scholarly journals Translating Policy into Practice for Community-Based Management of Rheumatoid Arthritis: Targeting Professional Development Needs among Physiotherapists

2012 ◽  
Vol 2012 ◽  
pp. 1-9 ◽  
Author(s):  
Robyn E. Fary ◽  
Helen Slater ◽  
Jason Chua ◽  
Andrew M. Briggs
Keyword(s):  
Rheumatoid Arthritis ◽  
Professional Development ◽  
Clinical Experience ◽  
Evidence Based ◽  
Workforce Readiness ◽  
Clinical Area ◽  
Community Based ◽  
Face To Face ◽  
Effective Care ◽  
Professional Development Needs

Introduction. Contemporary health policy promotes delivery of community-based health services to people with musculoskeletal conditions, including rheumatoid arthritis (RA). This emphasis requires a skilled workforce to deliver safe, effective care. We aimed to explore physiotherapy workforce readiness to co-manage consumers with RA by determining the RA-specific professional development (PD) needs in relation to work and educational characteristics of physiotherapists in Western Australia (WA).Methods. An e-survey was sent to physiotherapists regarding their confidence in co-managing people with RA and their PD needs. Data including years of clinical experience, current RA clinical caseload, professional qualifications, and primary clinical area of practice were collected.Results. 273 physiotherapists completed the survey. Overall confidence in managing people with RA was low (22.7–58.2%) and need for PD was high (45.1–95.2%). Physiotherapists with greater years of clinical experience, a caseload of consumers with RA, postgraduate qualifications in musculoskeletal physiotherapy, or who worked in the musculoskeletal area were more confident in managing people with RA and less likely to need PD. Online and face-to-face formats were preferred modes of PD delivery.Discussion. To enable community-based RA service delivery to be effectively established, subgroups within the current physiotherapy workforce require upskilling in the evidence-based management of consumers with RA.

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.

Professional Development With Ongoing Coaching: A Model for Improving Educators’ Implementation of Evidence-Based Practices

2021 ◽  
pp. 004005992110498
Author(s):  
Alicia F. Saunders ◽  
Shawnee Wakeman ◽  
Brett Cerrato ◽  
Holly Johnson
Keyword(s):  
Professional Development ◽  
Student Outcomes ◽  
Skills Training ◽  
Practice Change ◽  
Evidence Based ◽  
Behavior Skills Training ◽  
Evidence Based Practices ◽  
Face To Face ◽  
Effective Form ◽  
Behavior Skills

Behavior skills training (BST) with ongoing coaching is an effective form of professional development that creates sustained educator practice change and improves student outcomes. We provide a model for how BST can be used to improve the implementation of evidence-based practices with both teachers and paraprofessionals, the latter of whom often do not receive professional development opportunities or coaching. We propose a model for BST with digital tools that can be used in face-to-face, hybrid, and virtual formats, which is timely given the pandemic. A vignette with a dyad of educators is used to illustrate the model and examples of fidelity and coaching forms are included. A figure of the BST process with visual supports provided to the educators is included.

A Framework for Effective Online Professional Development

2018 ◽  
pp. 210-232
Author(s):  
Heidi Marie Rock
Keyword(s):  
Professional Development ◽  
Pilot Project ◽  
Online Professional Development ◽  
Classroom Behaviors ◽  
Time Duration ◽  
Face To Face ◽  
Effective Professional Development ◽  
Significant Difference ◽  
Professional Development Needs ◽  
And Training

This chapter presents a research-based framework for effective online professional development for in-service teachers. Changes in technology allow teachers to engage in different forms of professional development delivery, including online. In order to affect a change in teacher classroom behaviors, online professional development needs to be on par with effective face-to-face professional development. This study uses archival data from the Ohio Performance Assessment Pilot Project in which teachers engaged in either face-to-face or online professional development that was aligned to six characteristics of effective professional development (workshops, outside experts, time, duration, activities, and content). The results of this study found there is no statistically significant difference in student learning outcomes when teachers engaged in comparably designed face-to-face or online professional development. This framework serves as a guide for institutions of higher education as they continue to design and implement professional development through coursework and training.

scholarly journals A Simple Allergist-Led Intervention Improves Resident Training in Anaphylaxis

2016 ◽  
Vol 2016 ◽  
pp. 1-7 ◽  
Author(s):  
Artemio M. Jongco ◽  
Sheila Bina ◽  
Robert J. Sporter ◽  
Marie A. Cavuoto Petrizzo ◽  
Blanka Kaplan ◽  
...  
Keyword(s):  
Clinical Experience ◽  
Knowledge Retention ◽  
Resident Training ◽  
Posttest Score ◽  
Evidence Based ◽  
Face To Face ◽  
Effective Interventions ◽  
Academic Medical ◽  
Baseline Knowledge

Physicians underrecognize and undertreat anaphylaxis. Effective interventions are needed to improve physician knowledge and competency regarding evidence-based anaphylaxis diagnosis and management (ADAM). We designed and evaluated an educational program to improve ADAM in pediatrics, internal medicine, and emergency medicine residents from two academic medical centers. Anonymous questionnaires queried participants’ demographics, prior ADAM clinical experience, competency, and comfort. A pretest assessing baseline knowledge preceded a 45-minute allergist-led evidence-based presentation, including practice with epinephrine autoinjectors, immediately followed by a posttest. A follow-up test assessed long-term knowledge retention twelve weeks later. 159 residents participated in the pretest, 152 participated in the posttest, and 86 participated in the follow-up test. There were no significant differences by specialty or site. With a possible score of 10, the mean pretest score (7.31 ± 1.50) was lower than the posttest score (8.79 ± 1.29) and follow-up score (8.17 ± 1.72) (P<0.001 for both). Although participants’ perceived confidence in diagnosing or managing anaphylaxis improved from baseline to follow-up (P<0.001 for both), participants’ self-reported clinical experience with ADAM or autoinjector use was unchanged. Allergist-led face-to-face educational intervention improves residents’ short-term knowledge and perceived confidence in ADAM. Limited clinical experience or reinforcement contributes to the observed decreased knowledge.

scholarly journals Personas for the translational workforce

2020 ◽  
Vol 4 (4) ◽  
pp. 286-293 ◽  
Author(s):  
Sara Gonzales ◽  
Lisa O’Keefe ◽  
Karen Gutzman ◽  
Guillaume Viger ◽  
Annie B. Wescott ◽  
...  
Keyword(s):  
Public Health ◽  
Professional Development ◽  
Best Practices ◽  
Software Development ◽  
Basic Science ◽  
Lessons Learned ◽  
Development Projects ◽  
Evidence Based ◽  
Translational Science ◽  
Professional Development Needs

AbstractTwelve evidence-based profiles of roles across the translational workforce and two patients were made available through clinical and translational science (CTS) Personas, a project of the Clinical and Translational Science Awards (CTSA) Program National Center for Data to Health (CD2H). The persona profiles were designed and researched to demonstrate the key responsibilities, motivators, goals, software use, pain points, and professional development needs of those working across the spectrum of translation, from basic science to clinical research to public health. The project’s goal was to provide reliable documents that could be used to inform CTSA software development projects, educational resources, and communication initiatives. This paper presents the initiative to create personas for the translational workforce, including the methodology, engagement strategy, and lessons learned. Challenges faced and successes achieved by the project may serve as a roadmap for others searching for best practices in the creation of Persona profiles.

scholarly journals Teacher Educators’ Funds of Knowledge for the Preparation of Future Teachers

RELC Journal ◽  
2020 ◽  
pp. 003368822097308
Author(s):  
Darío Luis Banegas
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
English Language ◽  
Teacher Educators ◽  
Funds Of Knowledge ◽  
English Language Teaching ◽  
Evidence Based ◽  
Community Based ◽  
Language Teacher Education ◽  
Wide Range

The aim of this qualitative study is to examine the funds of knowledge that a group of teacher educators drew on as means of professional development and quality provision. The study was carried out with 13 teacher educators working at a pre-service English language teacher education (ELTE) programme in Argentina. Data were collected between 2014 and 2019 by means of interviews and an arts-based form instrument called significant circle. Findings show that the teacher educators deployed a wide range of individual-based as well as community-based funds of knowledge to enhance their knowledge of English language teaching and evidence-based practice. Based on the findings, a taxonomy is proposed to understand teacher educators’ funds of knowledge.

scholarly journals Case Study of Science Teachers’ Professional Development in Saudi Arabia: Challenges and Improvements

2018 ◽  
Vol 11 (3) ◽  
pp. 70 ◽  
Author(s):  
Amel Alshehry
Keyword(s):  
Professional Development ◽  
Saudi Arabia ◽  
Science Teachers ◽  
Educational Institutions ◽  
Factors Affecting ◽  
Face To Face ◽  
Skill Gaps ◽  
Professional Development Needs ◽  
Higher Educational ◽  
Teachers Professional Development

Professional development has a major role in addressing the skill gaps of teachers. Recently, much effort has been focused on improving teaching practices in Saudi Arabia. Here we aim to determine Saudi teachers professional development needs in the higher educational system. We also focus on skill needs, training programs, factors affecting teacher performance, and teacher’s control of their own professional development. Here, through face-to-face interviews, we explore how current professional development strategies could be improved to better meet the needs of academic teachers views through face to face interviews data collection to address the questions of what teachers needs to develop and support their professional knowledge, how it affect their teaching methods and what opportunities and roles provided to them based on the instructional systems. Finally, the study illustrates how the professional development among based on their experiences and practice could be improved and how they encounter their participations and interaction to facilitate their development among higher educational institutions in Saudi Arabia.

scholarly journals Medical School Librarians Need More Training to Support their Involvement in Evidence Based Medicine Curricula

2016 ◽  
Vol 11 (2) ◽  
pp. 201
Author(s):  
Aislinn Conway
Keyword(s):  
Professional Development ◽  
Medical School ◽  
Evidence Based Medicine ◽  
Evidence Based ◽  
Educational Training ◽  
Self Directed Learning ◽  
Curricular Design ◽  
Professional Development Needs ◽  
Directed Learning ◽  
Based Medicine

Objective – To describe the self-perceived role of librarians in developing evidence based medicine (EBM) curricula and identify their current and desired level of training to support these activities. Design – Multi-institutional qualitative study. Setting – Nine medical schools in Canada and the United States of America. Subjects – Nine librarians identified by medical school faculty as central to the provision of EBM training for medical students at their institution. Methods – The researchers designed a semi-structured interview schedule based on a review of the literature and their own experiences as librarians teaching EBM. The topics covered were; librarians’ perceptions of their roles in relation to the curriculum, the training required to enable them to undertake these roles, and their professional development needs. The interviews were conducted by telephone and then audio-recorded and transcribed verbatim. The authors present five main themes; curricular design, curricular deployment, curricular assessment, educational training, and professional development. Profiles were developed for each participant based on the latter two themes and from this information common characteristics were identified. Main Results – The participants described the importance of collaboration with faculty and student bodies when designing a curriculum. Information literacy instruction and specifically literature searching and forming a research question were taught by all of the participants to facilitate curricular deployment. Some of the librarians were involved or partly involved in curricular assessment activities such as formulating exam questions or providing feedback on assignments. Educational training of participants varied from informal observation to formal workshops offered by higher education institutions. All librarians indicated a willingness to partake in professional development focused on teaching and EBM. The subjects’ perceptions of their roles are supported by Dorsch and Perry’s themes of the librarian’s role in curricular design, deployment, and assessment. The educational training received by participants included formal training and experiential and self-directed learning activities. Finally, the librarians identified their professional development needs going forward. The majority of participants indicated that they would like to attend workshops run by universities or the Medical Library Association. Others wanted to invite and host guest speakers at their own institutions. Librarians identified financial restraints and geographic location as barriers to attending professional development events. Conclusion – Librarians can be actively involved in the delivery of EBM instruction in medical schools. However, they require additional educational opportunities to enable them to develop in this role. Online training could be a viable option for self-directed learning to overcome financial and geographic constraints.

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