Evidence-Based-Practice Radiologic Technology (EBPRT) Teaching Strategy which Curriculum Is Based on Continuous Professional Development Gate

2013 ◽  
Author(s):  
Rana Abd Almugeeth Eisa Abd Almugeeth
Keyword(s):  
Professional Development ◽  
Evidence Based Practice ◽  
Teaching Strategy ◽  
Continuous Professional Development ◽  
Evidence Based ◽  
Radiologic Technology

Clinical Postconference Pedagogy: Exploring Evidence-Based Practice With Millennial-Inspired “Building Blocks”

2012 ◽  
Vol 18 (1) ◽  
pp. 13-16 ◽  
Author(s):  
Kristin A. Schams ◽  
Jackie K. Kuennen
Keyword(s):  
Nursing Education ◽  
Evidence Based Practice ◽  
Teaching Strategy ◽  
Building Blocks ◽  
Evidence Based ◽  
Clinical Experiences ◽  
Health Care Environment ◽  
Care Environment ◽  
Innovative Teaching ◽  
Innovative Teaching Strategy

This article reports an innovative teaching strategy consisting of learning units whereby students come to postconference sessions prepared to share evidence-based practice (EBP) information associated with upcoming laboratory concepts, discover relationships among laboratory concepts and current nursing practice, and associate personal clinical experiences with the practice environment. This strategy, named “Building Blocks,” represents one method to transform nursing education into a more active process, and also has the potential to prepare graduates who can function in a dynamic health care environment incorporating EBP.

scholarly journals Evidence-Based Practice (EBP) in Rehabilitative Physiotherapy

2012 ◽  
Author(s):  
Chris Cimdi
Keyword(s):  
Professional Development ◽  
Survey Methodology ◽  
Clinical Decision Making ◽  
Evidence Based Practice ◽  
Research Literature ◽  
Small Scale ◽  
Successful Implementation ◽  
Evidence Based ◽  
Positive Effects ◽  
Wide Range

Evidence-Based Practice (EBP) is considered to be an essential component of clinical service delivery in healthcare. Australian physiotherapists have access to a wide range of resources to support the implementation of EBP. However, research indicates variability in how physiotherapists apply EBP with a range of factors affecting the successful implementation of EBP into everyday clinical practice. Using survey methodology, this study examined whether participation in an EBP professional development workshop is an effective strategy to enhance knowledge, attitudes and behaviours associated with EBP of physiotherapists working in a rehabilitation setting. Results revealed that nearly one third of participants rated their EBP knowledge and skills at a higher level following attendance at the workshop. An increase in the frequency in EBP related activities by physiotherapists including conducting searches and reading or reviewing research literature to support clinical decision-making was observed following attendance at the EBP workshop. Participants’ opinions of the value of EBP in improving the quality of patient care were noted to be more positive following the workshop. This small-scale study provides some promising results regarding the positive effects that designated EBP professional development can have on knowledge, attitudes, and behaviours of physiotherapists in their application of EBP. The elements that are required to further support and sustain a strong EBP culture amongst physiotherapists working in rehabilitation are also discussed.

scholarly journals Through the Eyes of Faculty: Using Personas as a Tool for Learner-Centered Professional Development

2019 ◽  
Vol 18 (4) ◽  
pp. ar62 ◽  
Author(s):  
Patricia Zagallo ◽  
Jill McCourt ◽  
Robert Idsardi ◽  
Michelle K. Smith ◽  
Mark Urban-Lurain ◽  
...  
Keyword(s):  
Professional Development ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Scientific Practices ◽  
User Centered Design ◽  
College Science ◽  
Learner Centered ◽  
The Subject ◽  
Science Instructors

College science instructors need continuous professional development (PD) to meet the call to evidence-based practice. New PD efforts need to focus on the nuanced blend of factors that influence instructors’ teaching practices. We used persona methodology to describe the diversity among instructors who were participating in a long-term PD initiative. Persona methodology originates from ethnography. It takes data from product users and compiles those data in the form of fictional characters. Personas facilitate user-centered design. We identified four personas among our participants: Emma the Expert views herself as the subject-matter expert in the classroom and values her hard-earned excellence in lecturing. Ray the Relater relates to students and focuses on their points of view about innovative pedagogies. Carmen the Coach coaches her students by setting goals for them and helping them develop skill in scientific practices. Beth the Burdened owns the responsibility for her students’ learning and feels overwhelmed that students still struggle despite her use of evidence-based practice. Each persona needs unique PD. We suggest ways that PD facilitators can use our personas as a reflection tool to determine how to approach the learners in their PD. We also suggest further avenues of research on learner-centered PD.

Microteaching: An Opportunity for Meaningful Professional Development

2022 ◽  
pp. 004005992110683
Author(s):  
Stephen D. Kroeger ◽  
Kathryn Doyle ◽  
Christina Carnahan ◽  
Andrew G. Benson
Keyword(s):  
Professional Development ◽  
Classroom Practice ◽  
Instructional Improvement ◽  
Teaching Strategy ◽  
Evidence Based ◽  
Student Needs ◽  
Critical Friends ◽  
Sense Of Efficacy ◽  
Professional Development For Teachers ◽  
New Evidence

Microteaching is a way of doing professional development for teachers wanting to incorporate new evidence-based and high-leverage practices into their instructional toolboxes. Given how much work is required in teaching and the limited time professionals have available, microteaching is an accessible process that supports instructional improvement by practicing evidence-based and high leverage strategies. Professionals, working with a small group of peers, engage a four-phase process that includes planning, enactment of a strategy, as well as individual and group reflection. Professionals use the opportunity to explore a teaching strategy that is responsive to student needs in the context of critical friends. Having an opportunity to try it out before introducing it in the classroom can be a valuable way to work out bugs, discover aspects that need development, and build a sense of efficacy. Microteaching is a way to support collegial growth by seeing into each other’s classroom practice.

Practical Steps for Evidence-Based Practice

2008 ◽  
Vol 19 (3) ◽  
pp. 314-324
Author(s):  
Bradi B. Granger
Keyword(s):  
Professional Development ◽  
Patient Care ◽  
Patient Outcomes ◽  
Systematic Approach ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Nursing Research ◽  
Clinical Area ◽  
Clinical Questions

Evidence-based practice is a goal for all institutions and often an accreditation requirement. However, moving forward to “just do it” poses a problem for nurses in most patient care units. In spite of increased focus on evidence-based practice initiatives, creation of a systematic approach that effectively integrates the evidence for our practice into the minute-by-minute activities of patient care is still needed. In this article, the steps for accomplishing evidence-based practice in the clinical area are described, beginning with establishing a system to identify, evaluate, and prioritize clinical questions and existing research. Although conducting new, unit-based nursing research may seem a distant goal, beginning with initiatives to increase the use of existing evidence in practice is a first step to this goal, one that contributes to professional development and improved patient outcomes.

Understanding Teachers' Knowledge and Perceptions on Writing Through a Self-Regulated Strategy Development (SRSD) Professional Development Opportunity

2019 ◽  
Vol 2 (2) ◽  
pp. 102-121 ◽  
Author(s):  
Yuko Iwai ◽  
Leslie Rogers ◽  
Debra McKeown ◽  
Mary Brindle
Keyword(s):  
Professional Development ◽  
Writing Instruction ◽  
Evidence Based Practice ◽  
Opportunity To Learn ◽  
Strategy Development ◽  
Future Research ◽  
Evidence Based ◽  
Preparation Programs ◽  
Development Opportunity ◽  
Professional Development Opportunity

Teachers must be equipped with the skills necessary to effectively deliver quality instruction, especially when implementing an evidence-based practice. Delivering these practices with high levels of fidelity requires knowledge that goes beyond what is learned in initial teacher preparation programs, often requiring ongoing and targeted professional development. In the current study, 19 teachers and instructional personnel attended and completed a professional development opportunity to learn how to use the Self-Regulated Strategy Development (SRSD) model, an evidence-based practice, when teaching writing. Pre- and post-professional development surveys were completed and analyzed to evaluate whether meaningful outcomes occurred. Results indicated that the professional development caused participants to re-conceptualize their knowledge and perceptions of quality writing and quality writing instruction and to explicitly share intentions to implement SRSD writing instruction in their classrooms. Results will be shared and implications for future research discussed.

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