical education with service in the workplace: a qualitative case study.
- Author
-
Fish, Rebecca Mary, Gawne, Suzanne Jane, and Machin, Laura
- Abstract
Purpose: Finding a balance between the provision of quality individualized care and the ongoing education of junior doctors had been flagged as a concern at a large National Health Service (NHS) teaching hospital in the north of England. In response to this, the organization introduced an intervention designed to improve educational culture by providing support to educators, leaders and clinical staff. Design/methodology/approach: This paper features themed results from eight in-depth interviews with educators, consultants and junior doctors to describe and evaluate the process and impact. Findings: Factors that contributed to a positive educational environment included trainees and educators feeling valued, the presence of supportive leaders and the provision of a safe space for learning. Perceived barriers included time constraints, differing motivation and the generic format of formal education. Participants reflected on how the Wrap Around project helped improve the workplace educational culture and offered suggestions for further improvement including the provision of ongoing feedback to learners about their performance. Originality/value: Research aimed at recognizing and resolving the perceived tensions between the priorities of education and health-care delivery has been flagged as a gap in the literature. The authors argue that developing and enhancing collaborative leadership and educational culture within an organization can reduce these tensions for those working on the front line. Future work should focus on addressing the perceived distinction between the two within services. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
46. Proposing an internationally focused typology to measure the impact of CPD for teachers – the Chinese internationalisation project.
- Author
-
Browne, Liz, Defty, Chris, Guo, Na, Hou, Kai, Wang, Dan, and Zhuang, Lu
- Subjects
CONTINUING education ,GLOBALIZATION ,TEACHING ,PSYCHOLOGICAL typologies - Abstract
Reporting on a mixed methods study carried out in China, this article explores the impact of an educational initiative some years after delivery. Taking data from a three staged longitudinal study, this paper facilitates debate about the nature of Continuing Professional Development (CPD) delivered in a transnational context. To promote such debate a typology of impact is proposed. Using initial evaluation data the researchers designed a comprehensive and detailed evaluation tool to measure the long- term impact of the training. The researchers were interested in identifying whether participation in the learning programmes, designed to encourage social constructivist approach to teaching, had a sustained impact on teachers' and whether these changes transferred into classroom practice. In an attempt to enrich research into transnational interventions such as this, an index of impact was produced and developed to create a typology for the evaluation of educational CPD when offered in an international arena. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
47. Exploring the Intersection Between Health Professionals’ Learning and eHealth Data: Protocol for a Comprehensive Research Program in Practice Analytics in Health Care.
- Author
-
Janssen, Anna, Talic, Stella, Gasevic, Dragan, Kay, Judy, and Shaw, Tim
- Subjects
MEDICAL personnel ,MEDICAL care ,ELECTRONIC health records ,QUALITY of life ,PUBLIC health - Abstract
Background: There is an increasing amount of electronic data sitting within the health system. These data have untapped potential to improve clinical practice if extracted efficiently and harnessed to change the behavior of health professionals. Furthermore, there is an increasing expectation from the government and peak bodies that both individual health professionals and health care organizations will use electronic data for a range of applications, including improving health service delivery and informing clinical practice and professional accreditation. Objective: The aim of this research program is to make eHealth data captured within tertiary health care organizations more actionable to health professionals for use in practice reflection, professional development, and other quality improvement activities. Methods: A multidisciplinary approach was used to connect academic experts from core disciplines of health and medicine, education and learning sciences, and engineering and information communication technology with government and health service partners to identify key problems preventing the health care industry from using electronic data to support health professional learning. This multidisciplinary approach was used to design a large-scale research program to solve the problem of making eHealth data more accessible to health professionals for practice reflection. The program will be delivered over 5 years by doctoral candidates undertaking research projects with discrete aims that run in parallel to achieving this program’s objectives. Results: The process used to develop the research program identified 7 doctoral research projects to answer the program objectives, split across 3 streams. Conclusions: This research program has the potential to successfully unpack electronic data siloed within clinical sites and enable health professionals to use them to reflect on their practice and deliver informed and improved care. The program will contribute to current practices by fostering stronger connections between industry and academia, interlinking doctoral research projects to solve complex problems, and creating new knowledge for clinical sites on how data can be used to understand and improve performance. Furthermore, the program aims to affect policy by developing insights on how professional development programs may be strengthened to enhance their alignment with clinical practice. The key contributions of this paper include the introduction of a new conceptualized research program, Practice Analytics in Health care, by describing the foundational academic disciplines that the program is formed of and presenting scientific methods for its design and development. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
48. The Storymaker Wheel: An investigation into how teachers and pupils can use a counter‐culture assessment tool to evaluate creative writing in the classroom.
- Author
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Elliott, Jenny and Southern, Alex
- Subjects
COUNTERCULTURE ,CREATIVE writing education ,CHILDREN'S books ,EDUCATION ,CLASSROOM activities - Abstract
This paper outlines the processes of creating a 'Storymaker Wheel', a creativity evaluation tool conceptualised with input from a children's book author, a children's book illustrator, academics and teachers, for teachers and pupils to use to support and develop their creative writing. It documents the ways in which teachers and pupils engaged with the Wheel in three schools in England: a primary pupil referral unit, a primary school and a secondary school. Interviews with teachers and pupils about the Storymaker Wheel, and classroom observations of the Wheel in use, expose some challenges of teaching creative writing within the current English educational context, which we discuss. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
49. Professionele persone in maatskaplike diensberoepe se kennis van en houding teenoor ouer persone: Implikasies vir voortgesette professionele ontwikkeling.
- Author
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GEYER, STEPHAN and JORDAAN, JOYCE
- Abstract
Worldwide the population of older persons is growing. Relatedly, there is an increasing demand for suitable medical care, social security (e.g. government grants), social services and care. In South Africa, the focus of this study, social services to older persons are mainly provided by two social service professional groups, namely social workers and social auxiliary workers. This paper argues that practitioners in the social service professions must have appropriate knowledge and a fitting attitude towards older persons to provide effective gerontological services. This argument is aligned with an international commitment by signatories to the UN Decade of Healthy Aging 2021–2030 to change the way people think, feel and act towards age and ageing in order to ensure the delivery of integrated person-centred gerontological services. In South Africa, older persons are considered a vulnerable group on which social services must focus (cf. Framework for Social Welfare Services, 2013). There is also specific legislation in this regard, namely the Older Persons Act 13 of 2006, as amended. After consultation of various international and national databases, it was confi rmed that, in contrast to various surveys among students in the helping professions, there is still a lack of studies that explore and describe professionals’ knowledge of and attitude towards older persons. According to the available literature, there is only one study within the South African context that dealt with the attitude of medical practitioners towards older persons (Ntusi & Ferreira, 2004). With this knowledge gap in mind, the research question that this study seeks to answer is as follows: “What are professionals in social service professions’ knowledge of and attitude towards older persons?” This study was undertaken within the ambit of the modernisation theory. A cross-sectional survey was implemented with social service professionals in the employ of a private South African welfare organisation with a footprint over fi ve of the nine provinces. The total population of 140 professionals was invited to complete a web-based survey. Sixty-three respondents (N=63) responded to the invitation and answered the questionnaire in full via QualtricsXM, a web-based programme. Section 1 comprised a holistic profi le of the respondents. In Section 2, the knowledge of respondents pertaining to older persons and ageing was determined by means of Palmore’s First Facts on Aging Quiz in multiple-choice format. Incorrect answers determine positive or negative bias towards ageing. Section 3 determined the respondents’ attitudes towards older persons, using Fraboni’s Scale of Ageism. The scale measures overall attitude/ageism, and three sub-scales, namely antilocution, avoidance and discrimination. More specifi cally, this study determined the impact of nine factors (i.e. age, area of childhood residence, growing up with an older person, qualifi cation, completed course in gerontology, working exclusively with older persons, considering working with older persons, province of employment, and task description) on the knowledge and attitudes of respondents by calculating either the independent T-test or the one-way ANOVA. Both scales were found to be valid and reliable within the South African context. After written permission from the management of the welfare organisation, the research ethics committee of the university provided ethical approval for the study. Based on the profi le of the respondents, this study mainly offers a glimpse of female persons in their middle years, with an average of 15 years of experience as social workers and practising in family-centred services. The results show that the respondents have poor overall knowledge of ageing with a mean of 9.4 out of 25 (SD=2.6). In answering the quiz, incorrect answers tended toward negative bias towards older persons. Overall the respondents hold positive attitudes toward older persons with a mean of 80.6 out of 145 (SD=11.8) for ageism. Furthermore, the sub-scales antilocution (x̅=25.2) and avoidance (x̅=24.9) scored around the midpoint, while discrimination scored high (x̅=30.4). Three factors were identifi ed as having a statistically signifi cant impact on the respondents’ overall knowledge of ageing: “Age group” (p=0.02), “Qualifi cation” (p=0.03) and “Task description” (p=0.03). Furthermore, “Growing up with an older person in the household” had a statistically signifi cant impact on the subscale “positive bias” (p=0.02). In addition, “Currently working exclusively with older persons” showed a statistically signifi cant impact on both the overall attitude/ageism (p=0.04) and antilocution (p=0.04) measured among the respondents. With reference to the factors that showed a statistically signifi cant impact (p<0.05) on respondents’ knowledge of ageing and attitudes towards older persons, recommendations for continuing professional development (CPD) are delineated. As per the policy of the South African Council for Social Service Professions (SACSSP, 2021), registered social workers must achieve at least 20 CPD points each year (or 40 spread over two years) and registered social auxiliary workers 10 points (20 over two years). The policy of the SACSSP makes provision for a variety of group and individual activities whose award of points varies between two and twenty. All professionals also carry out their tasks under a supervisor. Both CPD and supervision offer a familiar context within which social services to older persons can be dealt with. The fi eld of service of professionals should determine the extent to which the focus on older persons should be. In connection with the aforementioned policy and supervision, some recommendations are offered to improve professionals’ knowledge of and attitude towards older persons. For example, expert lectures focusing on different aspects of ageing and the completion of professional online development courses. Attitudes could be addressed during individual supervision and with creative activities such as role plays. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
50. Teachers’ Continuing Professional Development: Action Research for Inclusion and Special Educational Needs and Disability
- Author
-
Geraldene Codina and Deborah Robinson
- Subjects
action research ,continuing professional development ,evidence-based knowledge ,evidence-informed knowledge ,inclusion ,pupil voice ,Education - Abstract
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.
- Published
- 2024
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