A digital tool to assist front-line physicians to self diagnose their continuing professional development (CPD) needs, to maintain medical expertise in diabetes

2009 ◽  
Vol 33 (3) ◽  
pp. 248
Author(s):  
L. Lajoie ◽  
J. Basque ◽  
J.M. Ekoe ◽  
J. Desforges ◽  
D. Gagnon ◽  
...  
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Front Line ◽  
Digital Tool ◽  
Medical Expertise

scholarly journals Continuing professional development for staff and associate specialist grade doctors: the final frontier?

2010 ◽  
Vol 34 (12) ◽  
pp. 533-536 ◽  
Author(s):  
Rahul Rao
Keyword(s):  
Professional Development ◽  
Patient Care ◽  
Clinical Care ◽  
Continuing Professional Development ◽  
Training Needs ◽  
Educational Resources ◽  
Front Line ◽  
The Uk ◽  
Improving Patient Care

SummaryThe staff and associated specialist grade in psychiatry represents a large proportion of the non-consultant career grade workforce in some areas of the UK, with no direct equivalent worldwide. The advent of separate funding for continuing professional development (CPD) in England offers an opportunity to commission bespoke educational resources for a group of doctors who deliver front-line clinical care. This article details the background to the UK staff and associated specialist grade workforce and describes a model of CPD delivery that has attempted to meet training needs, with a view to improving patient care. Also at the heart of this model is the acquisition of consultant-level competencies through personal and professional development.

How much professional development is enough? Meeting the needs of independent music teachers learning to use a digital tool

2016 ◽  
Vol 35 (1) ◽  
pp. 93-106 ◽  
Author(s):  
Rena Upitis ◽  
Julia Brook
Keyword(s):  
Professional Development ◽  
Music Teachers ◽  
Continuing Professional Development ◽  
Business Leaders ◽  
Digital Tool ◽  
Online Tool ◽  
Face To Face ◽  
Software Designers ◽  
Independent Music ◽  
Online Tools

Even though there are demonstrated benefits of using online tools to support student musicians, there is a persistent challenge of providing sufficient and effective professional development for independent music teachers to use such tools successfully. This paper describes several methods for helping teachers use an online tool called iSCORE, including embedded online support, targeted email messages, webinars, and face-to-face workshops. Using contemporary frameworks for characterizing continuing professional development, the success of each of these teaching approaches, separately and in combination, is considered through an examination of teacher feedback, uptake of the tool by students, and the interview data from an advisory board made up of teachers, educators, software designers and developers, publishers, and business leaders. Inherent tensions and difficulties in designing appropriate professional development are discussed.

Classroom Observation for the Professional Development of Myanmar University Lecturers in a Singapore Cross-Cultural Context: Perception of Abilities and Learning Based on ‘Nine Events of Instruction’

2018 ◽  
Vol 5 (2) ◽  
pp. 40-49
Author(s):  
Siew Hong Lam
Keyword(s):  
Professional Development ◽  
Cultural Context ◽  
Classroom Observation ◽  
Continuing Professional Development ◽  
Educational Background ◽  
Cross Cultural ◽  
Lessons Learned ◽  
Potential Applicability ◽  
Pedagogical Framework ◽  
Events Of Instruction

Abstract Continuing professional development is important for improving and reforming teaching.Classroom observation of others’ teaching has been used for the professional development of eight lecturers from three Myanmar universities who visited the Department of Biological Sciences, National University of Singapore over a period of three weeks.To bridge the socio-cultural and educational background differences, Gagné’s ‘Nine events of instruction’ was used as a pedagogical framework to guide and evaluate the classroom observation and learning as it is well-established for instructional design and resonate well with educators.This study aimed to evaluate the participants’ abilities and their learning through classroom observation based on their perceptions of the ‘nine events of instruction’.The study found that most of the participants have positive views of their abilities in relation to the ‘nine events’, especially in practicing the early events of instruction. The classroom observation has benefitted them with respect to the ‘nine events’, particularly ‘Informing the Students of the Objective/Outcome’, ‘Stimulating Recall of the Prior Knowledge’ and ‘Presenting Information/Content/Stimulus’.Notably, ‘Assessing Performance’ was the most perceived ‘event of instruction’ that the participants wanted to improve on and that the participants perceived will benefit Myanmar lecturers the most.Qualitative feedbacks by the participants revealed lessons learned, their potential applicability and desires to reform and share.The study further demonstrated that the ‘nine events of instruction’ is a useful pedagogical framework for guiding and evaluating perception of abilities and learning in classroom instruction and observation for continuing professional development in a cross-cultural context.

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