Factors Affecting a Pharmacist Led Postgraduate Education Event: An Island Case Study

Statistical Difference ◽

Postgraduate Education ◽

Factors Affecting ◽

Face To Face ◽

Professional Groups ◽

Change In Practice

There are no widely established models for postgraduate interprofessional (IPE) events. Due to low number of healthcare professionals (HCPS) on the island of Guernsey, pharmacist continuing professional development (CPD) events incorporate an IPE element making it a unique CPD model. This study evaluates an event that took place in April 2015, to support identification of positive attributes of the event as an IPE case study. From 33 attendees 29 [88%] evaluation forms were returned covering an audience including pharmacists, doctors and nurses. Although the event increased knowledge and understanding of the topic, there was a statistical difference when comparing anticipated change in practice [p<.05], with over half [n=15, 51.7%] saying the learning would not change their practice. No significant differences in responses were seen between different professional groups. Attendees were positive about learning with other HCPs. The focus group comprising 6 professionals identified a key theme of ‘factors affecting attendance at an IPE event’ with four subthemes; IPE and networking, topic, convenience and CPD. All professions were open to and saw the benefit of IPE. Face-to-face events were preferred, facilitated by an expert speaker, with a topic that has relevance to multi-professions. Post qualification IPE events allow a synchronised view of a topic and should be encouraged in the future.

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

Australasian Journal of Paramedicine ◽

10.33151/ajp.18.947 ◽

2021 ◽

Vol 18 ◽

Author(s):

Shannon Macfarlane ◽

James Pearce

Keyword(s):

Online Learning ◽

Airway Management ◽

Cardiac Rhythm ◽

Basic Life Support ◽

Life Support ◽

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.

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

Pharmacy ◽

10.3390/pharmacy10010007 ◽

2022 ◽

Vol 10 (1) ◽

pp. 7

Author(s):

Ricarda Micallef ◽

Reem Kayyali

Keyword(s):

Great Britain ◽

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.

Information and communication technology to enhance continuing professional development (CPD) and continuing medical education (CME) for Rwanda: a scoping review of reviews

BMC Medical Education ◽

10.1186/s12909-021-02607-w ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Joseph Lune Ngenzi ◽

Richard E. Scott ◽

Maurice Mars

Keyword(s):

Blended Learning ◽

Information And Communication Technology ◽

Communication Technology ◽

Easy Access ◽

Face To Face ◽

Review Articles ◽

Information And Communication

Abstract Background Access to high quality continuing professional development (CPD) is necessary for healthcare professionals to retain competency within the ever-evolving worlds of medicine and health. Most low- and middle-income countries, including Rwanda, have a critical shortage of healthcare professionals and limited access to CPD opportunities. This study scoped the literature using review articles related to the use of information and communication technology (ICT) and video conferencing for the delivery of CPD to healthcare professionals. The goal was to inform decision-makers of relevant and suitable approaches for a low-income country such as Rwanda. Methods PubMed and hand searching was used. Only review articles written in English, published between 2010 and 2019, and reporting the use of ICT for CPD were included. Results Six review articles were included in this study. Various delivery modes (face to face, pure elearning and blended learning) and technology approaches (Internet-based and non-Internet based) were reported. All types of technology approach enhanced knowledge, skills and attitudes. Pure elearning is comparable to face-to-face delivery and better than ‘no intervention’, and blended learning showed mixed results compared to traditional face-to-face learning. Participant satisfaction was attributed to ease of use, easy access and interactive content. Conclusion The use of technology to enhance CPD delivery is acceptable with most technology approaches improving knowledge, skills and attitude. For the intervention to work effectively, CPD courses must be well designed: needs-based, based on sound educational theories, interactive, easy to access, and affordable. Participants must possess the required devices and technological literacy.

Postgraduate programmes leading to recognised credit-rated qualifications

Bulletin of The Royal College of Surgeons of England ◽

10.1308/147363506x103254 ◽

2006 ◽

Vol 88 (4) ◽

pp. 129-129

Author(s):

Sharon Drake

Keyword(s):

Postgraduate Education ◽

Education And Training ◽

Master Of Science ◽

And Training

There is a growing recognition by healthcare professionals of the need to ensure their skills are kept up to date. While mandatory continuing professional development has enforced this to some extent within dentistry, the numbers of practitioners going on to undertake further postgraduate education and training through the completion of credit-rated certificates, diplomas and Master of Science degrees is increasing.

Professional Development In Kosovo – Research Of Training Programs And Tests

Pedagogika-Pedagogy ◽

10.53656/ped2021-7.10 ◽

2021 ◽

Author(s):

Bekim Samadraxha ◽

Veton Alihajdari ◽

Besim Mustafa ◽

Ramë Likaj

Keyword(s):

Workforce Development ◽

Teaching And Learning ◽

Training Programs ◽

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 realist synthesis of effective continuing professional development (CPD): A case study of healthcare practitioners' CPD

Nurse Education Today ◽

10.1016/j.nedt.2018.07.010 ◽

2018 ◽

Vol 69 ◽

pp. 134-141 ◽

Cited By ~ 18

Author(s):

Kim Manley ◽

Anne Martin ◽

Carolyn Jackson ◽

Toni Wright

Keyword(s):

Realist Synthesis

Cases on Educational Technology Planning, Design, and Implementation - Advances in Educational Technologies and Instructional Design ◽

Refresher Training in Clinical Psychology Supervision

10.4018/978-1-4666-4237-9.ch016 ◽

2013 ◽

pp. 295-317 ◽

Cited By ~ 1

Author(s):

Nancy El-Farargy

Keyword(s):

Blended Learning ◽

Clinical Psychology ◽

Success Factors ◽

Project Managers ◽

Supervisor Training ◽

Face To Face ◽

Refresher Training ◽

Supervisory Training

Supervisory training for clinical psychologists is often a pre-requisite for practitioners taking on their first graduate trainee and for seasoned practitioners who require refresher training as evidence for continuing professional development. This case study outlines some supervisory models available within the literature and discusses a blended learning model of supervisor training specifically tailored for seasoned clinical psychology supervisors – with the deliverable being an online course to supplement a face-to-face delivery of supervisory training. In managing the work, a project management methodology is journeyed through, and covers the main context of the case, the e-strategy employed, an overview of the technology used, and the content of both the online and face-to-face components. Success factors surrounding the processes used are discussed, and implications of transition phases are outlined. In implementing an online component of blended learning, such information may support other project managers who may wish to benefit from and replicate any of the processes and tools used.

An Authentic, Practice-Based Assessment as a Catalyst for Continuous Professional Development

Pharmacy ◽

10.3390/pharmacy8010015 ◽

2020 ◽

Vol 8 (1) ◽

pp. 15 ◽

Cited By ~ 2

Author(s):

Sandra Winkelbauer

Keyword(s):

Pharmacy Practice ◽

Continual Professional Development

Quality Improvements ◽

Changing Practice ◽

Policy Alternatives ◽

Education Professional Development ◽

Assessment Approach ◽

Over the last ten years, pharmacy practice has changed significantly in Canada. It is more important than ever to ensure that the profession engages in continuing professional development in order to keep up with changing practice and changing public demand and scrutiny. The question is, how do we ensure that the required continual professional development occurs and is applied to practice? One Canadian regulator, the Ontario College of Pharmacists, has attempted to address this question by assessing the success of a number of quality assurance options in terms of addressing the competence of pharmacists, and by extension their ability to learn and apply their learning in an ongoing manner. This case study presents three policy options; an analysis of those options; and finally, an evaluation of the best option for this regulator. The policy alternatives considered include a continuing education/professional development requirement, standardized simulated assessment (i.e., observed structured clinical examination) and authentic practice-based assessment. For the Ontario College of Pharmacists, an authentic practice-based assessment approach seems effective at stimulating quality improvements in pharmacists’ practice, likely because the assessment acts as a catalyst for pharmacists to engage in continuing professional development in order to maintain competence.

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

Technology Supported Learning and Teaching ◽

10.4018/978-1-59140-962-5.ch007 ◽

2011 ◽

pp. 91-104

Author(s):

Susi Peacock ◽

Gloria Maria Dunlop

Keyword(s):

Quality Of Care ◽

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.