scholarly journals Staff grade psychiatrists – a view from the inside

1997 ◽  
Vol 21 (3) ◽  
pp. 151-153
Author(s):  
Aileen Blower ◽  
Diane Lusman
Keyword(s):  
Professional Development ◽  
Medical Literature ◽  
Continuing Professional Development ◽  
Career Progression ◽  
The West ◽  
Recent Debate ◽  
Education Needs ◽  
Recent Establishment

With the recent establishment by the College of ‘Affiliate’ status for non-member psychiatrists and continuing professional development (CPD) for ‘non-training’ grades, we though it timely to open a debate on the role, status and needs of staff grade doctors in psychiatry. Many of the issues that need to be addressed are common to staff doctors in all specialities. Following a brief description of the grade and how it is being used at present we will focus on education needs and career progression, drawing on recent debate in the medical literature and our own experience as staff grade psychiatrists in the West of Scotland.

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.

Enabling Professional Development with E-Portfolios

2012 ◽  
Vol 2 (1) ◽  
pp. 37-52 ◽  
Author(s):  
Simon Lygo-Baker ◽  
Stylianos Hatzipanagos
Keyword(s):  
Professional Development ◽  
Digital Technology ◽  
Academic Development ◽  
Continuing Professional Development ◽  
Development Programme ◽  
Career Progression ◽  
Learning Space ◽  
Learning And Teaching ◽  
Personalised Learning ◽  
Presentation Tool

Portfolios have been used for assessment in higher education as an alternative to exams and assignments. E-portfolios offer staff a digital technology that can be both a personalised learning space, owned and controlled by the learner, and a presentation tool which can be used for formal assessment purposes. However, this can result in a tension between process and product, where e-portfolios become electronic repositories of resources that simply tick boxes for career progression. The paper reports on a project that investigated the use of e-portfolios by teaching practitioners developing a critical portfolio of evidence for an award-bearing academic development programme. An e-portfolio had been adopted to address criticisms that conventional assessment fails to take account of the context in which teaching practitioners operate. The project aimed to enable teaching practitioners to access and gain familiarity with pedagogically sound e-portfolio opportunities. In addition, it aimed to foster a reflective approach, promote critical thinking focused on learning and teaching and enhance continuing professional development.

scholarly journals Profile of staff grade psychiatrists

1999 ◽  
Vol 23 (1) ◽  
pp. 24-29
Author(s):  
Aileen Blower
Keyword(s):  
Professional Development ◽  
Career Aspirations ◽  
Continuing Professional Development ◽  
Postal Questionnaire ◽  
Career Progression ◽  
Heterogeneous Group ◽  
Clinical Implications ◽  
Demographic Profile ◽  
Professional Isolation

Aims and methodStaff grade psychiatrists working in Scotland were surveyed by postal questionnaire in order to determine their demographic profile, career aspirations and experience of the grade.ResultsA heterogeneous group of doctors was identified, from a variety of professional backgrounds, and with a range of ambitions. Respondents generally held a favourable view of the grade, but expressed concern over perceived lack of opportunities for training, education and career progression. This is despite considerable recent efforts by the College to include non-consultant career grades in its programme for Continuing Professional Development.Clinical implicationsThere remains scope for imaginative development of the grade. In particular, staff grade psychiatrists might benefit from a more individualised approach to, and support for, all areas of their professional development. Such ‘mentoring’ may be especially beneficial for staff grades in Scotland, for whom geographical, as well as professional isolation, can be problematic.

scholarly journals Understanding the Use and Perceived Impact of a Medical Podcast: Qualitative Study (Preprint)

2018 ◽  
Author(s):  
Sarah L Malecki ◽  
Kieran L Quinn ◽  
Nathan Zilbert ◽  
Fahad Razak ◽  
Shiphra Ginsburg ◽  
...  
Keyword(s):  
Professional Development ◽  
Medical Education ◽  
Clinical Practice ◽  
Qualitative Study ◽  
Thematic Analysis ◽  
Medical Literature ◽  
Continuing Professional Development ◽  
Web Based ◽  
Convenience Sampling ◽  
Perceived Impact

BACKGROUND Although podcasts are increasingly being produced for medical education, their use and perceived impact in informal educational settings are understudied. OBJECTIVE This study aimed to explore how and why physicians and medical learners listen to The Rounds Table (TRT), a medical podcast, as well as to determine the podcast’s perceived impact on learning and practice. METHODS Web-based podcast analytics were used to collect TRT usage statistics. A total of 17 medical TRT listeners were then identified and interviewed through purposive and convenience sampling, using a semistructured guide and a thematic analysis, until theoretical sufficiency was achieved. RESULTS The following four themes related to podcast listenership were identified: (1) participants thought that TRT increased efficiency, allowing them to multitask, predominantly using mobile listening platforms; (2) participants listened to the podcast for both education and entertainment, or “edutainment”; (3) participants thought that the podcast helped them keep up to date with medical literature; and (4) participants considered TRT to have an indirect effect on learning and clinical practice by increasing overall knowledge. CONCLUSIONS Our results highlight how a medical podcast, designed for continuing professional development, is often used informally to promote learning. These findings enhance our understanding of how and why listeners engage with a medical podcast, which may be used to inform the development and evaluation of other podcasts.

scholarly journals Understanding the Use and Perceived Impact of a Medical Podcast: Qualitative Study

10.2196/12901 ◽  
2019 ◽  
Vol 5 (2) ◽  
pp. e12901 ◽  
Author(s):  
Sarah L Malecki ◽  
Kieran L Quinn ◽  
Nathan Zilbert ◽  
Fahad Razak ◽  
Shiphra Ginsburg ◽  
...  
Keyword(s):  
Professional Development ◽  
Medical Education ◽  
Clinical Practice ◽  
Qualitative Study ◽  
Thematic Analysis ◽  
Medical Literature ◽  
Continuing Professional Development ◽  
Web Based ◽  
Convenience Sampling ◽  
Perceived Impact

Background Although podcasts are increasingly being produced for medical education, their use and perceived impact in informal educational settings are understudied. Objective This study aimed to explore how and why physicians and medical learners listen to The Rounds Table (TRT), a medical podcast, as well as to determine the podcast’s perceived impact on learning and practice. Methods Web-based podcast analytics were used to collect TRT usage statistics. A total of 17 medical TRT listeners were then identified and interviewed through purposive and convenience sampling, using a semistructured guide and a thematic analysis, until theoretical sufficiency was achieved. Results The following four themes related to podcast listenership were identified: (1) participants thought that TRT increased efficiency, allowing them to multitask, predominantly using mobile listening platforms; (2) participants listened to the podcast for both education and entertainment, or “edutainment”; (3) participants thought that the podcast helped them keep up to date with medical literature; and (4) participants considered TRT to have an indirect effect on learning and clinical practice by increasing overall knowledge. Conclusions Our results highlight how a medical podcast, designed for continuing professional development, is often used informally to promote learning. These findings enhance our understanding of how and why listeners engage with a medical podcast, which may be used to inform the development and evaluation of other podcasts.

Enabling Professional Development with E-Portfolios

2014 ◽  
pp. 545-561
Author(s):  
Simon Lygo-Baker ◽  
Stylianos Hatzipanagos
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Critical Thinking ◽  
Continuing Professional Development ◽  
Development Programme ◽  
Career Progression ◽  
Learning Space ◽  
Learning And Teaching ◽  
Personalised Learning ◽  
Presentation Tool

Portfolios have been used for assessment in higher education as an alternative to exams and assignments. E-portfolios offer staff a digital technology that can be both a personalised learning space, owned and controlled by the learner, and a presentation tool which can be used for formal assessment purposes. However, this can result in a tension between process and product, where e-portfolios become electronic repositories of resources that simply tick boxes for career progression. The paper reports on a project that investigated the use of e-portfolios by teaching practitioners developing a critical portfolio of evidence for an award-bearing academic development programme. An e-portfolio had been adopted to address criticisms that conventional assessment fails to take account of the context in which teaching practitioners operate. The project aimed to enable teaching practitioners to access and gain familiarity with pedagogically sound e-portfolio opportunities. In addition, it aimed to foster a reflective approach, promote critical thinking focused on learning and teaching and enhance continuing professional development.

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