Health Professions Education Graduate Programs Are a Pathway to Strengthening Continuing Professional Development

2017 ◽  
Vol 37 (2) ◽  
pp. 147-151 ◽  
Author(s):  
Ronald M. Cervero ◽  
Anthony R. Artino ◽  
Barbara J. Daley ◽  
Steven J. Durning
Keyword(s):  
Professional Development ◽  
Graduate Programs ◽  
Continuing Professional Development ◽  
Health Professions ◽  
Health Professions Education

Mobile Learning in Health Professions Education

2013 ◽  
pp. 193-205 ◽  
Author(s):  
Zarrin Seema Siddiqui ◽  
Diana Renee D. Jonas-Dwyer
Keyword(s):  
Professional Development ◽  
Health Care ◽  
Mobile Learning ◽  
Health Professions ◽  
Theoretical Framework ◽  
Continuous Professional Development ◽  
Health Professions Education ◽  
Implementation Framework ◽  
Technological Advances ◽  
The World

Recent technological advances have led to the adoption of mobile learning devices throughout the world and this is reflected in the articles that were reviewed in health professions education. Several criteria were used to review the selected articles, including the target group, phase of learning (undergraduate, postgraduate, or continuous professional development), the theoretical framework used, and the reported outcomes. The majority of the studies fit into Kirkpatrick’s first level of evaluation and report learners’ views of learning experiences. A smaller number of articles incorporated changes in learners’ behaviour, but only one reported benefits to the delivery of health care. To assist educators in using mobile learning as part of their teaching, an implementation framework including infrastructure, training, and ethical elements based on the literature reviewed is provided.

scholarly journals Rethinking Competence: A Nexus of Educational Models in the Context of Lifelong Learning

Pharmacy ◽  
2020 ◽  
Vol 8 (2) ◽  
pp. 81
Author(s):  
Dalia Bajis ◽  
Betty Chaar ◽  
Rebekah Moles
Keyword(s):  
Lifelong Learning ◽  
Continuing Professional Development ◽  
Modern Society ◽  
Health Professions ◽  
Health Professions Education ◽  
Pharmacy Education ◽  
Educational Models ◽  
Competency Based Education ◽  
Learning Practices ◽  
Competency Based

Competency-based education (CBE) “derives a curriculum from an analysis of a prospective or actual role in modern society and attempts to certify students’ progress on the basis of demonstrated performance in some or all aspects of that role”. This paper summarizes pertinent aspects of existing CBE models in health professions education; pharmacy education presented as an example. It presents a synthesis of these models to propose a new diagrammatic representation. A conceptual model for competency-based health professions education with a focus on learning and assessment is discussed. It is argued that various elements of CBE converge to holistically portray competency-based learning and assessment as essential in initial education and relevant to practitioners’ continuing professional development, especially in the context and importance of pursing lifelong learning practices.

Continuing Professional Development in the Health Professions

2002 ◽  
Vol 2 (3) ◽  
pp. 11-28 ◽  
Author(s):  
Charles R. Fikar ◽  
Latrina Keith ◽  
Denis Dobrochasov
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Health Professions
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