705 results
Search Results
2. Regulation and registration as drivers of continuous professional competence for Irish pre-hospital practitioners: a discussion paper
- Author
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Colum P. Dunne, M. Hughes, S. Cheeseman, Suzanne S. Dunne, and Shane Knox
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Reflective practice ,Ambulances ,education ,competence ,Allied Health Personnel ,CINAHL ,03 medical and health sciences ,0302 clinical medicine ,continuous professional development ,Nursing ,Irish ,Online search ,Health care ,Medicine ,Humans ,030212 general & internal medicine ,Competence (human resources) ,advanced paramedic ,business.industry ,030208 emergency & critical care medicine ,General Medicine ,Professional competence ,professionalism ,paramedic ,emergency medical technician ,humanities ,language.human_language ,Hospitals ,Emergency Medical Technicians ,Continuing professional development ,language ,Clinical Competence ,business ,Ireland - Abstract
peer-reviewed Background The Regulatory Body responsible for the registration of Irish pre-hospital practitioners, the Pre-Hospital Emergency Care Council (PHECC), identified the need to implement a continuing professional competence (CPC) framework. The first cycle of CPC (focused on Emergency Medical Technicians) commenced in November 2013 creating for the first time a formal relationship between continuing competence and registration to practice. Aims To review current literature and to describe benefits and challenges relevant to CPC, regulation, registration and their respective contributions to professionalism of pre-hospital practitioners: advanced paramedics, paramedics and emergency medical technicians. Methods Online search of Cumulative Index to Nursing and Allied Health Literature (CINAHL Plus with Full Text), Allied and Complementary Medicine (AMED) and ‘Pubmed’ databases using: ‘Continuous Professional Development’; ‘Continuous Professional Development’; ‘emergency medical technician’; ‘paramedic’; ‘registration’; ‘regulation’; and “profession’ for relevant articles published since 2004. Additional policy documents, discussion papers, and guidance documents were identified from bibliographies of papers found. Results Reports, governmental policies for other healthcare professions, and professional developments internationally for allied professions (e.g., nursing, physiotherapy and medicine) link maintenance of competence with requirements for registration to practice. Conclusion We suggest that evolving professionalisation of Irish paramedics should be affirmed through behaviours and competencies that incorporate adherence to professional codes of conduct, reflective practice, and commitment to continuing professional development. While the need for ambulance practitioner CPD was identified in Ireland almost a decade ago, PHECC now has the opportunity to introduce a model of CPD for paramedics linking competence and professionalism to annual registration ACCEPTED peer-reviewed
- Published
- 2016
3. Supporting rural remote physicians to conduct a study and write a paper: experience of Clinical Research Support Team (CRST)-Jichi
- Author
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Akihide Ohkuchi, Toyomi Kamesaki, Shigeki Matsubara, Masatoshi Matsumoto, Yosikazu Nakamura, and Shizukiyo Ishikawa
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Service (business) ,Rural Population ,Emergency Medical Services ,Medical education ,Health (social science) ,Biomedical Research ,Electronic Mail ,business.industry ,Professional Practice Location ,Public Health, Environmental and Occupational Health ,Medical school ,Medicine (miscellaneous) ,Context (language use) ,Supporter ,Electronic mail ,Continuing professional development ,Nursing ,Physicians ,Medicine ,National Policy ,Humans ,Periodicals as Topic ,business ,Rural population - Abstract
CONTEXT Jichi Medical University (JMU) is the only medical school in Japan that is devoted solely to producing rural and remote doctors. To support research activities of its graduates, mainly young graduates under obligatory rural service, JMU established a voluntary team, Clinical Research Support Team (CRST)-Jichi. ISSUES CRST-Jichi consists of current and past JMU faculty members; all of them are specialists of certain medical fields and many are also graduates of JMU who have completed rural service. A client who asks the CRST for advice on study design or editing a paper emails the CRST to ask for support in conducting a study. Then, core members of the CRST assign the job to a registered specialist of the corresponding topic, who becomes a 'responsible supporter' and continues to support the client until a paper has been published. During the 3 years from July 2010, 12 English papers have been published in international peer-review journals, two Japanese papers in domestic journals, and 13 studies are in progress. Ninety-one percent of clients were satisfied with the service, and eighty-two percent considered their papers would not have been published if they had not used the service. Sense of commitment, existence of JMU-graduated specialists, and quick response were reported by clients as major strengths of CRST-Jichi. LESSONS LEARNED The experience of CRST-Jichi can potentially be transferred to not only other Japanese medical schools with rural doctor production programs, which are now rapidly increasing as part of a national policy, but also rural medical education systems in other countries.
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- 2014
4. Book ReviewThe Continuing Professional Development of Educators: Emerging European Issues edited by Alex Alexandrou, Kit Field, and Helen Mitchell. Oxford: Symposium Books, 2005. 149 pp. $42.00 (paper). ISBN 1‐873927‐25‐8
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Val D. Rust
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Continuing professional development ,Field (Bourdieu) ,Media studies ,Library science ,Sociology ,Education - Published
- 2007
5. Teachers' Continuing Professional Development: Action Research for Inclusion and Special Educational Needs and Disability.
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Codina, Geraldene and Robinson, Deborah
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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]
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- 2024
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6. future of continuing medical education: the roles of medical professional societies and the health care industry: Position paper prepared with contributions from the European Society of Cardiology Committees for Advocacy, Education and Industry Relations, Endorsed by the Board of the European Society of Cardiology
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Board, ESC
- Abstract
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]
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- 2019
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7. A cross-sectional survey of English NHS Trusts on their uptake and provision of active bystander training including to address sexual harassment
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Ava Robertson, Sarah Steele, Steele, Sarah [0000-0002-1794-7394], and Apollo - University of Cambridge Repository
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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
8. Becoming simultaneously thicker and thinner skinned : The inherent conflicts arising in the professional development of coaches
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de Haan, Erik
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- 2008
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9. Sustaining online teacher professional development through community design
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Henderson, Michael, Shurville, Simon, and Fernstrom, Ken
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- 2007
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10. Outcomes and Observations of On-line CME Activities during the Pandemic.
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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]
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- 2023
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11. Examining EFL teachers’ changing conceptions of research: A case study of a continuing professional development program in mainland China .
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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]
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- 2022
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12. 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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13. ENHANCING PROFESSIONAL SOCIAL WORK EDUCATION: ADOPTING THE CAPABILITY PHILOSOPHY IN ENGLAND'S EDUCATIONAL SYSTEM.
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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]
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- 2024
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14. 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
15. CPD as a hyperbole: why don't employers mention it in managerial job adverts?
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Gbadamosi, Gbolahan and Evans, Carl
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- 2009
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16. Training in health coaching skills for health professionals who work with people with progressive neurological conditions: A realist evaluation
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Carolyn Wallace, Fiona Wood, Adrian Edwards, Freya Davies, and Alison Bullock
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Health coaching ,Health Personnel ,education ,Participant observation ,Training (civil) ,Coaching ,03 medical and health sciences ,0302 clinical medicine ,Intervention (counseling) ,Humans ,realist evaluation ,Relevance (information retrieval) ,030212 general & internal medicine ,person‐centred care ,continuing professional development ,health coaching ,lcsh:R5-920 ,Medical education ,Self-management ,business.industry ,lcsh:Public aspects of medicine ,030503 health policy & services ,Public Health, Environmental and Occupational Health ,Mentoring ,lcsh:RA1-1270 ,Original Research Paper ,Work (electrical) ,self‐management ,lcsh:Medicine (General) ,0305 other medical science ,Psychology ,business ,Original Research Papers - Abstract
Background\ud Supporting people to self‐manage their long‐term conditions is a UK policy priority. Health coaching is one approach health professionals can use to provide such support. There has been little research done on how to train clinicians in health coaching or how to target training to settings where it may be most effective.\ud \ud Objective\ud To develop theories to describe how training health professionals in health coaching works, for whom and in what circumstances, with a focus on those working with people with progressive neurological conditions.\ud \ud Design\ud Realist evaluation using mixed methods (participant observation, pre‐ and post‐training questionnaires, and telephone interviews with participants and trainers). Realist data analysis used to develop and refine theories.\ud \ud Intervention\ud Two 1‐day face‐to‐face training sessions in health coaching with 11 weeks between first and second days.\ud \ud Setting and participants\ud Twenty health‐care professionals who work with people with neurological conditions in the UK, two training facilitators.\ud \ud Results\ud Four theories were developed using context‐mechanism‐outcome configurations to describe how training triggers critical reflection; builds knowledge, skills and confidence; how participants evaluate the relevance of the training; and their experiences of implementing the training. Some participants reported a major shift in practice, and others implemented the training in more limited ways.\ud \ud Discussion\ud Fully embracing the role of coach is difficult for health professionals working in positions and settings where their clinical expertise appears most highly valued.\ud \ud Conclusions\ud Training should address the practicality of using coaching approaches within existing roles, while organizations should consider their role in facilitating implementation.
- Published
- 2020
17. Making the transition from student to newly qualified vascular sonographer: An exploration of the domains of professionalism.
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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]
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- 2023
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18. Management development in SMEs : Practical insights from a university programme
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Mumby‐Croft, Roger and Berman Brown, Reva
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- 2005
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19. An investigation of ethical climate in a Singaporean accounting firm
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Shafer, William E., Poon, Margaret C.C., and Tjosvold, Dean
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- 2013
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20. Meaningful engagement through critical reflexivity: Engaging people with lived experience in continuing mental health professional development.
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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]
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- 2023
- Full Text
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21. 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
22. MBA education in Japan : Its current state and future direction
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Okazaki‐Ward, L.I.
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- 2001
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23. Continuing education for public health medicine — is it just another paper exercise?
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Young, Yvonne, Brigley, Stephen, Littlejohns, Peter, and McEwen, James
- Abstract
In 1993 the Conference of Royal Colleges and their Faculties called for its members to develop formalized continuing medical education (CME) programmes. Most colleges have adopted a narrow definition of CME and a mechanistic approach to monitoring participation. The Faculty of Public Health Medicine has responded differently by initiating a broader model of continuing professional development (CPD) which emphasizes the individual nature of continuing education. This paper explores the rationale behind this decision. Recent systematic reviews of the effectiveness of CME have demonstrated the need for relevance in any continuing education activity. This means relevance not only to learning needs but also to current work and the applicability of the knowledge. However, the effectiveness of traditional CME for all doctors and particularly public health physicians remains to be established. Thus the Faculty has moved towards a wider context of learning in the form of CPD incorporating an evaluative approach and aspects of adult learning theory. There remains a need for the links between audit and continuing education to be strengthened. [ABSTRACT FROM PUBLISHER]
- Published
- 1996
24. 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]
- Published
- 2024
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25. Towards a holistic model of professional competence
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Cheetham, Graham and Chivers, Geoff
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- 1996
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26. Utilising reflective practice interviews in professional development
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Chivers, Geoff
- Published
- 2003
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27. Military Ethics Education - What Is It, How Should It Be Done, and Why Is It Important?
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Whetham, David
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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
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28. How professionals learn in practice: an investigation of informal learning amongst people working in professions
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Cheetham, Graham and Chivers, Geoff
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- 2001
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29. The dynamics of the corporate education market and the role of business schools
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Prince, Christopher and Stewart, Jim
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- 2000
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30. In‐career professional development: the case of Irish second‐level teachers
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Garavan, Thomas N.
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- 1998
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31. Do organizations manage continuing professional development?
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Jones, Norman and Robinson, Gordon
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- 1997
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32. Developing continuing education and training in European universities
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Thomas, Edward J.
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- 1995
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33. Lifelong learning in Japan
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Lorriman, John
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- 1995
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34. Continuing Professional Development: Perspectives from Human Resource Professionals
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Jones, Norman and Fear, Nicola
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- 1994
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35. International Medical Graduates in Psychiatry: Cultural Issues in Training and Continuing Professional Development
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Alpna Munshi, Sanjeev Sockalingam, William Fleisher, Kenneth Fung, Ademola B. Adeponle, Venkat Bhat, Soma Ganesan, and Laurence J. Kirmayer
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Adult ,medicine.medical_specialty ,020205 medical informatics ,Position Paper/Énoncé de Principe ,education ,MEDLINE ,Emigrants and Immigrants ,Cultural issues ,02 engineering and technology ,Accreditation ,03 medical and health sciences ,0302 clinical medicine ,Cultural diversity ,Physicians ,mental disorders ,0202 electrical engineering, electronic engineering, information engineering ,medicine ,Humans ,heterocyclic compounds ,030212 general & internal medicine ,Psychiatry ,health care economics and organizations ,Internship and Residency ,Cultural Diversity ,Psychiatry and Mental health ,Continuing professional development ,cardiovascular system ,Position paper ,Clinical Competence ,Psychology - Abstract
A position paper developed by the Canadian Psychiatric Association’s Education Committee and approved by the CPA’s Board of Directors on August 15, 2016.
- Published
- 2018
36. The Role of the Business School in Management Development
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Hayes, John
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- 1993
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37. The Impact of Multisource Feedback on Continuing Medical Education, Clinical Performance and Patient Experience: Innovation in a Child and Adolescent Mental Health Service.
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Khan, Yasser Saeed, Khoodoruth, Mohamed Adil Shah, Ghaffar, Adeel, Al Khal, Abdullatif, and Alabdullah, Majid
- Subjects
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
- Full Text
- View/download PDF
38. Transportability of tertiary qualifications and CPD: A continuing challenge for the global health workforce
- Author
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Saltman Deborah C, Kidd Michael R, Jackson Debra, and Cleary Michelle
- Subjects
Health workforce ,Continuing professional development ,Health workforce education discursive paper ,Special aspects of education ,LC8-6691 ,Medicine - Abstract
Abstract Background In workforces that are traditionally mobile and have long lead times for new supply, such as health, effective global indicators of tertiary education are increasingly essential. Difficulties with transportability of qualifications and cross-accreditation are now recognised as key barriers to meeting the rapidly shifting international demands for health care providers. The plethora of mixed education and service arrangements poses challenges for employers and regulators, let alone patients; in determining equivalence of training and competency between individuals, institutions and geographical locations. Discussion This paper outlines the shortfall of the current indicators in assisting the process of global certification and competency recognition in the health care workforce. Using Organisation for Economic Cooperation and Development (OECD) data we highlight how International standardisation in the tertiary education sector is problematic for the global health workforce. Through a series of case studies, we then describe a model which enables institutions to compare themselves internally and with others internationally using bespoke or prioritised parameters rather than standards. Summary The mobility of the global health workforce means that transportability of qualifications is an increasing area of concern. Valid qualifications based on workplace learning and assessment requires at least some variables to be benchmarked in order to judge performance.
- Published
- 2012
- Full Text
- View/download PDF
39. LEVEL OF COMPETENCIES OF FAMILY PHYSICIANS IN KOSOVO FROM DIFFERENT PERSPECTIVES
- Author
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Genc Burazeri, Gazmend Bojaj, Katarzyna Czabanowska, and Fitim Skeraj
- Subjects
Response rate (survey) ,competencies ,medicine.medical_specialty ,Original Paper ,business.industry ,Public health ,Primary health care ,Mean age ,family physicians ,patients ,decision-makers ,primary health care ,Continuing professional development ,general practitioners ,Family medicine ,Health care ,medicine ,business - Abstract
Aim: The aim of this analysis was to compare the level of self-perceived competencies of primary health care physicians in Kosovo with patients’ viewpoint, as well as the necessary (required) level of such competencies from decision-makers’ standpoint. Methods: Three cross-sectional studies were carried out in Kosovo in 2013 including: i) a representative sample of 1340 primary health care users aged ≥18 years (49% men; overall mean age: 50.5±17.9 years; response rate: 89%); ii) a representative sample of 597 primary health care physicians (49% men; overall mean age: 46.0±9.4 years; response rate: 90%), and; iii) a nationwide representative sample of 100 decision-makers operating at different primary health care institutions or public health agencies in Kosovo (63% men; mean age: 47.7±5.7 years). A structured self-administered questionnaire (consisting of 37 items) was used in the three surveys in order to assess physicians’ competencies regarding different domains of the quality of health care. Results: There was a significant gap in the level of self-perceived physicians’ competencies and patients’ perspective in transitional Kosovo. Furthermore, there was a gap in the level of self-perceived physicians’ competencies and the necessary (required) level of physicians’ competencies from decision-makers perspective which was less evident in Prishtina, but considerable in the other regions of Kosovo. Conclusion: Our analysis provides valuable evidence about the level of competencies of primary health care physicians in Kosovo from different stakeholders’ perspectives. There is an urgent need for continuous professional development of family physicians in post-war Kosovo.
- Published
- 2016
40. Independent Continuing Medical Education (CME)/Continuing Professional Development (CPD) Must Deliver Unbiased Information
- Author
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Robert Schäfer, Margarita Guenova, and Paolo Palange
- Subjects
Medical education ,lcsh:LC8-6691 ,lcsh:R5-920 ,lcsh:Special aspects of education ,independence ,continuing medical education ,Medical information ,medical information ,Commit ,Best interests ,accreditation ,Continuing professional development ,Continuing medical education ,Civil law (legal system) ,Credibility ,Position Paper ,Business ,lcsh:Medicine (General) ,Accreditation ,continuing professional development - Abstract
Physicians commit themselves always to act in the best interests of their patients, and this includes their approach to continuing medical education (CME) as well as continuing professional development (CPD). For many years professional codes, and in some countries also the civil law, have defined that CME/CPD must be independent of commercial interests. Over the last few decades, numerous bodies have introduced CME/CPD accreditation to ensure that the planning and conduct of CME/CPD follows a set of defined standards, with independence of commercial interests as one of the leading principles. Recently industry has proposed that it be accepted by accrediting bodies as a direct provider of accredited CME-CPD. Such a move would not only open the door to the introduction of an inevitable bias in CME/CPD but would jeopardise the professional standing of physicians. Accreditation of CME/CPD currently serves several different purposes, but its credibility depends on whether it can retain its ability to differentiate independent CME/CPD from the provision of commercially framed information.
- Published
- 2019
41. Eight years' experience with a Medical Education Journal Club in Mexico: a quasi-experimental one-group study.
- Author
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Sánchez-Mendiola, Melchor, Morales-Castillo, Daniel, Torruco-García, Uri, and Varela-Ruiz, Margarita
- Subjects
MEDICAL education ,MEDICAL sciences ,MEDICAL personnel ,QUESTIONNAIRES ,RETROSPECTIVE studies - Abstract
Background: A time-honored strategy for keeping up to date in medicine and improving critical appraisal skills is the Journal Club (JC). There are several reports of its use in medicine and allied health sciences but almost no reports of JC focused on medical education. The purpose of the study is to describe and evaluate an eight years' experience with a medical education Journal Club (MEJC). Methods: We started a monthly medical education JC in 2006 at UNAM Faculty of Medicine in Mexico City. Its goal is to provide faculty with continuing professional development in medical education. A discussion guide and a published paper were sent 2 weeks before sessions. We reviewed the themes and publication types of the papers used in the sessions, and in June-July 2014 administered a retrospective post-then-pre evaluation questionnaire to current participants that had been regular attendees to the JC for more than 2 years. The retrospective post-then-pre comparisons were analyzed with Wilcoxon signed-rank test. Effect sizes were calculated for the pre-post comparisons with Cohen's r. Results: There have been 94 MEJC sessions until July 2014. Average attendance is 20 persons, a mix of clinicians, educators, psychologists and a sociologist. The articles were published in 32 different journals, and covered several medical education themes (curriculum, faculty development, educational research methodology, learning methods, assessment, residency education). 22 Attendees answered the evaluation instrument. The MEJC had a positive evaluation from good to excellent, and there was an improvement in self-reported competencies in medical education literature critical appraisal and behaviors related to the use of evidence in educational practice, with a median effect size higher than 0.5. The evaluation instrument had a Cronbach's alpha of 0.96. Conclusions: A periodic Medical Education Journal Club can improve critical appraisal of the literature, and be maintained long-term using evidence-based strategies. This activity is a useful adjunct to the scholarship of teaching. [ABSTRACT FROM AUTHOR]
- Published
- 2015
- Full Text
- View/download PDF
42. Framework for industry engagement and quality principles for industry-provided medical education in Europe
- Author
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Nina Donde, Veronique Moy, Tamara Allen, Sandra Keijser, Eva Hofstädter-Thalmann, Thomas Kellner, and Jean-Jacques Murama
- Subjects
media_common.quotation_subject ,Lifelong learning ,education ,pharmaceutical industry engagement ,Context (language use) ,01 natural sciences ,03 medical and health sciences ,0302 clinical medicine ,Continuing medical education ,Medicine ,Quality (business) ,030212 general & internal medicine ,0101 mathematics ,Pharmaceutical industry ,media_common ,Accreditation ,continuing professional development ,Medical education ,lcsh:LC8-6691 ,lcsh:R5-920 ,lcsh:Special aspects of education ,business.industry ,010102 general mathematics ,quality education ,knowledge transfer ,Clinical trial ,Other ,Position Paper ,business ,medical education ,lcsh:Medicine (General) ,Knowledge transfer - Abstract
Lifelong learning through continuing professional development (CPD) and medical education is critical for healthcare professionals to stay abreast of knowledge and skills and provide an optimal standard of care to patients. In Europe, CPD and medical education are fragmented as there are numerous models, providers and national regulations and a lack of harmonisation of qualitative criteria. There is continued debate on the appropriate role of pharmaceutical companies in the context of medical education. Accrediting bodies such as European Accreditation Council for Continuing Medical Education do not permit active involvement of the pharmaceutical industry due to concerns around conflicts of interest and potential for bias. However, many examples of active collaboration between pharmaceutical companies and medical societies and scientific experts exist, demonstrating high integrity, clear roles and responsibilities, and fair and balanced content. Medical education experts from 16 pharmaceutical companies met to develop a set of quality principles similar to standards that have been established for clinical trials and in alignment with existing principles of accrediting bodies. This paper outlines their proposal for a framework to improve and harmonise medical education quality standards in Europe, and is also an invitation for all stakeholders to join a discussion on this integrative model.
- Published
- 2017
43. 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
- View/download PDF
44. Personal development planning: First-year Master of Pharmacy students' engagement with, and attitudes towards, reflective self-assessment
- Author
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Wendy Gidman, Gordon Becket, Sarah Ellen Wilson, and Janet Elizabeth Dyke
- Subjects
Male ,Self-assessment ,Self-Assessment ,Medical education ,Attitude of Health Personnel ,business.industry ,Health Policy ,Personal development planning ,Public Health, Environmental and Occupational Health ,Paper version ,Pharmaceutical Science ,Pharmacy ,Focus Groups ,Focus group ,United Kingdom ,Professional Competence ,Students, Pharmacy ,Continuing professional development ,Education, Pharmacy ,Humans ,Medicine ,Female ,business ,Competence (human resources) - Abstract
Objectives The aims of this study were to determine whether first-year Master of Pharmacy (MPharm) students would engage with an activity similar to pharmacists' continuing professional development, and to explore attitudes surrounding this task. Methods A paper version of the Royal Pharmaceutical Society of Great Britain's electronic template for recording continuing professional development was developed. Students were asked to use this paper version to record the planning, action and evaluation carried out while completing a written assignment. The records were assessed to determine any reflective self-assessment contained in the evaluation section, and whether this reflection related to the specified learning outcome and the planning and action stages. Six focus groups were run, during which the students discussed their reaction to completing these records. The study was carried out during the first semester with first-year undergraduate MPharm students in the School of Pharmacy and Pharmaceutical Sciences at the University of Central Lancashire in the UK. Key findings It was found that few students appeared to engage fully with the whole recording process. During focus-group sessions competence to self-assess was raised as an issue by students, and the value of the reflective process was questioned. Some students did recognize the value of undertaking and recording reflective self-assessment. Conclusions It appears that undergraduate students need a more gradual introduction to the process of reflective self-assessment. We suggest that the findings are linked to students' previous education experience and conclude there is a need for students to be encouraged to take ownership of their undergraduate learning, to gain confidence in self-assessment and to increase the value they place on reflection.
- Published
- 2009
45. Current challenges for psychiatry in Greece
- Author
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Konstantinos Kollias and Nikos G. Christodoulou
- Subjects
medicine.medical_specialty ,education.field_of_study ,Advanced stage ,Population ,Primary care ,Thematic Paper ,Preventive Psychiatry ,Mental health ,030227 psychiatry ,3. Good health ,Mental healthcare ,03 medical and health sciences ,Psychiatry and Mental health ,0302 clinical medicine ,Continuing professional development ,Political science ,medicine ,030212 general & internal medicine ,Psychiatry ,education ,Administration (government) ,health care economics and organizations - Abstract
Psychiatry in Greece is undergoing a prolonged reform. Deinstitutionalisation is at an advanced stage and there are active efforts to support primary care and community psychiatry, and to establish local administration of services in each sector of the country (i.e. the equivalent of Mental Health Trusts in the UK). Quality assurance and continuing professional development require further development, as do a series of other issues pertaining to the day-to-day clinical practice of psychiatrists. Recent economic difficulties have undoubtedly affected the mental health of the population, but also mental health services and psychiatrists themselves. These financial difficulties coupled with pre-existing organisational issues present important, yet rectifiable, challenges. We conclude by identifying preventive psychiatry as an especially important target for progress and by advocating for continued support for the public system of mental healthcare as well as for the continued psychiatric reform.
- Published
- 2018
46. A University Challenge: Responding to Continuing Professional Education and Development Needs
- Author
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Sharon Mickan
- Subjects
Knowledge management ,business.industry ,media_common.quotation_subject ,Short paper ,Context (language use) ,Learning organization ,Public relations ,Adaptability ,Health administration ,Continuing professional development ,Political science ,Human resources ,business ,Set (psychology) ,media_common - Abstract
Educational institutions have a pivotal role in identifying and responding to emerging health human resource needs. However, the educational context for pre-registration qualification is not the same as that required for continuing professional education. This short paper suggests that a structured framework similar to that proposed by Tzountzouris and Gilbert for strategic analysis be applied to encourage universities to be more responsive in their post-registration education of healthcare professionals. Further, it proposes that universities set a goal of becoming learning organizations and encourage staff to challenge their thinking and adaptability to meet the needs of employers.
- Published
- 2009
47. Teachers’ use of research evidence in practice: a pilot study of feedback to enhance learning.
- Author
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See, Beng Huat, Gorard, Stephen, and Siddiqui, Nadia
- Subjects
TEACHER effectiveness ,EFFECTIVE teaching ,FORMATIVE tests ,TEACHER development ,STUDENT engagement ,PROFESSIONAL education - Abstract
Background:There is worldwide interest in improving the effectiveness of teachers and teaching. This paper considers two strands of that interest. It revisits the impact of using enhanced feedback from teachers to pupils as a way of improving attainment, and it looks at the feasibility of teachers using research evidence to create their own interventions. Current evidence on the causal impact of effective feedback on learning is unclear: many studies have mixed results, are small in scale, lack randomisation or are not conducted in real classroom conditions.Purpose:The aim of this paper is to describe the experience of schools as they engage with research evidence to support their own enquiry into the effectiveness of feedback in the classroom.Research design:This study took place over one academic year, involving nine treatment schools in one local authority. The study involved teachers themselves using research findings to create an intervention, which took, as its focus, enhanced feedback in the classroom. Test results from these schools were compared to the results in 5 participating comparator schools, to the 49 other schools in the borough and to all state-funded primary schools in England.Results:Although teachers showed that they could engage with research evidence, the study indicated that the process was complex in practice. In addition, the independent impact evaluation suggested that enhanced feedback in itself does not necessarily lead to improved pupil test performance.Discussion and conclusions:The paper considers some of the challenges faced by teachers as they attempted to use research evidence, and discusses implications for schools wishing to use research evidence in practice. The findings of the study suggest that it may be feasible for practitioners to use research evidence to inform their own practice. However, to do it well would require clearer guidance, professional development and modelling of any strategies suggested. These findings have implications for policy on teacher development, and for the research community to make research outputs more comprehensible and accessible to research users. [ABSTRACT FROM PUBLISHER]
- Published
- 2016
- Full Text
- View/download PDF
48. The changing face of teacher education in Ireland: a major overhaul or a cosmetic review?
- Author
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Carmel Mulcahy and Majella McSharry
- Subjects
Ethics ,Education Act ,Government ,Professionalization ,business.industry ,media_common.quotation_subject ,Change management ,Continuing professional development ,Teacher educators ,Public relations ,Teacher education ,language.human_language ,White paper ,Policy ,Irish ,Didáctica y Organización Escolar ,Political science ,language ,ComputingMilieux_COMPUTERSANDEDUCATION ,Quality (business) ,business ,Ireland ,media_common - Abstract
Irish education has undergone major changes in the recent past. These changes came about as a result of a White Paper on policy, Charity Our Education Future, (1995), the subsequent establishment of the Education Act (2000) which formally gave legal status to key aspects of education and the Teaching Council Act which was charged with the maintenance and improvement of the quality of teaching and teacher education. The professionalization of teaching and teachers was identified as key to the proposed changes. Change processes in any profession are challenging and demand collaboration and agreement from a number of stakeholders. In teacher education such changes involve existing practitioners, the training providers, the government and the unions, which represent parents, teachers and teacher education providers. In order to bring about change, there should also be evidence that the proposed changes are properly cost, are capable of improving current practice and that change management teams are available to support and evaluate the impact of the changes. This paper addresses the challenges that exist in bringing about successful change in a difficult economic and social situation, where the quality, impact and success of Irish education processes are being closely scrutinized. The paper places a strong emphasis on the role of teacher educators.
- Published
- 2012
49. Policy, professionalism, professionality and the development of HR practitioners in the UK.
- Author
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Bailey, Moira
- Subjects
PERSONNEL management ,SUPERVISION of employees ,WORKING hours ,HUMAN capital ,EMPLOYEES - Abstract
Purpose – The aim of this paper is to explore the role of relevant policies in the professional development of HR practitioners in the UK. Design/methodology/approach – A review of literature was carried out on the subject of the role of relevant policies in the professional development of HR practitioners in the UK. In doing so, the issues of profession and professionalism in the context of the HR occupation were explored. Findings – The paper highlights the importance of HRD in the improvement of HR practitioners' practice, and as a result, enhancing the status of the occupation. Research limitations/implications – A number of areas which are potentially worthy of further empirical investigation have been identified as a result of the review in this paper. Practical implications – The paper highlights the importance of policy and changing working environments on professional practice. It illustrates the importance of HRD on improving that practice and suggests the use of informal learning mechanisms as a cost effective means of going some way to achieve that improvement. Originality/value – The value of this paper is its contribution to the discussion on professional development in the context of the HR occupation. [ABSTRACT FROM AUTHOR]
- Published
- 2011
- Full Text
- View/download PDF
50. DEVELOPING DIGITAL LITERACIES THROUGH CONTINUING PROFESSIONAL DEVELOPMENT.
- Author
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CONOLE, Gráinne
- Subjects
COMPUTER literacy ,PROFESSIONAL education ,DIGITAL technology - Abstract
Digital technologies have much to offer education and to enable learners to interact with rich multimedia, and to communicate and collaborate. This paper argues that to harness the potential of digital technologies for learning new digital literacies skills are needed. To support teachers in the development of these literacies new and innovative forms of Continuing Professional Development are needed. The paper concludes with a description of the 7Cs of Learning Design framework, which aims to help teachers make more pedagogically informed design decisions that make appropriate use of digital technologies. [ABSTRACT FROM AUTHOR]
- Published
- 2018
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