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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

Critical reading, or the ability to appraise and evaluate the quality of an academic or professional article, generally a research paper, is an important skill in primary care. This article is intended as a guide for GPs in training and in the early stages of their careers whose responsibilities are predominantly clinical and who need to master the skills of critical appraisal to keep abreast of the literature, to inform changes in their practice and to contribute to continuing professional development and other educational activities.

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.

This paper presents the findings and analysis of research undertaken in both the United Kingdom and Australia to identify the range of knowledge and skills required by library and information professionals to meet the challenges of the twenty-first century. In the United Kingdom, the Chartered Institute for Library and Information Professionals has developed a new qualifications framework and revised the body of professional knowledge for information professionals. In Australia, the research has focused on the two complementary and intertwined strands of discipline knowledge and generic capabilities. The issues that arise from the two projects are relevant to all sectors of the library and information profession, to stimulate discussion about possible strategies for workforce planning. Career-long learning has become an imperative for information professionals, with the research findings highlighting the importance of a collaborative approach to professional development, to involve the individual, the edu...

This study will examine masters students’ perceptions of keeping a reflective journal (referred to here as ‘learning log’) in initial and continuing psychotherapeutic training. In line with education, medical and management training, amongst others, the use of a learning log has become an established part of initial and continuing professional development in counselling and psychotherapy. If expressive and reflective writing in this context is considered to be a significant part of the development of reflective practitioners in counselling and psychotherapy questions arise about its facilitation and assessment in relation to student perceptions.

BARRIBALL K . L. & WHILE A. (1994) 328-335 Collecting data using a semi-structured interview: a discussion paper This paper discusses some of the measures used by a research team to overcome threats to validity and reliability of a semi-stmctured interview exploring the perceptions and needs of continuing professional education among nurses in practice in two district health authorities. lournal of Advanced Nursing 19

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.