scholarly journals A review of the continuous professional development system for pharmacists

2022 ◽  
Vol 20 (1) ◽  
Author(s):  
Jorge P. B. Batista ◽  
Carla Torre ◽  
José Manuel Sousa Lobo ◽  
Bruno Sepodes
Keyword(s):  
Professional Development ◽  
Accreditation Process ◽  
Continuous Professional Development ◽  
Activity Type ◽  
Educational Activities ◽  
Online Platform ◽  
Face To Face ◽  
Pharmaceutical Society ◽  
Focus Type ◽  
E Learning

Abstract Background The Portuguese Pharmaceutical Society (PPS) implemented a system of Continuous Professional Development (CPD) for pharmacists in 2004. This system has evolved throughout the years, and currently all active pharmacists in Portugal are required to participate in the CPD program. Each CPD cycle takes 5 years. In each cycle, pharmacists must collect 15 CPD points, through participation in educational activities. The PPS accreditation process is managed via an online platform, where education/training providers, as well as pharmacists themselves, can submit educational activities for accreditation. Pharmacists may access their CPD status and assess their development at any point. The objective of this study was to analyze and review the educational activities submitted by providers over a 11-year period (2009–2019). Methods Data from activities were retrieved from the PPS CPD online platform. All educational activities were labeled according to the area of pharmaceutical professional focus, type of promoter, and activity type. Results During the study 3685 activities were analyzed. Over the last decade, submitted activities for accreditation increased in 52.6%. A significantly high proportion (98.9%) of these activities has been accredited. Promoters of activities were mostly pharmacies sectoral associations (29.6%), consultancy/training companies (19.6%), the PPS (18.5%), pharmaceutical industry (17.7%) and wholesalers’ consortia (9.0%). Academia represented only 2.3% of the total amount of educational activities. The most frequent topics were related to “pharmacology & pharmacotherapy” (9.9%), followed by “counselling” (9.8%) and “management & administration” (7.2%). The most accredited type of activities was face-to-face (68.9%) and e-learning trainings (13.1%). Conclusions This study shows increasing interest in submitting CPD activities for accreditation between 2009 and 2019, but it also demonstrates that Academia could play a more interventive role in the lifelong learning education of Portuguese pharmacists.

Increasing Technology Adoption through Certified Digital Educator Programme

2018 ◽  
pp. 17-34 ◽  
Author(s):  
Chee Leong Lim ◽  
Nurhanim Hassan
Keyword(s):  
Professional Development ◽  
Technology Adoption ◽  
Blended Learning ◽  
Development Program ◽  
Continuous Professional Development ◽  
Professional Development Program ◽  
Learning Skills ◽  
Face To Face ◽  
E Learning ◽  
Training Modules

In this chapter, the certified digital educator (CDE) programme is developed with the aim of providing the academics with an on-going training that will lead to the e-learning certification. Formulated as part of continuous professional development program for academics at Taylor's University, the CDE programme provides opportunities for the academics to equip themselves with related e-learning skills through the byte-sized training modules offered in addition to the existing blended learning and face-to-face session. Through CDE programme, all current e-learning-related training modules currently being offered to the academics have been re-categorized under four e-learning packages, which represent the four essential skill components required by the academics to effectively able to apply technology in their lessons. Upon completion of this program, the participants are awarded the certified digital educator certification that certify them as competent e-learning practitioners.

Constructivist E-Learning for Staff Engaged in Coninuous Professional Development

2011 ◽  
pp. 146-159 ◽  
Author(s):  
Roisin Donnelly ◽  
Ciara O’Farrell
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teaching Practice ◽  
Academic Staff ◽  
Continuous Professional Development ◽  
Advantages And Disadvantages ◽  
Design And Implementation ◽  
E Learning ◽  
The Republic ◽  
Constructivist Practices

Professional development for academic staff in e-learning is currently a priority for higher education institutions in the Republic of Ireland, as lecturers experience increasing demands to incorporate e-learning into their teaching practice. This chapter reports on the design and implementation of a blended module in e-learning for the continuous professional development of such lecturers. In it the co-authors (who designed and developed the module) discuss the effectiveness of exposing lecturers as online students in order to experience first-hand the advantages and disadvantages of e-learning. It argues that a constructivist, collaborative interaction can provide the scaffolding for lecturers’ future journeys into e-learning and into constructivist practices within their own teaching. Although this approach is still in its infancy, important outcomes were achieved in terms of influencing lecturers’ thinking and approaches to both their own and to their students’ learning.

scholarly journals Е-НАВЧАННЯ АСИСТЕНТІВ УЧИТЕЛІВ У ПІСЛЯДИПЛОМНІЙ ПЕДАГОГІЧНІЙ ОСВІТІ

2018 ◽  
Vol 66 (4) ◽  
pp. 231
Author(s):  
Iryna P. Vorotnykova ◽  
Nataliia V. Zaierkova
Keyword(s):  
Professional Development ◽  
Distance Learning ◽  
Blended Learning ◽  
Information And Communication Technologies ◽  
Inclusive Education ◽  
Information Search ◽  
Postgraduate Education ◽  
Educational Environment ◽  
Continuous Professional Development ◽  
E Learning

The article defines the necessity of involving e-learning of teachers’ assistants in postgraduate pedagogical education to ensure their continuous professional development on the job. The authors have studied the European experience on inclusive teaching and learning and e-resources that can be used in postgraduate pedagogical education of teachers’ assistants. In this article you can find the results of e-learning readiness survey of teachers’ assistants and their choice of postgraduate education forms: intramural, distance learning, blended learning. The authors have analyzed which forms of instructions meet the needs of teachers’ assistants: individual programs of professional development, online consultations, e-coaching, blended learning. The conditions for e-learning implementation in postgraduate education have been defined, they are as follows: the availability of informational and educational environment (multimedia-materials, distance learning on inclusive education, online group for mutual help and messaging, online expert help: teachers and experts available for online consultations, Q&A and managing forums); digital competency of the learners (information search and sharing ideas via the Internet; developing e-resources for inclusive education); motivation of teachers for continuous professional development and their willingness to cooperate online. It is proved that e-learning is an essential precondition for continuous professional development of teachers’ assistants. The model of teachers’ assistants’ e-learning in postgraduate pedagogical education has been presented. We defined examples of didactic tasks during the implementation of e-learning and examples of implementation based on the usage of information and communication technologies (consultations, communication of educational information, sharing experience, monitoring and evaluation). E-learning for teachers’ assistants allows to: determine their personal speed, time and the sequence of learning; create individual learning paths within information and educational environment and develop personal learning networks.

Advancing work practices

2016 ◽  
Vol 13 (4) ◽  
pp. 246-260
Author(s):  
Signe Schack Noesgaard
Keyword(s):  
Professional Development ◽  
Instructional Interventions ◽  
Work Practices ◽  
Post Intervention ◽  
Content Type ◽  
Face To Face ◽  
Development Interventions ◽  
Sustained Change ◽  
E Learning ◽  
Teacher Professional

Purpose The paper aims to discuss the effectiveness of e-Learning in advancing work practices. The paper investigates the assumption that e-Learning is as effective as face-to-face interventions when stimulating change. It also examines the assumption that well-designed and well-executed instructional interventions will advance work practices. Design/methodology/approach The paper synthesizes contemporary social-psychological and educational research in the creation of a model of intervention-based change. In addition, the findings from an empirical study of online teacher professional development simultaneously inspire and exemplify the model. Findings The paper suggests that increased attention to individual motivational drivers is needed, especially post intervention, to help ensure meaningful learning transfer and sustainable behavior change. The importance of individualized on-the-job scaffolding for employees is highlighted through relational considerations of attrition and scaffolding. In investigating the chasm between initial and sustained change, seemingly unpredictable contextual factors appear to be critical to the effectiveness of e-Learning in advancing work practices. Practical implications In recognition of the vulnerability and situatedness of turning instructional interventions into sustainable change, the paper initiates a rethinking of e-Learning as technologies for on-the-job, just-in-time and individualized performance support. The paper gives concrete examples of current technologies that may assist in online scaffolding, while also acknowledging that this is still a field in which further research and developments are needed. Originality/value The paper critically investigates some of the more resilient assumptions that serve as a fundament for professional development interventions currently. It conceptualizes intervention-based change and the key motivational drivers of such change. In doing so, it illuminates highly contextual dynamics presumed to have a critical impact on the effectiveness of e-Learning for PD.

scholarly journals Continuous professional development and student support in an open and distance e-learning institution: a case study

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Mphoentle Puleng Modise
Keyword(s):  
Professional Development ◽  
Distance Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Student Support ◽  
Continuous Professional Development ◽  
Case Study Methodology ◽  
E Learning ◽  
Study Methodology

Faced with emerging technologies and a diversity of students entering higher education in South Africa, lecturers must continuously equip themselves with the necessary skills to teach and support today’s learners effectively. This article reports on the lessons learnt and experiences of academics at an open distance learning (ODL) institution who participated for the first time in the fully online teaching and learning programme at an international institution, through a partnership aimed at developing academic capacity in ODL. The author suggests that academics cannot impart and transfer to learners skills they themselves do not possess, and makes recommendations for striving towards an effective student support system through continuous professional development in distance education and e-learning. The study revealed that the participants appreciated the support they received and valued the skills acquired in the programme. They also indicated that they were planning to use the new skills to enhance their own teaching.  The study followed a case study methodology and made use of a range of data collection methods and tools that are in line with qualitative studies.Keywords: continuous professional development (CPD), distance education, e-learning, student support, open and distance e-learning (ODeL), transactional distance, community of inquiry (CoI)

scholarly journals E-learning for psychiatrists

2009 ◽  
Vol 33 (3) ◽  
pp. 81-83 ◽  
Author(s):  
Elizabeth E. Hare
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Face To Face ◽  
E Learning

E-learning is an expanding field in which many psychiatrists are active through teaching, training and pursuing their continuing professional development. Much of the benefits of e-learning are due to the implementation of educational principles rather than the medium itself. the College has invested in its own e-learning website as a service for members. However, it should not entirely replace face-to-face lectures, tutoring and mentorship.

An Agent-Based Framework for Personalized Learning in Continuous Professional Development

2011 ◽  
pp. 96-110
Author(s):  
Apple W.P. Fok ◽  
Horace H.S. Ip
Keyword(s):  
Professional Development ◽  
Personalized Learning ◽  
Continuous Professional Development ◽  
Professional Organizations ◽  
Asynchronous Learning ◽  
Agent Based ◽  
Technological Advances ◽  
Asynchronous Learning Environment ◽  
Minimum Number ◽  
E Learning

In order to stay competent and update in the fast changing landscape of technological advances, professionals nowadays are expected to continuously upgrade themselves of professional knowledge and expertise in their respective fields. Many professional organizations stipulate that their members should take part in a minimum number of hours or training units of continuous professional development (CPD) activities in order to stay qualified for their membership. The requirements of CPD for modern day professionals who are very much mobile and work within tight schedules point to the need of an asynchronous learning environment that provides a learner-centered approach and offers learners greater flexibility and choices. In this chapter we argue that “personalization learning” (PL) that exploits the abundance of information and e-learning materials on the Web can be harnessed effectively to serve the diversity of CPD training needs. Moreover, we specialize in the concept of PL to Personalized CPD Learning and highlight the emerging technologies that are relevant to the development of personalized learning for CPD. We further proposed an agent-based architectural and conceptual framework for a personalized CPD learning portal (Personalized-CPD) which integrates these technologies to provide supportive functions for professionals to conduct CPD activities in a personalized manner.

scholarly journals Impact of Face-to-Face Teaching in Addition to Electronic Learning on Personal Protective Equipment Doffing Proficiency in Student Paramedics: Protocol for a Randomized Controlled Trial (Preprint)

2021 ◽  
Author(s):  
Loric Stuby ◽  
Ludivine Currat ◽  
Birgit Gartner ◽  
Mathieu Mayoraz ◽  
Stephan Harbarth ◽  
...  
Keyword(s):  
Personal Protective Equipment ◽  
Knowledge Retention ◽  
Infection Prevention And Control ◽  
Control Group ◽  
Protective Equipment ◽  
Electronic Learning ◽  
Online Platform ◽  
Face To Face ◽  
Learning Module ◽  
E Learning

BACKGROUND The COVID-19 pandemic has brought attention to the importance of correctly using personal protective equipment (PPE). Doffing is a critical phase which increases the risk of contamination of healthcare workers. Even though a gamified electronic learning (e-learning) module has been shown to increase adequate choice of PPE in prehospital personnel, it failed to enhance knowledge regarding donning and doffing sequences. Adding other training modalities such as face-to-face training to these e-learning tools is therefore necessary to increase prehospital staff proficiency and thus help reduce the risk of contamination. OBJECTIVE Our aim is to assess the impact of Peyton's 4-step approach in addition to a gamified e-learning module for teaching the PPE doffing sequence to first-year paramedic students. METHODS Participants will first follow a gamified e-learning module before being randomized into one of two groups. In the control group, participants will be asked to perform a PPE doffing sequence which will be video recorded to allow for subsequent assessment. In the experimental group, participants will first undergo face-to-face training performed by third-year students using Peyton’s 4-step approach before performing the doffing sequence, which will also be video recorded. All participants will then be asked to reconstruct the doffing sequence on an online platform. The recorded sequences will be assessed independently by two investigators, one of whom is a prehospital emergency medicine expert, the other assessor being an infection prevention and control specialist. The assessors will be blinded as to group allocation. Four to eight weeks after this first intervention, all participants will be asked to record the doffing sequence once again for subsequent skill retention assessment and to reconstruct the sequence on the same online platform to assess knowledge retention. Finally, participants belonging to the control group will follow face-to-face training. RESULTS The study protocol has been presented to the regional ethics committee (Req-2020-01340), which issued a declaration of no objection as such projects do not fall within the scope of the Swiss federal law on human research. Study sessions are scheduled in January and February 2021 in Geneva, and in April and June 2021 in Bern. CONCLUSIONS This study should help to determine whether face-to-face training using Peyton’s 4-step approach improves the application and knowledge retention of a complex procedure when combined with an e-learning module. CLINICALTRIAL International Registered Report Identifier (IRRID):

scholarly journals vPreparedness of emergency care providers from a local authority emergency management service for online continuous professional development

2018 ◽  
Author(s):  
◽  
Debbie Jane Winstanley
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Emergency Management ◽  
Emergency Care ◽  
Continuous Professional Development ◽  
Traditional Classroom ◽  
Electronic Equipment ◽  
Management Service ◽  
Care Providers ◽  
E Learning

Introduction Prehospital emergency care provides medical care to an injured or ill person out of the clinic or hospital environment. Due to the unique and demanding circumstances in which emergency care providers practice, a focussed foundation of knowledge is needed. To remain current with advances in the medical field, the Health Professions Council of South Africa (HPCSA) introduced the concept of Continuous Professional Development (CPD). Purpose of the study The purpose of this research was to determine if the emergency care providers from the City of Johannesburg Emergency Management Service (COJEMS) are prepared for online education as a means for compliance in CPD. The three objectives of the study included: 1. An analysis of baseline information on demographics, educational level, qualifications of the emergency care providers, and access to electronic equipment by emergency care providers from COJEMS. 2. An assessment of the knowledge, current exposure to e-learning, and confidence when using electronic equipment to access online learning material, and 3. An analysis of preferences for traditional classroom learning or e-learning by emergency care providers from COJEMS. Methodology A questionnaire was distributed to a convenience sample of COJEMS operational emergency care providers during a two-month period. The statistical aspect of the research was completed using descriptive analysis. From these results, relevant information was extrapolated, and results were drawn. Results The following sub-questions were posed: 1. Are the COJEMS emergency care providers prepared for online learning using electronic technology? 2. Are the COJEMS emergency care providers confident in the use of computers and programs necessary for online and e-learning? 3. What recommendations can be made that would improve or contribute towards COJEMS emergency care providers’ preparedness for online learning? The results indicated the COJEMS emergency care providers were not prepared for online learning; they lacked the skills and knowledge necessary to use electronic equipment to access online learning. The majority of the sample preferred the traditional classroom environment to autonomous learning. Based on these findings, it is unlikely the COJEMS emergency care providers will achieve CPD compliance using electronic devices and online learning. Conclusions and recommendations The findings from this study indicate that the COJEMS emergency care providers are not prepared for online learning, and therefore will not achieve CPD compliancy using the Internet. Regular access to computers and in-service training is vital to up skill these emergency care providers, to meet the demands of modern-day learning.

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