scholarly journals Continuing professional development for psychiatrists: CPD and training

2006 ◽  
Vol 12 (3) ◽  
pp. 159-161 ◽  
Author(s):  
Joe Bouch
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Major Change ◽  
Psychiatric Training ◽  
And Training

Major change is currently occurring in psychiatric training. This editorial explores some of the implications for consultants and CPD. CPD policy and the fit with appraisal and revalidation are discussed. Consultant involvement in training is considered, including consultants' roles as trainers and their involvement in ‘post-CCT training’.

Professional Development In Kosovo – Research Of Training Programs And Tests

2021 ◽  
Author(s):  
Bekim Samadraxha ◽  
Veton Alihajdari ◽  
Besim Mustafa ◽  
Ramë Likaj
Keyword(s):  
Professional Development ◽  
Workforce Development ◽  
Teaching And Learning ◽  
Training Programs ◽  
Continuing Professional Development ◽  
Added Value ◽  
Factors Affecting ◽  
Career Structure ◽  
Teacher Professional ◽  
And Training

Vocational Education Teachers are one of the main important assets for workforce development. This study of the workforce of VET teachers in selected partner countries has two main goals. The aim of this research is to evaluate the level of teacher’s development and training programs and test as well, to inform national policymakers about the situation and the needs of the VET teachers and, secondly, to help monitoring the implementation and the change of the teacher professional development. The methodology to be used is based on qualitative research methods, including interviews und surveys. A major focus of the survey is to enable policy makers to understand what is required to bring along improvements in the Continuing Professional Development (CPD) quality, effectiveness and responsiveness, as well as factors affecting teacher effectiveness in general, such as their motivation and career structure. Professional development for teachers and trainers is widely recognized as a vital tool for the educational reform (Bicaj, 2013). Research shows that the professional development can enduring improve the quality of teaching and learning, enhancing the effectiveness of education and training and providing added value to students, teachers and employers. There is no doubt about the importance of the Continuing Professional Development of VET teachers. Kosovo has for many years developed extensive policies to address this issue, and currently these policies are being implemented.

A Strategic Overview and Vision of Simulation-Based Education in Healthcare in England

2020 ◽  
pp. 1-36
Author(s):  
Richard Price ◽  
Sukie Shinn
Keyword(s):  
Professional Development ◽  
Good Practice ◽  
Continuing Professional Development ◽  
High Quality ◽  
Comprehensive Review ◽  
The United Kingdom ◽  
Healthcare Workforce ◽  
Simulation Based ◽  
And Training ◽  
Quality Provision

Simulation-based education (SBE) is an important modality for training a competent and safe healthcare workforce. It is also an important component of core training and continuing professional development for healthcare workers in the National Health Service (NHS) of the United Kingdom. A comprehensive review of SBE provision, led by NHS Health Education England (HEE), discovered many areas of good practice, but also identified inequalities in the access to and delivery of simulation. A framework was developed to help improve the quality, provision, and access to SBE. Case studies are provided in this chapter showcasing the different types of simulation which contributed to the good practice, how they are used in healthcare education, and how they link to the SBE framework. The chapter sets out some of the current challenges with equitable and high-quality provision, detailing plans to further enhance the education and training of the healthcare workforce through SBE through the delivery of a framework, strategic overview, and vision to support these plans.

scholarly journals Learning portfolios in psychiatric training

2007 ◽  
Vol 31 (8) ◽  
pp. 310-312 ◽  
Author(s):  
Kitty Seed ◽  
Lisa Davies ◽  
Ronan J. McIvor
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Psychiatric Training ◽  
Junior Doctors ◽  
Personal Learning ◽  
Learning Plan ◽  
Life Long Learning ◽  
Medical Careers ◽  
Training Programmes ◽  
Personal Learning Plan

Major changes are taking place in the way doctors are trained and assessed. A new curriculum, devised by the Academy of Medical Royal Colleges on behalf of Modernising Medical Careers, will be implemented for current junior doctors as part of the foundation and specialist training programmes. Every junior doctor will be expected to have a ‘personal learning plan’ to guide professional development and assist appraisal, and to build a portfolio to document their experiences. This marks a shift from traditional summative (i.e. examinations-based) evaluation to the use of more formative methods based on experience and workplace assessment. It reflects greater emphasis on continuing professional development and life-long learning (Wilkinson et al, 2002).

scholarly journals Community psychiatry in the RAF: an evaluative review

1997 ◽  
Vol 21 (7) ◽  
pp. 418-421 ◽  
Author(s):  
Julian C. Hughes
Keyword(s):  
Professional Development ◽  
Community Psychiatry ◽  
Continuing Professional Development ◽  
Psychiatric Training ◽  
Psychiatric Nurse ◽  
Supportive Psychotherapy ◽  
Military Psychiatry ◽  
Community Psychiatric ◽  
Descriptive Survey ◽  
Key Worker

This paper offers a descriptive survey of RAF community psychiatry. It shows that most of the morbidity encountered in the community now served by RAF psychiatrists is at the ‘minor’ end of the psychiatric spectrum. It mostly requires supportive psychotherapy and the key worker is often the community psychiatric nurse. The study allows discussion of four related issues: the essential nature of military psychiatry; the future provision of community psychiatry to the RAF; psychiatric training and continuing professional development in the RAF; and the possibility of research.

Education, Training and Continuing Professional Development in Medical Acupuncture – a Contemporary Overview

2004 ◽  
Vol 22 (2) ◽  
pp. 75-82 ◽  
Author(s):  
Jo Tait ◽  
Mike Cummings
Keyword(s):  
Professional Development ◽  
National Health System ◽  
Continuing Professional Development ◽  
Initial Training ◽  
Department Of Health ◽  
Educational Implications ◽  
Recent Developments ◽  
The Government ◽  
Statutory Regulation ◽  
And Training

Most medical and complementary medicine practitioners will have some awareness of the government-driven requirement to set and maintain explicit standards for education and professional development. For many doctors, revalidation has become a concern because they worry that it will raise the requirements for practice and increase bureaucratic documentation in support of the process. For those who have integrated complementary practices into their work within the National Health System, issues of registration and regulation add a further complication. The publication of the Department of Health consultation document on proposals for statutory regulation of herbal medicine and acupuncture in March 2004 raises issues of particular significance for medically qualified practitioners (such as ‘medical acupuncturists’), and other health professionals whose practice includes complementary skills. This paper focuses on the educational implications of these recent developments and offers an informed perspective that includes a reflection on how education and training (as initial training and as continuing professional development) can best meet the needs of acupuncture practitioners in this fast-changing environment.

scholarly journals Assuring quality and improving competence in practice teaching

2012 ◽  
Vol 7 (1) ◽  
pp. 39-49
Author(s):  
Harry Douglas ◽  
Evelyn Magee
Keyword(s):  
Professional Development ◽  
Quality Assurance ◽  
Social Work ◽  
Social Services ◽  
Continuing Professional Development ◽  
Training And Development ◽  
Practice Teaching ◽  
Work Education ◽  
Practice Development ◽  
And Training

This article describes how the Education, Training and Development arm of one social services agency has responded to the twin imperatives of quality assurance and continuing professional development in relation to practice teaching. The framework which has been developed to meet the requirements of both imperatives is discussed. The model’s transferability to other spheres where social work education and training and practice development can converge is identified.

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