Professional development and leadership training opportunities for healthcare professionals

Changes in technology use and globalization are leading to significant changes in the structure of the labor market, emphasizing the need for labor market participants to learn continuously and acquire new knowledge and skills in order to adapt to a rapidly changing work environment. Economists point to the risks posed by technological development, such as the reduction of low-skilled jobs as a result of digitalization and automation processes. Although professionals working with people, such as healthcare professionals and teachers, are less exposed to the risk of automation, they are still increasingly unstable as technology and artificial intelligence compete with human experts. This means that medical and education staff will also need more targeted, regular and labor market-oriented professional development in order to remain competitive and demonstrate demand-driven performance. In line with changes in the quality standards of professional performance for healthcare professionals and teachers, changes are also taking place in how the professional development of these groups is implemented. In addition to formal development activities such as courses and seminars, the need to accept the impact of informal learning is emphasized, not only expanding the aims and content of professional development activities but also offering new learning formats. The aim of the qualitative research conducted by the authors is to study the understanding of teachers and healthcare professionals about their professional development by analyzing their answers regarding their professional development. The focus of the study has been chosen to test the assumption that healthcare professionals and teachers view their continuing education more in the context of formal training, with less emphasis on professional development through informal learning. Within the framework of the research, a survey of random respondents within the said target groups has been conducted and the answers of the respondents have been analyzed, with attention paid to the aspects of formal and informal learning. The article presents the results of the content analysis, highlighting the most important trends of study results and the problematic aspects related to the improvement of the quality of professional development.

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Defining Professional Development for Technology

Adult and Continuing Education ◽

10.4018/978-1-4666-5780-9.ch022 ◽

2014 ◽

pp. 376-395

Author(s):

Madelon Reed Gruich

Keyword(s):

Professional Development ◽

Learning Outcomes ◽

Technology Implementation ◽

Instructional Programs ◽

Optimal Learning ◽

Use Of Technology ◽

Levels Of Use ◽

Systematic Training ◽

Quality Learning ◽

Training Opportunities

Professional development for technology implementation is a critical component of achieving successful learning outcomes in educational settings. The use of technology in all teaching disciplines and administration requires the systematic training of every individual within the organization. Technology tools often provide the catalyst for skill development and attainment of expertise to ensure organizational successes. Through proven and research-based training opportunities, administrators and instructors can receive and ultimately share quality learning experiences that guarantee optimal learning achievement for school districts and specific instructional programs as technology is integrated into curricula. Planning professional development that creates seamless technology assimilation at all levels of use helps to guarantee that instructional design parallels desired learning outcomes.

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Practical Strategies to Improve Your Writing: Lessons Learned From Public Health Practitioners Participating in a Writing Group

Health Promotion Practice ◽

10.1177/1524839919838398 ◽

2019 ◽

Vol 20 (3) ◽

pp. 333-337 ◽

Cited By ~ 1

Author(s):

Alisha H. Redelfs ◽

Juan Aguilera ◽

Sarah L. Ruiz

Keyword(s):

Public Health ◽

Professional Development ◽

Effective Means ◽

Lessons Learned ◽

Formal Training ◽

Writing Group ◽

Public Health Professionals ◽

Health Practitioners ◽

Public Health Practitioners ◽

Training Opportunities

Many public health professionals (researchers and practitioners) do not regularly spend time writing. We often receive no formal training in the practices that lead one to become a productive writer. In addition, many internal (mental/emotional) and external (schedules/distractions) barriers make writing consistently even less appealing and may lead to a cycle of avoidance followed by binge writing. This commentary demonstrates how one writing group became an effective means of providing career and professional development. Each week for 9 months we held a 1-hour writing group meeting designed around a commitment to ground rules, accountability, training opportunities, and feedback. Our experiences suggest that engaging in a writing group can help us develop as writers by allowing us to learn new practices and skills. Adopting new practices like writing regularly for short blocks of time, in turn, led to benefits like reduced anxiety and increased productivity. In the process, we became better writers, reviewers, and mentors. We provide recommendations and resources for groups and individuals who are interested in improving their writing as an essential component of their continuing education and professional development. Whatever your professional role, using a writing group to become a more powerful and productive writer will make you more effective.

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The role of artificial intelligence in learning and professional development for healthcare professionals

Healthcare Management Forum ◽

10.1177/0840470419869032 ◽

2019 ◽

Vol 33 (1) ◽

pp. 19-24 ◽

Cited By ~ 2

Author(s):

Gurprit K. Randhawa ◽

Mary Jackson

Keyword(s):

Artificial Intelligence ◽

Professional Development ◽

Education System ◽

Healthcare Professionals ◽

Education And Training ◽

Healthcare Education ◽

Clinical Educators ◽

History Of ◽

And Training

This article discusses the emerging role of Artificial Intelligence (AI) in the learning and professional development of healthcare professionals. It provides a brief history of AI, current and past applications in healthcare education and training, and discusses why and how health leaders can revolutionize education system practices using AI in healthcare education. It also discusses potential implications of AI on human educators like clinical educators and provides recommendations for health leaders to support the application of AI in the learning and professional development of healthcare professionals.

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Developing E-Learning Provision for Healthcare Professionals' Continuing Professional Development

Technology Supported Learning and Teaching ◽

10.4018/978-1-59140-962-5.ch007 ◽

2011 ◽

pp. 91-104

Author(s):

Susi Peacock ◽

Gloria Maria Dunlop

Keyword(s):

Professional Development ◽

Quality Of Care ◽

Healthcare Professionals ◽

Continuing Professional Development ◽

Specific Group ◽

Care Services ◽

External Pressures ◽

E Learning ◽

Practical Reflection

This chapter discusses the provision of continuing professional development (CPD) for allied healthcare professionals (AHPs) through e-learning. External pressures are increasing on AHPs to engage with CPD on a regular basis to improve the quality of care services and facilitate changes in working practice. E-learning has the potential to reach this group of diverse learners and integrate learning into their work schedule at a time and place convenient for them and their employers: eCPD. We provide a practical reflection grounded in the experience of practitioners and students who have been involved in our deployment of eCPD over the last three years. The issues that have arisen from this initiative will be familiar to many of those who have been involved in the deployment of e-learning in our sector. Ultimately, we hope that the solutions we have provided to meet the needs of this specific group of learners will address those for all e-learners. In addition, we believe that it will support the process of embedding (“normalising”) e-learning across an institution.

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Evaluation of a professional development course on research methods for healthcare professionals

Healthcare Management Forum ◽

10.1177/0840470420960173 ◽

2020 ◽

pp. 084047042096017

Author(s):

Olusegun Famure ◽

Benedict Batoy ◽

Michelle Minkovich ◽

Imindu Liyanage ◽

S. Joseph Kim

Keyword(s):

Professional Development ◽

Lifelong Learning ◽

Research Methods ◽

Patient Outcomes ◽

Healthcare Professionals ◽

Development Program ◽

Professional Development Program ◽

Evidence Based ◽

Development Course

Healthcare is constantly evolving and thus requires lifelong learning. Evidence-based learning has been shown to lead to better patient outcomes, yet many healthcare professionals report gaps in their research abilities. We sought to evaluate the efficacy of a professional development program in addressing identified gaps.

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Continuing Professional Development, Training Opportunities, Gaining Skills and Qualifications

Age and Dancing ◽

10.1007/978-1-137-29651-1_14 ◽

2013 ◽

pp. 146-154

Author(s):

Diane Amans

Keyword(s):

Professional Development ◽

Continuing Professional Development ◽

Professional Development Training ◽

Training Opportunities

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Impact of exposure to patients with COVID-19 on residents and fellows: an international survey of 1420 trainees

Postgraduate Medical Journal ◽

10.1136/postgradmedj-2020-138789 ◽

2020 ◽

pp. postgradmedj-2020-138789

Author(s):

Anne L Cravero ◽

Nicole J Kim ◽

Lauren D Feld ◽

Kristin Berry ◽

Atoosa Rabiee ◽

...

Keyword(s):

Professional Development ◽

Well Being ◽

Negative Effects ◽

Convenience Sample ◽

Web Based ◽

Perceived Safety ◽

Number Of Patients ◽

The Usa ◽

Novel Coronavirus ◽

Training Opportunities

ObjectivesTo determine how self-reported level of exposure to patients with novel coronavirus 2019 (COVID-19) affected the perceived safety, training and well-being of residents and fellows.MethodsWe administered an anonymous, voluntary, web-based survey to a convenience sample of trainees worldwide. The survey was distributed by email and social media posts from April 20th to May 11th, 2020. Respondents were asked to estimate the number of patients with COVID-19 they cared for in March and April 2020 (0, 1–30, 31–60, >60). Survey questions addressed (1) safety and access to personal protective equipment (PPE), (2) training and professional development and (3) well-being and burnout.ResultsSurveys were completed by 1420 trainees (73% residents, 27% fellows), most commonly from the USA (n=670), China (n=150), Saudi Arabia (n=76) and Taiwan (n=75). Trainees who cared for a greater number of patients with COVID-19 were more likely to report limited access to PPE and COVID-19 testing and more likely to test positive for COVID-19. Compared with trainees who did not take care of patients with COVID-19 , those who took care of 1–30 patients (adjusted OR [AOR] 1.80, 95% CI 1.29 to 2.51), 31–60 patients (AOR 3.30, 95% CI 1.86 to 5.88) and >60 patients (AOR 4.03, 95% CI 2.12 to 7.63) were increasingly more likely to report burnout. Trainees were very concerned about the negative effects on training opportunities and professional development irrespective of the number of patients with COVID-19 they cared for.ConclusionExposure to patients with COVID-19 is significantly associated with higher burnout rates in physician trainees.

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