scholarly journals Improving the system continuous professional development of the health workers

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
V Koikov ◽  
Z Baigozhina ◽  
A Abdrakhmanova ◽  
G Kabdullina ◽  
A Mergentai ◽  
...  
Keyword(s):  
Professional Development ◽  
Formal Education ◽  
Health Workers ◽  
Continuous Professional Development ◽  
Care Needs ◽  
Effective System ◽  
Accumulation Mechanism ◽  
Training Activities ◽  
Additional Education ◽  
Education Courses

Abstract Issue In modern conditions of the labor market, there is a need to implement an effective system of continuous professional development (CPD) of health workers (HWs) in accordance with existing and emerging health care needs. The system of CPD of HWs should be aimed at maintaining and improving the competencies (knowledge, skills, abilities) of each individual specialist, important to meet the changing needs of patients and the health system. Description of the Problem The lack of effectiveness of the CPD system of HWs in the Kazakhstan is due to the lack of accounting for many types of training activities in the system for confirming the qualifications of HWs (with certification of HWs every 5 years). So at present, when confirming a certificate, only formal additional education courses are taken into account, however, they do not correspond to the qualification level of a HW. Such types of activities in the CPD are not taken into account: non-formal education (fellowships, master classes, online trainings, etc.), activities that are aimed at developing and maintaining professional competencies such as mentoring young specialists, publication articles, participation in conferences, etc. Changes: We have developed a new system for the CPD of HWs, harmonized with the procedure for regularly confirming the certificate of a HW (physician, nurse, pharmaceutical worker, specialist of the sanitary and epidemiological service), which gives access to professional work. The new CPD system is based on the credit accumulation mechanism in which Professional Development Units are assigned for each type of activity of formal and non-formal additional education and other types of activity aimed at professional development (mentoring, articles, conferences, expert activities, etc.). Lessons The introduction of a new CPD system allows for the effective maintenance and improvement of the qualifications of health workers. Key messages The lack of effectiveness of the CPD system of HWs is a serious barrier to maintaining the HWs qualifications at a sufficient level. The introduction of credit accumulation mechanisms for recording achievements in non-formal and non-formal additional education has enabled the formation of an effective system for the CPD of HWs.

scholarly journals A Two-prong Approach for Enhancing Teaching and Learning for 21st Century skills Development in Oyo State, Nigeria

2020 ◽  
Vol 2 (1) ◽  
Keyword(s):  
Professional Development ◽  
Secondary Schools ◽  
21St Century ◽  
Teaching And Learning ◽  
Formal Education ◽  
Survey Design ◽  
Instructional Delivery ◽  
Continuous Professional Development ◽  
Professional Development Of Teachers ◽  
The Impact

Formal Education in the 21st Century is focused on the development of learners’ skills and competencies essential to navigate the complexities and uncertainties of the age. Effective acquisition of these skills in the school is predicated on adequate provision of technological resources, adequate school infrastructure and continuous professional development of teachers for innovative instructional delivery. Therefore, this study was carried out to investigate the extent to which infrastructural provisions and continuous professional development of teachers in secondary schools in Nigeria support the development and acquisition of 21st Century teaching and learning skills. The study which adopted the impact of school infrastructure on learning by Barrett et al.as a conceptual framework, used descriptive survey design. Two self-constructed instruments were used to collect data from (20) selected secondary schools, (50) teachers and (200) students. Data were analysed using frequency count, percentage score, mean, and standard deviation. Findings showed that the schools visited lack infrastructural provisions, the teachers do not have the requisite skills and the students are not aware of any other means of learning different from the conventional styles offered by their teachers. Therefore, this study offered a two-prong approach of immediate provision of technological infrastructure for schools and the development of teachers’ professional skills through focused training targeted at enhancing their technological instructional delivery skills.

scholarly journals Continuing and online education for health professionals in Brazil: Results from UNA-SUS

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
K C S Gasque ◽  
A F Lemos ◽  
M M S Rodrigues ◽  
J P V Vilaça ◽  
D G Araujo ◽  
...  
Keyword(s):  
Online Education ◽  
Continuing Education ◽  
Health Professionals ◽  
Online Courses ◽  
Health Workers ◽  
National Policy ◽  
Negative Relationship ◽  
Effective System ◽  
Education Courses ◽  
Primary Care Professionals

Abstract UNA-SUS System was established to enforce the National Policy of Continuing Education in Health, and it is composed of a Network of 34 public institutions (mostly Universities), responsible for online educational offerings, in response to the demands generated by the Ministry of Health. The system produces courses that are committed to the 2030 Agenda for Sustainable Development (specially Goals 3, 4, 5, 10, and 16). Objectives to verify the profile of users and the penetrance of UNA-SUS online courses and their contribution to the democratization of Continuing Education of health workers. Methods Data were collected from Arouca Platform and statistical analysis was performed by the Open Free Software R 3.6. Results There were more than 2.8 million enrollments, counting more than 1 million students, from every SUS health regions, Brazilian municipalities and states. Courses with the greatest demands were related to important clinical situations faced by the Primary Care professionals in Brazil. There was a predominance of women (80%), whites (36%), followed by browns (33%), singles (57%) and in the age group of 21 to 40 years (70%). Nurses, doctors and dentists were the professionals who most sought courses at UNA-SUS. No relationship was found between enrollment in population-weighted self-instructional courses and the Brazilian State HDI, but a negative relationship was established between the Gini coefficient and enrollment in courses, showing that the more unequal the region, the fewer enrolled students it had. Conclusions The UNA-SUS is effective in providing continuing education through free, online course offerings, reaching users from different Brazilian geographic regions, including those leaving in areas with few presential or free educational opportunities, contributing to improve the service offered by the Brazilian Public Health System. Key messages Continuing education for Health Professionals in Brazil using online education courses is democratic. UNA-SUS is an effective system to consolidate the National Policy of Continuing Education.

scholarly journals THE MODEL FOR CONTINUOUS PROFESSIONAL DEVELOPMENT OF ADDITIONAL EDUCATION TEACHERS: DESIGN EXPERIENCE IN THE REGIONAL DOMAIN

2020 ◽  
Vol 3 ◽  
pp. 152
Author(s):  
Svetlana Fadeeva
Keyword(s):  
Professional Development ◽  
Level Structure ◽  
Continuous Professional Development ◽  
Teaching Staff ◽  
Long Term Result ◽  
Professional Self ◽  
Multi Level ◽  
Additional Education ◽  
And Robotics

The mainstreaming of the additional education for children requires the training of the teaching staff capable of effectively developing the creative urges and gifts of pupils through the free choice of diverse activities. Additional education specialists should not only professionally know and have a good command of their subject, which supports children’s hobbies, but they shall also act as a catalyst for the development of the individual’s motivational potential, professional self-determination and as a long-term result they shall modify the innovative resource of society. Nevertheless, a teacher being a competent specialist in a certain subject domain such as theater and musical performance, aircraft modeling and robotics, powerlifting and football may not have sometimes the required knowledge and skills for the child's personality education and for designing expected educational results.The need for the scientific and methodological support to the professional development of the teaching staff in the additional education system has evoked the decision to elaborate a conceptually new model of training for this category of specialists, thus, having made it the purpose of the study. The novelty of the study was the fact that the said model was based on the personified nature of the choice of the teachers’ educational trajectory. It appeared to be a common multi-level structure combining diverse fields and forms of advanced training and retraining of additional education specialists. In addition to design and modeling methods there were applied in the study the methods of empirical research, interrogation and questioning, data analysis and generalization. The elaborated and implemented model for supporting the professional development of the teaching staff enabled to systematize and structure the training of additional education specialists in the regional domain. The practical relevance of the model for the continuous professional development was determined by its possible use also in the post-graduate education in another territory. 

The Contribution of Municipal Administrations to Non-Formal Education in Turkey

2021 ◽  
pp. 525-543
Author(s):  
Zuhal Önez Çetin
Keyword(s):  
Vocational Education ◽  
Local Governments ◽  
Formal Education ◽  
Legal Framework ◽  
National Scale ◽  
Training Courses ◽  
Training Activities ◽  
Education In Turkey ◽  
Education Courses ◽  
And Training

By the effect of the globalization process, the urban citizens have been facing with drastic changes, and non-formal education becomes more significant besides formal education in related to education and training activities provided by various institutions. In that context, the local services of local governments' in the field of non-formal education continue to increase especially in the level of municipal administrations in Turkey. Especially, the metropolitan municipal administrations have been opening vocational education courses to local citizens in different fields with including diverse segments of the society in Turkey. In the study, the concept of non-formal education, its scope, purpose, and tasks have been clarified with the examination of the national legal framework with the key regulations in Turkey. Non-formal education outlook at the international and national scale has been briefly clarified. Besides, the statistics towards non-formal education have been explained, then the municipal administrations' statistics have been pointed out in detail in related to non-formal education in Turkey. Lastly, the case of Gaziantep Metropolitan Municipality Art and Vocational Training Courses (GASMEK) is analysed in detail to put forth the main contribution areas of the metropolitan municipality administration to the local citizens.

scholarly journals The Center for Continuous Professional Development “Ashmarin-Center” as an Instrument of Individual Trajectory of Professional Development

2021 ◽  
Vol 4 (4) ◽  
pp. 42-46
Author(s):  
Tamara Vasilevna Andrushchenko ◽  
Olga Leonidovna Bogatyreva
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Practical Experience ◽  
Continuous Professional Development ◽  
Teaching Staff ◽  
Professional Skills ◽  
Regional Center ◽  
Effective System ◽  
Training Courses ◽  
Chuvash Republic

The purpose of the article is to present the practical experience of the regional center for continuing professional skills of pedagogical workers in the framework of the national project "Education", to describe the algorithm for the development and implementation of an individual educational route of pedagogical workers and management teams in the Chuvash Republic. Methods. In order to effectively organize the process of continuous improvement of professional skills of teaching staff, monitoring studies and analysis of professional skills of teachers at various levels of the education system - primary, general and secondary vocational - were carried out. Results. Based on the data obtained, advanced training courses for teachers with a focus on the practical part and individual work were reformatted. The practice-oriented component of the courses has been expanded by increasing the number of hours allocated for internships, practical classes and master classes by leading teachers. The methodological work of the Center is inextricably linked with the activities of professional communities, subject associations and methodological services. There is a constant exchange of experience and best practices to solve the problems of professional growth, in the process of discussing significant professional problems. Conclusions. The application of these techniques allows us to build an effective system of continuous professional development, which ultimately contributes to the development and strengthening of education in the region.

Optimisation for physicians continuous professional development

2016 ◽  
pp. 119-120
Author(s):  
O.S. Sherbinska ◽  
Keyword(s):  
Professional Development ◽  
Continuous Professional Development ◽  
Active Teaching ◽  
Key Word

This publication contains information about basic methods of active teaching in the frameworks of physicians’ continuous professional development and the ways of doctors involving the trainees. Key word: methods of acting teaching, continuous prof essional development, teachingstile.

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