An evaluation of a national scheme for continuing professional development (CPD) for career grade doctors: the Royal College of Paediatrics and Child Health's programme for paediatricians evaluated by focus group methodology

2003 ◽  
Vol 37 (4) ◽  
pp. 328-334 ◽  
Author(s):  
Guitta Saidi ◽  
A Michael Weindling
Keyword(s):  
Professional Development ◽  
Focus Group ◽  
Royal College ◽  
Continuing Professional Development ◽  
Focus Group Methodology

CPD is the key

2007 ◽  
Vol 89 (9) ◽  
pp. 308-309
Author(s):  
Chris Chilton ◽  
Dave Clark
Keyword(s):  
Professional Development ◽  
Patient Care ◽  
Royal College ◽  
Social Care ◽  
Medical Profession ◽  
Continuing Professional Development ◽  
White Paper ◽  
Natural Process ◽  
Health And Social Care

The Queen's speech later this year is expected to include a new health and social care bill, which will bring into legislation the recommendations of the white paper, Trust, Assurance And Safety, including plans to introduce a system of revalidation across the medical profession, comprising relicensure by the GMC and specialist recertification by the relevant medical royal college and specialty association. It is important that the process of revalidation does not become a burden on the profession, but that it facilitates higher standards of patient care through supporting professional development. Continuing professional development (CPD) is key for a natural process of planning, recording and reflecting on professional development, rather than merely a tick-box exercise.

scholarly journals Practitioner Experiences in Teacher Education Partnerships: Examining Practice in an Accredited Professional Development School

2019 ◽  
Vol 4 (2) ◽  
Author(s):  
Jennifer Roth ◽  
Derek Decker ◽  
Donna Cooner
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Focus Group ◽  
Teacher Candidates ◽  
Positive Impact ◽  
Professional Development School ◽  
Theory And Practice ◽  
Clinical Experiences ◽  
Professional Dispositions ◽  
Focus Group Methodology

In this qualitative study, practitioner researchers used focus group methodology to collect clinical partnership stakeholders’ descriptions of their understanding of rich practitioner practice and the benefits of clinical partnerships as defined by CAEP Standard 2. These descriptions provided the data that was analyzed through a deductive and inductive coding process. It was found that stakeholders described clinical experiences as crucial to teacher candidates’ development of knowledge, skills, and professional dispositions, and identified clinical experiences as the space where theory and practice intersect. Findings also showed that stakeholders identified collaboration, mutually beneficial, sustaining and generative, shared accountability, and positive impact as the key components in a clinical partnership.

An introduction to clinical ethics in psychiatry

2020 ◽  
Vol 27 (1) ◽  
pp. 20-25
Author(s):  
Gwen Adshead ◽  
Jeremy Cave
Keyword(s):  
Professional Development ◽  
Royal College ◽  
Clinical Ethics ◽  
Ethical Dilemmas ◽  
Continuing Professional Development ◽  
Ethics Committees ◽  
Ethics Committee ◽  
Psychiatric Practice ◽  
Clinical Ethics Committee ◽  
Ethics In Psychiatry

SUMMARYThe Royal College of Psychiatrists’ continuing professional development (CPD) module on clinical ethics in psychiatry by Pearce & Tan describes some common ethical dilemmas in psychiatric practice and the work of clinical ethics committees in analysing these dilemmas. In this article we build upon their work and offer additional exploration of the nature of ethical dilemmas in psychiatry. We also build upon the models of reasoning that are described in the module and suggest ways for psychiatrists to think about ethical dilemmas when a clinical ethics committee is not available.

scholarly journals Improving patient care through CPD: revised guidance from the Royal College of Psychiatrists

2016 ◽  
Vol 22 (4) ◽  
pp. 269-276
Author(s):  
Guy Brookes
Keyword(s):  
Professional Development ◽  
Patient Care ◽  
Royal College ◽  
Current Practice ◽  
Continuing Professional Development ◽  
Effective Practice ◽  
Knowledge And Skills ◽  
New Knowledge ◽  
Continued Learning ◽  
Improving Patient Care

SummaryContinued learning is essential to doctors' safe and effective practice throughout their careers. To improve the care they provide, they need not only to acquire new knowledge and skills but also to consider how their current practice compares and what they need to change. Such reflection is not usually automatic; time, and often help from peers, is needed to make it effective; formalised, this is continuing professional development (CPD). Revised guidance from the Royal College of Psychiatrists emphasises the importance of linking learning to improved practice through reflection and promotes the CPD peer group's role in supporting psychiatrists to do this.

scholarly journals Consultant psychiatrists' opinions and experience of CPD

1998 ◽  
Vol 22 (6) ◽  
pp. 348-350 ◽  
Author(s):  
Chris Williams ◽  
Andrew Sims ◽  
Tom Sensky
Keyword(s):  
Professional Development ◽  
United Kingdom ◽  
Random Sample ◽  
Royal College ◽  
Continuing Professional Development ◽  
Postal Survey ◽  
Specialist Training ◽  
The United Kingdom ◽  
The Impact

A postal survey was carried out on a random sample of Fellows and Members of the Royal College of Psychiatrists in the United Kingdom or Eire in order to investigate current Continuing Professional Development (CPD) practice and the impact of resources and funding for CPD. One hundred and thirteen of 264 anonymised questionnaires were returned (43%). Most respondents considered CPD should be mandatory for consultants, for educational supervisors, for eligibility for the Certificate of Completion of Specialist Training and for election to the Fellowship of the College.

scholarly journals Consultant learning groups in psychiatry

2000 ◽  
Vol 24 (10) ◽  
pp. 390-392 ◽  
Author(s):  
Mark Spurrell
Keyword(s):  
Professional Development ◽  
Royal College ◽  
Personal Development ◽  
Psychiatric Treatment ◽  
Continuing Professional Development ◽  
Policy Document ◽  
Learning Groups ◽  
Journal Clubs ◽  
Case Conferences ◽  
Development Plans

There is growing emphasis on the importance of continuing professional development (CPD) for consultant psychiatrists and an increasing recognition of the need for peer support. In this context the Royal College of Psychiatrists has been developing policy around CPD; a policy document has been issued by The College Council (Royal College of Psychiatrists, 1994) and there are regular updates on this topic on the website (www.rcpsych.ac.uk). All consultants are to be expected to take part in CPD and currently the annual requirement is for 20 hours of ‘external’ CPD and 30 hours of ‘internal’ CPD. ‘External’ refers to didactic or workshop events that involve input from outside a clinician's locality; ‘internal’ refers to local activities, case conferences, journal clubs, etc. CPD follows a 5-year rolling cycle, supported by the journal Advances in Psychiatric Treatment, a recommended 2 hours per week personal study and the development of personal development plans. From the outset there appear to have been issues in engaging consultants in CPD (Morgan, 1998). The problems of establishing CPD extend beyond consultants ‘finding the time’.

“Our quality is a little bit different”: How family childcare providers who participate in a Quality Rating and Improvement System and receive childcare subsidy define quality

2019 ◽  
pp. 146394911985898 ◽  
Author(s):  
Alison Hooper ◽  
Rena Hallam ◽  
Christine Skrobot
Keyword(s):  
Professional Development ◽  
Quality Improvement ◽  
Focus Group ◽  
Specific Subset ◽  
Focus Group Methodology ◽  
Quality Programs ◽  
Childcare Quality ◽  
Quality Rating ◽  
Family Childcare ◽  
Childcare Providers

This research uses focus group methodology to examine how a specific subset of family childcare providers—those participating in a voluntary quality rating and improvement system and serving a high percentage of children receiving childcare subsidy—define quality. The study builds on the limited existing research about family childcare quality, especially research focused on understanding quality from the perspective of the childcare provider. A total of 28 family childcare providers participated in three focus groups where they were asked to define quality and to describe high- and low-quality programs. Qualitative analysis revealed four themes: relationships, supporting children’s learning, the physical and temporal environment, and personal professionalism. These results can inform how quality improvement initiatives and professional development systems support and engage family childcare providers.

scholarly journals Royal College Golf Society

1999 ◽  
Vol 23 (12) ◽  
pp. 750-751
Author(s):  
Chris Thompson
Keyword(s):  
Professional Development ◽  
Small Group ◽  
General Practitioners ◽  
Royal College ◽  
Continuing Professional Development ◽  
General Meeting ◽  
Sports Psychology ◽  
Golf Course ◽  
Annual General Meeting ◽  
Inaugural Meeting

Sir: On the last evening of the Annual General Meeting in Birmingham a small group of intrepid golfers made their way beyond the M40 to the Forest of Arden Golf Course for the inaugural meeting of the Royal College Golf Society. With the addition of a very small number of interloping general practitioners we made up a multi-disciplinary band of 24 golfers all intent on a brief period of relaxation after the academic rigours of the meeting. Unfortunately we could not persuade the Continuing Professional Development office to offer us credits for sports psychology, so the altruism of all those who took part is to be applauded.

scholarly journals Nurses’ Views on Need for Professional Development in Nepal

2010 ◽  
Vol 49 (179) ◽  
Author(s):  
Geeta Kamal Shrestha ◽  
N Bhandari ◽  
B Singh
Keyword(s):  
Professional Development ◽  
Focus Group ◽  
Qualitative Content Analysis ◽  
Continuing Professional Development ◽  
Female Gender ◽  
Working Environment ◽  
University Hospital ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Depth Interviews

INTRODUCTION: This study explores the nurses' views on need for professional development and barriers in Nepal. METHODS: This is a qualitative content analysis study conducted among nurses from different health institutes. In-depth interviews and focus group discussions were used to obtain their views on need of professional development and major barriers against professional development in Nepal. Eleven nurses for in-depth interviews and three groups of six nurses each for focus group discussions were selected purposefully from Kathmandu University Hospital, Dhulikhel and Tribhuban University Teachng Hospital, Kathmnadu. RESULTS: Five themes emerged from qualitative data. "Continuing professional development", "supportive management", "nursing leadership", "recognition and respect" and "professional networking" were considered as essential factors for professional development. Lack of "commitment by the nurses", "female gender professional" and "lack of autonomy" were felt as barriers for the nursing professioanl development. CONCLUSIONS: Continuing professional development and supportive working environment are crucial to make nursing profession more dynamic and appealing in Nepal. Keywords: continuing professional development, professional development, supportive managment

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