scholarly journals P001: Continuing professional development and faculty development: launching continuous practice enhancement for academic emergency physicians

CJEM ◽  
2019 ◽  
Vol 21 (S1) ◽  
pp. S63
Author(s):  
S. Addleman ◽  
M. Yeung ◽  
S. Yiu ◽  
G. Mastoras ◽  
S. Tse ◽  
...  
Keyword(s):  
Professional Development ◽  
Faculty Development ◽  
Best Practice ◽  
Career Planning ◽  
Clinical Skills ◽  
Academic Career ◽  
Low Frequency ◽  
Continuing Professional Development ◽  
Academic Learning ◽  
Departmental Leadership

Innovation Concept: Emergency medicine physicians must maintain a broad knowledge base and procedural skillset while fulfilling their academic roles as teachers, researchers and administrators. Most academic departments do not have a regular, affordable, formal continuing professional development (CPD) and faculty development (FD) curriculum for their staff. We set out to design and implement a novel continuous practice enhancement program to address this issue. Methods: Strategic planning by the Ottawa academic Department of EM identified CPD and FD as priorities. A program was created to support high quality, monthly CPD/FD courses provided by physicians. We had 5 goals: (1) enhance clinical and academic skills, (2) disseminate group best practices, (3) sustain skills in high impact/low frequency scenarios, (4) support physician academic careers, and (5) acquire new procedural skills. A CPD/FD Committee composed of local meded experts and experienced clinical teachers was tasked with overseeing the creation and evaluation of these sessions. Curriculum, Tool or Material: The longitudinal curriculum was informed by perceived needs (group survey), ascribed needs (M&M rounds, physician metrics and departmental leadership priorities) and participant feedback. The committee identified local experts to present on their areas of expertise in order to promote group best practice. Topics to-date have included clinical skills updates, teaching and coaching strategies and academic career planning. A comprehensive monthly simulation-based curriculum was rolled out simultaneously to give participants the opportunity to develop crisis resource management and critical care skills. Except for sessions requiring advanced equipment or cadavers, sessions are financed by academic funds and free for participants. Conclusion: Faculty academic learning and engagement is an important goal and participation in this curriculum is reviewed at each physician's annual reappointment. To-date, 18 physicians (21% of our group) have presented topics and 92% of physicians have participated in at least one session with 63% having attended three or more. Evaluations have been overwhelmingly positive, and a recent survey identified the CPD/FD program as a significant contributor to our physicians’ wellness. We introduced an innovative, structured CPD/FD program in response to perceived and ascribed needs of our physicians and departmental leadership. Our successful CPD/FD curriculum represents a model for other departments who are considering similar initiatives.

Best Practice? Advice Provided to Teachers about the Use of Brain Gym® in Australian Schools

2009 ◽  
Vol 53 (2) ◽  
pp. 109-124 ◽  
Author(s):  
Jennifer Stephenson
Keyword(s):  
Professional Development ◽  
Best Practice ◽  
Motor Program ◽  
State Department ◽  
Department Of Education ◽  
Academic Learning ◽  
Theoretical Underpinning ◽  
Motor Programs ◽  
Brain Gym ◽  
State Department Of Education

Perceptual motor programs continue to be used in Australian schools despite evidence showing they do not influence academic learning. Brain Gym® is one perceptual motor program that is used in schools in Australia and overseas. There is little evidence to support the claims made about the benefits of Brain Gym® its theoretical underpinning has been subject to criticism by neuroscientists. A search was made of Internet sites, including state department of education sites to locate information provided to teachers about Brain Gym®. Although education departments and others responsible for providing advice and professional development to teachers espouse research-based practice, they continue to endorse and support the use of Brain Gym®.

Filipino senior high school teachers’ continuing professional development attitudes: Exploring the roles of perceived demand amid a national education reform

2020 ◽  
Vol 10 (2) ◽  
pp. 63-76
Author(s):  
Allan B. I. Bernardo ◽  
Barbara Wong-Fernandez ◽  
Mateo D. Macalaguing Jr ◽  
Romel C. Navarro
Keyword(s):  
Professional Development ◽  
High School ◽  
Education Reform ◽  
High School Teachers ◽  
Career Planning ◽  
Continuing Professional Development ◽  
The Philippines ◽  
Senior High School ◽  
School Teachers ◽  
Teachers Professional Development

The professional development of teachers is an important component of quality standards for any educational system, as teachers’ engagement in continuing professional development (CPD) activities are related with aspects of professional commitment and satisfaction. In this study, we explore how perceived demands of a national educational reform in the Philippines are associated with different indicators of senior high school teachers’ professional development. A survey of 289 teachers recruited to teach senior high school for the first time in the Philippines indicated that perceived demand was not associated with CPD participation intentions, but that perceived demand related to job requirement and to career planning had different associations with attitudes towards CPD. These different associations can be viewed as adaptive responding to the uncertainties in their changing work environment. The implications for conceptualizing the context of teachers’ professional development, and the external factors that strengthen or weaken teachers’ positive attitudes towards CPD are discussed.

Continuing Professional Development

2020 ◽  
pp. 356-377
Author(s):  
Shari A. Whicker ◽  
Alisa Nagler
Keyword(s):  
Professional Development ◽  
Continuing Education ◽  
Career Planning ◽  
Continuing Professional Development ◽  
Self Determination Theory ◽  
Self Determination ◽  
Motivating Factors ◽  
Regulatory Requirements

Continuing professional development is a critical responsibility within the complex role of today's physician. This chapter provides an overview of continuing professional development for physicians. The authors propose self-determination theory (SDT) as a foundational framework for discussing physician continuing professional development. They also address a variety of motivating factors for physicians being involved in continuing professional development. These factors include regulatory requirements, continued competence, career planning, and their own commitment to learn. Lastly, the authors include a discussion of various continuing professional development formats and the benefits of each, as well as challenges and barriers to effective continuing education.

E-Simulations for the Purpose of Training Forensic (Investigative) Interviewers

2012 ◽  
pp. 71-86
Author(s):  
Belinda Guadagno ◽  
Martine Powell
Keyword(s):  
Professional Development ◽  
Best Practice ◽  
Financial Burden ◽  
Evaluation Research ◽  
Continuing Professional Development ◽  
Global Scale ◽  
Investigative Interviewing ◽  
Critical Issues ◽  
Practice Opportunities ◽  
Forensic Interviewers

One of the most critical issues facing investigative organisations is how best to administer effective practice opportunities in investigative interviewing on a global scale. Interviewer evaluation research across the world has highlighted inadequacies in the adherence to and maintenance of best-practice interview approaches, and insufficient opportunities for practice and feedback are the major reasons attributed by experts for poor interviewer competency. “Unreal Interviewing: Virtual Forensic Interviewing of a Child” (an e-simulation created at Deakin University, Australia) was developed as a way to ‘expand the reach’ of trainers in the investigative interviewing area. The simulation enables trainers to provide ongoing professional development for forensic interviewers in dispersed work environments, without the financial burden on organisations of extracting large numbers of professionals from the workplace to the classroom. This chapter provides readers with: an overview of the key stages involved in the development of Unreal Interviewing and the education and technical decisions that needed to be made; and a review of the application of “Unreal Interviewing” in the training and continuing professional development of trainees in their workplace.

Development of Non-Technical Skills Required by Future Global Practitioners in MSE and Corrosion Engineering

2015 ◽  
pp. 397-415
Author(s):  
John Robertson-Begg
Keyword(s):  
Professional Development ◽  
Environmental Sustainability ◽  
Career Planning ◽  
Continuing Professional Development ◽  
Technical Skills ◽  
Strategic Thinking ◽  
Global Environment ◽  
Global Ethics ◽  
Sustainability Ethics ◽  
Subject Specific

Traditionally, engineers have been taught a subject specific curriculum that would have made them technically proficient in their specialist area. In this chapter, the author argues that currently a broader educational base is needed to prepare them for work in the global environment. Engineers need to become aware of, and be able to embrace, issues such as sustainability, ethics, human rights, social justice and at the same time develop their own skills through continuing professional development. They need to be able to continue keeping themselves technologically aware, take control over their own future career paths, and as their career progresses, they have to think strategically. The chapter covered the following subject matter: The Global Engineer, Strategic Thinking, Global Ethics (Engineering, Business, Social, and Environmental), sustainability, and career planning. It discussed the best approaches to deliver the materials on these topics to engineers from the author's reflections on his own experiences.

Radiation therapist peer review: raising the bar on quality and safety in radiation oncology

2014 ◽  
Vol 13 (4) ◽  
pp. 484-489 ◽  
Author(s):  
Crispen Chamunyonga ◽  
Pete Bridge
Keyword(s):  
Reflective Practice ◽  
Peer Review ◽  
Radiation Oncology ◽  
Best Practice ◽  
Clinical Skills ◽  
Continuing Professional Development ◽  
Educational Systems ◽  
Quality And Safety ◽  
Compelling Evidence ◽  
Culture Of Quality

AbstractPurposeAn emerging developmental tool to help radiation therapists achieve better outcomes is ‘peer review’. This review of the current literature summarises the challenges and benefits of peer review in both individual and departmental practice.DiscussionThere is compelling evidence supporting peer review implementation at both individual and department level in many professions. Implementing peer review requires that radiation therapists and other radiation oncology professionals embrace a culture that supports safety. Peer review can identify trends and barriers associated with quality radiotherapy and share best practice or recommend changes accordingly. Support for peer review must come from pre-registration educational systems as well as clinical managers. Continuing professional development in the workplace is nurtured by peer review of radiotherapy practice and an aptitude for this should be viewed as important to the profession as technical and clinical skills.ConclusionIt is clear that peer review has the potential to facilitate reflective practice, improve staff motivation and help foster a culture of quality and safety in radiation oncology. To drive the issues of quality and safety a step further radiation therapists need to accept the challenge of adopting peer review methods in day-to-day practice.

Joint training for police and interpreters in specific scenarios

Babel ◽  
2020 ◽  
Vol 66 (2) ◽  
pp. 188-192
Author(s):  
Irina Norton
Keyword(s):  
Professional Development ◽  
Police Officers ◽  
Best Practice ◽  
Continuing Professional Development ◽  
Early Stages ◽  
Joint Training ◽  
Market Situation ◽  
The Uk ◽  
Learning Points

Abstract The article focuses on this pioneering project, which is still in the early stages but already shows great potential. In the present market situation in the UK when inexperienced, unqualified and frequently unvetted individuals are allowed to practice, it is crucial for interpreters to differentiate themselves as professionals, which entails Continuing Professional Development. Joint training offers a unique opportunity for police officers and interpreters to share experiences and have meaningful discussions on the daily challenges they face. It provides a number of learning points for police officers and enables best practice for interpreters.

Remaining the Vocational Professional: A Grounded Theory Study of IVET Teachers’ Continuing Professional Development

2019 ◽  
Vol 3 (2) ◽  
pp. 04-23
Author(s):  
Rachel Curmi
Keyword(s):  
Professional Development ◽  
Grounded Theory ◽  
Career Planning ◽  
Continuing Professional Development ◽  
Specific Area ◽  
Subject Area ◽  
Full Time ◽  
Grounded Theory Study ◽  
Industry Professionals ◽  
Depth Interviews

The Malta College of Arts, Science, and Technology (MCAST), Malta’s leading VET provider, opened its doors in 2001 and has since invested heavily in recruiting industry professionals to teach a variety of vocational subjects. New full-time educators commit to complete an in-service pedagogy course within the first five years of employment. However, as full-time IVET educators become seasoned teachers and academics, they run the risk of losing technical competences related to their former vocational profession or discipline. The aim of this grounded theory study is to explore Continuing Professional Development (CPD) practices that enable IVET educators to maintain and update subject-related technical competences. Five in-depth interviews were carried out with IVET lecturers within the Institute of Business Management and Commerce (IBMC) at MCAST. The findings show that, whilst the notion of what constitutes CPD was interpreted differently, all participants had participated in some form of technical CPD at their own initiative, ranging from reading, conferences, seminars, and courses, or practising in the subject-specific area. However, all teachers agreed that the value derived from work placements cannot be replicated by other forms of CPD. Teachers also expressed the need for individually tailored technical CPD, depending on the stage of professional development and subject area taught. Finally, the findings suggest that those teachers who are bound to carry out CPD to meet the requirements set by a professional board (e.g. Accountancy Board or Chamber of Engineers) engage in CPD more systematically and mindfully, highlighting the need for MCAST’s own career planning and CPD policy.

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