scholarly journals Developing an online continuing professional development course for busy healthcare professionals: 12 tips for course developers

MedEdPublish ◽  
2019 ◽  
Vol 8 (3) ◽  
Author(s):  
Elaine Mealey
Keyword(s):  
Professional Development ◽  
Healthcare Professionals ◽  
Continuing Professional Development ◽  
Development Course

Developing E-Learning Provision for Healthcare Professionals' Continuing Professional Development

2011 ◽  
pp. 91-104
Author(s):  
Susi Peacock ◽  
Gloria Maria Dunlop
Keyword(s):  
Professional Development ◽  
Quality Of Care ◽  
Healthcare Professionals ◽  
Continuing Professional Development ◽  
Specific Group ◽  
Care Services ◽  
External Pressures ◽  
E Learning ◽  
Practical Reflection

This chapter discusses the provision of continuing professional development (CPD) for allied healthcare professionals (AHPs) through e-learning. External pressures are increasing on AHPs to engage with CPD on a regular basis to improve the quality of care services and facilitate changes in working practice. E-learning has the potential to reach this group of diverse learners and integrate learning into their work schedule at a time and place convenient for them and their employers: eCPD. We provide a practical reflection grounded in the experience of practitioners and students who have been involved in our deployment of eCPD over the last three years. The issues that have arisen from this initiative will be familiar to many of those who have been involved in the deployment of e-learning in our sector. Ultimately, we hope that the solutions we have provided to meet the needs of this specific group of learners will address those for all e-learners. In addition, we believe that it will support the process of embedding (“normalising”) e-learning across an institution.

Evaluation of a professional development course on research methods for healthcare professionals

2020 ◽  
pp. 084047042096017
Author(s):  
Olusegun Famure ◽  
Benedict Batoy ◽  
Michelle Minkovich ◽  
Imindu Liyanage ◽  
S. Joseph Kim
Keyword(s):  
Professional Development ◽  
Lifelong Learning ◽  
Research Methods ◽  
Patient Outcomes ◽  
Healthcare Professionals ◽  
Development Program ◽  
Professional Development Program ◽  
Evidence Based ◽  
Development Course

Healthcare is constantly evolving and thus requires lifelong learning. Evidence-based learning has been shown to lead to better patient outcomes, yet many healthcare professionals report gaps in their research abilities. We sought to evaluate the efficacy of a professional development program in addressing identified gaps.

scholarly journals Paediatric Life Support by Advanced Paediatric Life Support, Australia: course review

2021 ◽  
Vol 18 ◽  
Author(s):  
Shannon Macfarlane ◽  
James Pearce
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Airway Management ◽  
Cardiac Rhythm ◽  
Healthcare Professionals ◽  
Basic Life Support ◽  
Life Support ◽  
Continuing Professional Development ◽  
Intraosseous Access ◽  
Face To Face

The Advanced Paediatric Life Support, Australia Paediatric Life Support course is designed to improve outcomes for critically ill and injured paediatrics treated by healthcare professionals. It is comprised of pre-reading, online learning and a one-day face-to-face session that covers basic life support, airway management, cardiac rhythm recognition and defibrillation, intraosseous access and recognition of the seriously injured and ill child. This paper reviews the course and concludes that it should be considered as part of the continuing professional development requirements for paramedics.

scholarly journals Teacher Professional Development in Language-Driven CLIL: A Case Study

2020 ◽  
Vol 12 (2) ◽  
pp. 242-264 ◽  
Author(s):  
Dario Luis Banegas
Keyword(s):  
Professional Development ◽  
Language Proficiency ◽  
English Language ◽  
Continuing Professional Development ◽  
Language Education ◽  
Salient Feature ◽  
Multiple Sources ◽  
Teacher's Beliefs ◽  
Development Course

The professional development of and language integrated learning (CLIL) continues to be a niche in the language education literature, particularly in Latin America. The aim of this study is to explore the effects of a continuing professional development course delivered in 2018 to support language-driven CLIL implementation in state secondary schools in Argentina. Built as a case study, the investigation draws on data from one teacher collected through multiple sources for triangulation purposes. Two research questions guided the study: 1) What beliefs does a teacher have of language-driven CLIL? and 2) What are the effects of a continuing professional development course on language-driven CLIL targeted at EFL secondary school teachers? Findings show that authenticity, rather than language-content integration, is a salient feature of language-driven CLIL in this teacher’s practice. Findings also reveal that CLIL success depends on learners’ English language proficiency. Drawing on its teacher’s beliefs of CLIL, the course had an impact on the teacher’s identity as a materials developer and autonomous and critical practitioner who could theorize by reflecting on her practices and the readings provided by the course tutor.

scholarly journals Interviews with Global Pharmacists and Healthcare Professionals in Great Britain to Establish Personal Experiences around Professional Development Activity

Pharmacy ◽  
2022 ◽  
Vol 10 (1) ◽  
pp. 7
Author(s):  
Ricarda Micallef ◽  
Reem Kayyali
Keyword(s):  
Professional Development ◽  
Great Britain ◽  
Healthcare Professionals ◽  
Continuing Professional Development ◽  
Development Activity ◽  
Face To Face ◽  
Professional Development Activity ◽  
Consistent Model ◽  
Personal Experiences ◽  
Skills Learning

Professional development activity is needed to ensure practitioners are up to date and providing optimal patient care. This includes, but is not restricted to, mandatory continuing professional development (CPD) or continuing education (CE) requirements, which differ by professions globally and within countries. This study aimed to investigate perceptions, participation, and individual practice for healthcare professionals in Great Britain (GB) and pharmacists globally to identify similarities and differences after the introduction of revalidation for pharmacists in GB. Qualitative data was received through interviews, which was analysed using content analysis. In total, 24 interviews were completed with pharmacists registered globally, and healthcare professionals registered in GB. A culture of CPD was seen for healthcare professionals in GB and globally for pharmacists; there was no consistent model. Face-to-face activity was common, with an increase in online provision, especially where large geographies were seen. Most learning was completed in the professional’s own time. Multiple providers were seen, with the evaluation of events using questionnaires being commonplace. Different formats of learning were useful for different topics, with skills learning being better when face-to-face. Although varied requirements were in place, regulation should support patient-based practice outcomes. This study showed that commitment to learning was similar in different professions in GB and by pharmacists globally, with similar benefits and challenges.

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