scholarly journals A UK-wide survey of speciality doctors and associate specialist (SAS) psychiatrists' psychotherapy case experience, barriers and benefits to professional development and clinical capabilities

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S160-S161
Author(s):  
Alina Vaida ◽  
Masud Awal
Keyword(s):  
Professional Development ◽  
Psychotherapy Training ◽  
Training Programme ◽  
Time Constraints ◽  
Online Questionnaire ◽  
The Unconscious ◽  
Training Support ◽  
Professional Activities ◽  
Unconscious Communication ◽  
Barriers To Access

AimsResearch suggests that seeing psychotherapy cases benefits psychiatric trainees’ professional development and clinical capabilities, however there is lack of such evidence for SAS psychiatrists, who require this experience for Certificate of Eligibility for Specialist Registration (CESR) applications.Having provided frequently requested psychotherapy training support to our Trust's CESR training programme in Birmingham we aimed to study nationwide SAS psychiatrists’ psychotherapy case experience, professional benefits and barriers to access.MethodAn online questionnaire was sent to UK-wide SAS Psychiatry doctors, with the support of the RCPsych Speciality Doctors and Associate Specialist Psychiatrists Committee (SASC), whilst being promoted on social media. It asked about psychotherapy-related experience, barriers and plans.Result122 doctors completed the questionnaire, estimated to constitute approximately 8% (or more if considering all vacancies) of SAS psychiatry posts based on the RCPsych Census (2015), from across all UK nations and regions.23% had gained experience in delivering psychotherapy (57% of whom confirmed CESR or training application plans), seeing cases mainly in CBT (52%) and psychodynamic psychotherapy (41%). Those who had delivered psychotherapy agreed or strongly agreed that it helped them become a better listener (82%), become more empathetic (75%), enjoy work more (71%), understand the unconscious communication better (82%), be more confident about referring for psychotherapy (82%) and overall be a better psychiatrist (86%).44% planned to start a psychotherapy case but had not started, of whom only 22% had identified a supervisor and 15% identified a case. Only 11% felt confident they could get the psychotherapy training experiences they needed. Barriers reported included it not being part of their job plan (70%), time constraints (57%), difficulties in accessing psychotherapy supervision (61%), difficulties in identifying suitable cases (32%) and limited knowledge about psychotherapy (30%).ConclusionDoctors who delivered psychotherapy reported benefits on many levels, making a strong case it develops their clinical capabilities, which may facilitate psychologically-informed care.The results indicate interest in psychotherapy training outstripped available opportunity and support. Whilst some barriers mirrored those previously reported for trainees (difficulties accessing supervision and cases) others identified particularly related to SAS workload (not being part of their job plan and time constraints) and lack of support (with trainees prioritised). This may highlight a potential concern given the SAS Charter covers CESR-related support and advocates appropriate Supporting Professional Activities (SPA) time.Trusts need to consider more actively supporting SAS psychotherapy training and including in job planning for those receiving, delivering and supporting these valued experiences.

Continuing professional development and special librarians in Jamaica

2019 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Marsha-Gay Robinson
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Information Network ◽  
Online Questionnaire ◽  
Content Type ◽  
Professional Activities ◽  
The Government ◽  
Areas Of Interest ◽  
E Mail ◽  
Practical Implications

Purpose The purpose of this paper is to examine the continuing professional development (CPD) activities undertaken by special librarians in Jamaica, their motivation, the challenges faced and the areas of interest for professional development. Design/methodology/approach Special librarians working in Jamaica were surveyed using an online questionnaire which was disseminated via e-mail. Findings The study indicates that special librarians in Jamaica were engaged in both formal and informal CPD activities. They were motivated by factors such as keeping up to date with changes in librarianship and personal satisfaction. Challenges to participating in CPD include, lack of funding, time constraints and lack of worthwhile options. Areas of interest for CPD were mainly information technology-based. Research limitations/implications The study was limited to the contact lists of the special libraries section of the Library and Information Association of Jamaica (LIAJA) and the Government Library and Information Network of the Jamaica Library and Information Network (JAMLIN). Practical implications The results have implications for the planning and implementation of continuing professional activities for Jamaica’s special librarians. It also fills a gap in library literature regarding the continuing professional activities of special librarians. Originality/value The paper is one of few studies focusing on the CPD activities of special librarians undertaken in a developing country.

A comprehensive approach to the formation of anti-corruption behavior of the internal affairs bodies employees in the professional development system

2020 ◽  
Vol 2020 (3) ◽  
pp. 210-217
Author(s):  
Oksana Mironkina
Keyword(s):  
Professional Development ◽  
Police Officers ◽  
Comprehensive Approach ◽  
Professional Activity ◽  
Advanced Training ◽  
Basic Training ◽  
Professional Activities ◽  
Training Courses ◽  
Internal Affairs ◽  
Corruption Prevention

Methods of training in advanced training groups formed from the staff of personnel divisions of the MIA of Russia, which involve the use of anti-corruption education at different stages of professional activity are discussed in the article. A comprehensive approach to the formation of anti-corruption behavior, which allows using various forms of training of police officers in their relation is described. The effectiveness of this approach in the system of professional development was shown. A comprehensive approach allows the training process to pay attention to the needs and difficulties in the field of corruption prevention without spending time on basic training information. Several stages in the organization and content of training are considered. Each of them corresponds to different stages of professional development of specialists of personnel divisions of internal affairs bodies. Described in detail every stage is aimed at a separate audience and has its own value. The possibilities of anti-corruption education are presented, starting with the selection of personnel for service in the internal affairs bodies and ending with the preparation for dismissal. The anti-corruption educational activities carried out at the present time are analyzed. Methods of intensifying each of them and the possibilities of optimal inclusion in the developed complex of content and forms are determined. The proposed approach can be used for majority posts. It is not limited to human resources units. In addition, the developed methodological material can be used by students in the course of their professional activities in the field after studying at advanced training courses.

FORMATION OF FOREIGN LANGUAGE COMMUNICATION OF AN ARMY OFFICER IN THE FRAMEWORK OF A PEDAGOGICAL EXPERIMENT: METHODOLOGY AND METHODOLOGY (THEORETICAL AND PRACTICAL ASPECTS)

2020 ◽  
Author(s):  
Вадим Манцурович Бикбаев
Keyword(s):  
Professional Development ◽  
Foreign Language ◽  
Psychological Factors ◽  
Military Service ◽  
Military Education ◽  
Internal Motivation ◽  
Professional Activities ◽  
Army Officer ◽  
Language Communication

В статье рассматриваются особенности, проблемы, противоречия и перспективные направления совершенствования иноязычной коммуникации в рамках профессионального становления офицера. Отмечается, что формирование иноязычной коммуникации офицера главным образом определяется внутренней мотивацией, связанной с осознанием необходимости изучения и применения иностранного языка в рамках профессиональной деятельности, а также с учетом взаимосвязанных между собой педагогических, личностных, профессионально-деятельностных и психологического факторов, характерных для военного образования и военной службы. The article discusses the features, problems, contradictions and perspective directions for improving foreign language communication in the professional development of an officer. It is noted that the formation of foreign language communication of an officer is mainly determined by internal motivation associated with the awareness of the need to learn and use a foreign language in the framework of professional activities, as well as taking into account the interrelated pedagogical, personal, professional and psychological factors specific to military education and military service.

scholarly journals Benefits of EPAs at risk? The influence of the workplace environment on the uptake of EPAs in EPA-based curricula

2021 ◽  
Author(s):  
Karsten Arthur van Loon ◽  
Linda Helena Anna Bonnie ◽  
Nynke van Dijk ◽  
Fedde Scheele
Keyword(s):  
At Risk ◽  
Postgraduate Medical Education ◽  
Training Programme ◽  
Workplace Environment ◽  
Medical Specialists ◽  
Professional Activities ◽  
National Training ◽  
Local Medical Care

Abstract Introduction Entrustable Professional Activities (EPAs) have been applied differently in many postgraduate medical education (PGME) programmes, but the reasons for and the consequences of this variation are not well known. Our objective was to investigate how the uptake of EPAs is influenced by the workplace environment and to what extent the benefits of working with EPAs are at risk when the uptake of EPAs is influenced. This knowledge can be used by curriculum developers who intend to apply EPAs in their curricula. Method For this qualitative study, we selected four PGME programmes: General Practice, Clinical Geriatrics, Obstetrics & Gynaecology, and Radiology & Nuclear Medicine. A document analysis was performed on the national training plans, supported by the AMEE Guide for developing EPA-based curricula and relevant EPA-based literature. Interviews were undertaken with medical specialists who had specific involvement in the development of the curricula. Content analysis was employed and illuminated the possible reasons for variation in the uptake of EPAs. Results An important part of the variation in the uptake of EPAs can be explained by environmental factors, such as patient population, the role of the physician in the health-care system, and the setup of local medical care institutions where the training programme takes place. The variation in uptake of EPAs is specifically reflected in the number and breadth of the EPAs, and in the way the entrustment decision is executed within the PGME programme. Discussion Due to variation in uptake of EPAs, the opportunities for trainees to work independently during the training programme might be challenging. EPAs can be implemented in the curriculum of PGME programmes in a meaningful way, but only if the quality of an EPA is assessed, future users are involved in the development, and the key feature of EPAs (the entrustment decision) is retained.

scholarly journals Librarians participation in professional development workshops using Zoom in Nigeria

2021 ◽  
pp. 026666692110267
Author(s):  
Ifeanyi Adindu Anene ◽  
Victor Okeoghene Idiedo
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Survey Method ◽  
Online Questionnaire ◽  
Power Outage ◽  
Network Failures ◽  
Zoom In

The purpose of this study is to investigate the extent to which librarians in Nigeria engaged in professional development workshops during the COVID-19 era. The study adopted a survey method using an online questionnaire. Factors such as saving money, the free nature of workshops, eliminating travel risk, in the comfort of the home, and providing an opportunity for all were mentioned as the benefits of participating in online workshops using Zoom. Buying data bundle, lack of computer/Android phone/smartphone, ignorance or lack of awareness of up-coming workshops, lack of time, power outage, nonchalant attitude towards technology, and network failures were identified as challenges of participation. The Zoom platform can be adopted for organizing workshops and meetings, and for teaching and learning in the post COVID-19 era.

scholarly journals Physiotherapists’ reported attitudes to and perceived influences on their continuing professional development: results of an online questionnaire

2020 ◽  
Vol 27 (4) ◽  
pp. 1-13
Author(s):  
Heather Stewart ◽  
Deborah Wisby ◽  
Hazel Roddam
Keyword(s):  
Professional Development ◽  
Ordinal Data ◽  
Continuing Professional Development ◽  
Career Progression ◽  
Organisational Structure ◽  
Online Questionnaire ◽  
Extrinsic Factors ◽  
Factors Influencing ◽  
Negative Effect ◽  
Continued Learning

Background/aims Intrinsic and extrinsic factors influence physiotherapists’ participation in continuing professional development. A number of benefits of and barriers to participation in continuing professional development are identified in the literature, but relatively little is known about factors that influence attitudes towards continued learning. The aim of this study was to identify factors influencing UK physiotherapists’ attitudes towards continuing professional development, with a focus on career point and type of employment, in the context of motivational theories. Methods An online questionnaire consisting of Likert-style questions was used to collect data from UK physiotherapists. Nominal and ordinal data were analysed to determine differences between subgroups within the dataset. Results A total of 205 physiotherapists completed the online questionnaire. Physiotherapists were generally internally motivated towards continuing professional development, but attitudes were influenced by career point and whether physiotherapists worked in the NHS or in the private sector. External factors appeared to have a negative effect on motivation towards continuing professional development. Conclusion: Differences in attitudes at different points on the career path suggest that organisational structure may impede lifelong learning at some stages in career progression, while differences between those working privately and for the NHS may potentially reflect organisational differences between these types of employment.

Competence-Oriented Models of Professional Development of Specialists in the Context of Sustainable Education

2021 ◽  
Vol 39 (9) ◽  
Author(s):  
Viktoriia V. Sydorenko ◽  
Alla B. Popova ◽  
Nataliia L. Rehesha ◽  
Oksana O. Sinenko ◽  
Olha I. Trynko
Keyword(s):  
Professional Development ◽  
Sustainable Development ◽  
Informal Education ◽  
Educational Programs ◽  
Innovative Teaching ◽  
National Education ◽  
Professional Activities ◽  
National Education System ◽  
Professional Development Of Teachers ◽  
Professional Self

The article thoroughly describes the competency-oriented models of professional self-improvement and self-realization of teachers in terms of sustainable development. The educational and methodical support of professional development of teachers for lifelong learning through formal, non-formal and informal education according to innovative competence-oriented models of professional development has been developed and experimentally tested. The results of the study can be used in the process of modernization of the national education system, in particular in the activities of educational and methodological centers of vocational education in the development of curricula, educational programs, qualification requirements for professional activities of teachers, innovative teaching and methodological support.

scholarly journals Evaluation of a European-wide survey on paediatric endoscopy training

2018 ◽  
Vol 10 (2) ◽  
pp. 188-193 ◽  
Author(s):  
Ilse Julia Broekaert ◽  
Joerg Jahnel ◽  
Nicolette Moes ◽  
Hubert van der Doef ◽  
Angela Ernst ◽  
...  
Keyword(s):  
European Society ◽  
Training Programme ◽  
General Information ◽  
Simulator Training ◽  
Online Questionnaire ◽  
Endoscopy Training ◽  
Procedural Volume ◽  
Significant Difference ◽  
Ileal Intubation

ObjectiveTo evaluate quality of paediatric endoscopy training of Young members of the European Society for Paediatric Gastroenterology, Hepatology and Nutrition (ESPGHAN).MethodsAn online questionnaire designed by the Young ESPGHAN Committee was sent to 125 Young ESPGHAN members between February 2014 and September 2015. The questionnaire comprised 32 questions addressing some general information of the participants and the structure of their paediatric gastroenterology, hepatology and nutrition programmes; procedural volume and terminal ileal intubation (TII) rate; supervision, assessments, participation in endoscopy courses and simulator training; and satisfaction with endoscopy training and self-perceived competency.ResultsOf 68 participants, 48 (71%) were enrolled in an official training programme. All alumni (n=31) were trained in endoscopy. They completed a median of 200 oesophagogastroduodenoscopies (OGDs) and 75 ileocolonoscopies (ICs) with a TII rate of >90% in 43%. There is a significant difference in numbers of ICs between the TII rate groups >90%, 50%–90% and <50% (median 150 vs 38 vs 55) (p<0.001). 11 alumni (35%) followed the ESPGHAN Syllabus during training. 25 alumni (81%) attended basic skills endoscopy courses and 19 (61%) experienced simulator training. 71% of the alumni were ‘(very) satisfied’ with their diagnostic OGD, while 52% were ‘(very) satisfied’ with their IC training. The alumni felt safe to independently perform OGDs in 84% and ICs in 71% after their training.ConclusionsDespite reaching the suggested procedural endoscopy volumes, a rather low TII rate of >90% calls for end-of-training certifications based on the achievement of milestones of competency.

scholarly journals Career Counselling – Essential Part of the Personal and Professional Development Process for the Students and Young Reserchers in the Engineering Field

2020 ◽  
Vol 25 (0) ◽  
pp. 71-77
Author(s):  
Simona Magdalena Hainagiu ◽  
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Soft Skills ◽  
Skills Training ◽  
Training Programme ◽  
Career Counselling ◽  
The Sustainable Development ◽  
Wide Range ◽  
Professional Profile ◽  
The Impact

Career counselling is an important process in the personal and professional development of young professionals. In a continuously changing labour market, the graduates in the engineering field have been rapidly become conscious that the technical abilities are only the core of their professional profile, and the need to add a wide range of soft skills become mandatory prerequisites imposed by the human resources services in the recruiting companies. Our research investigated the impact of a soft skills training programme developed in the framework of a European Union funding project. The results revealed a vivid interest of young researcher in the engineering filed for the personal and professional growth especially for the development of communication and teamwork abilities. The professional counselling activities are a largely integrated component among the activities and the general intervention directions proposed by the European funding projects revealing a real need for the sustainable development of these support activites.

scholarly journals Treasuring and preserving languages: how the inclusive design in MOOCs might help

2020 ◽  
pp. 5-12
Author(s):  
Kate Borthwick
Keyword(s):  
Professional Development ◽  
Language Learning ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Inclusive Design ◽  
Learning Contexts ◽  
Barriers To Access ◽  
Open Content ◽  
The University ◽  
Development Course

This paper reflects on the inclusive design features of Massive Open Online Courses (MOOCs) and how these might support and encourage language learning. It considers what inclusivity in the context of MOOCs means, and some of the features of MOOCs which might be inherently inclusive and of value in supporting languages. It presents an example of inclusive design from a MOOC created at the University of Southampton: English as a Medium of Instruction (EMI) for Academics, a professional development course for teachers. It shows how this course was particularly designed to appeal to the broadest audience possible, and indicates how this might be relevant in language learning contexts. It considers the challenges of creating inclusive open content, and how MOOC design encourages the treasuring and preserving of languages through global reach and low barriers to access.

Sign in / Sign up

Export Citation Format

Share Document