FACULTY TRAINING CONSTRUCTION: REGULATORY/COMPLIANCE, PERFORMANCE-BASED OR PROFESSIONAL DEVELOPMENT CENTERED

2018 ◽  
Author(s):  
Bob Barrett
Keyword(s):  
Professional Development ◽  
Regulatory Compliance ◽  
Faculty Training

scholarly journals Continuing Professional Development for Doctors in Pakistan is need of the hour

2020 ◽  
Vol 3 (1) ◽  
pp. 7-8
Author(s):  
Ahsan Sethi ◽  
Gohar Wajid
Keyword(s):  
Professional Development ◽  
Medical Education ◽  
Health Professionals ◽  
Postgraduate Medical Education ◽  
National Level ◽  
Continuing Professional Development ◽  
Extended Period ◽  
Regulatory Compliance ◽  
New Drugs ◽  
World Federation

In Pakistan, health professionals get their professional undergraduate and postgraduate qualifications after thorough training and assessment criteria as defined by their respective national regulatory bodies. These qualifications help them get registered and get a license for clinical practice in their respective domains. Any registrations and licenses are renewed by paying the prescribed fee without any requirements for reassessment or recertifications. Over the last few decades, health sciences have shown rapid advancements with the invention of new drugs and technologies. Due to this exponential increase in knowledge, no practitioner can hope to remain competent for more than a few years after graduation without a program of active learning. As such, a well-structured and regulated program of lifelong learning must be followed by all health professionals. To keep health professionals abreast with these changes and to ensure the maintenance of certain minimum competencies, there is a need for Continuing Professional Development (CPD) to be implemented at the national level with strict regulatory compliance. According to World Federation for Medical Education (World Federation for Medical Education, 2015), Continuing Professional Development (CPD) is a process of education and training commencing after completion of basic and postgraduate medical education, thereafter, continuing as long as the health professional is engaged in professional activities. CPD mainly implies self-directed and practice-based learning activities in addition to supervised education, and rarely involves supervised training for an extended period of time. The terms ‘Continuing Medical Education (CME)’ and ‘Continuing Professional Development (CPD)’ are often used synonymously. 

Promoting Active-Learning Instruction and Research (PALIR) in Kinesiology Departments

2018 ◽  
Vol 7 (4) ◽  
pp. 328-331 ◽  
Author(s):  
Duane Knudson ◽  
Karen Meaney
Keyword(s):  
Professional Development ◽  
Active Learning ◽  
Teaching And Learning ◽  
Human Performance ◽  
Faculty Perceptions ◽  
Faculty Training ◽  
Scholarship Of Teaching ◽  
Professional Development Workshop ◽  
Department Of Health ◽  
Learning Instruction

This article describes the implementation and evaluation of an initiative to promote active learning through facility renovation and faculty training. Twenty faculty representing a variety of academic areas from 2 departments participated in a 3-part active-learning professional development workshop series. Department of Health and Human Performance faculty (N = 14) teaching 19 courses and 416 of the students in the new active classroom were surveyed on their attitudes on the facilities, room design, professional development, and active-learning instruction. Consistent with previous active-learning research, there were subtle differences between student and faculty perceptions of the importance of renovation features, active-learning exercises, and philosophy of the learning process. The initiative was effective in helping predisposed faculty to implement active-learning experiences in their classes and engaging in more scholarship of teaching and learning, as well as enhancing the visibility of the department as a leader in active learning and the scholarship of teaching and learning at the university.

scholarly journals Institutional Perspectives on Faculty Development for Digital Education in Canada

2020 ◽  
Vol 46 (2) ◽  
Author(s):  
Charlene A. VanLeeuwen ◽  
George Veletsianos ◽  
Olga Belikov ◽  
Nicole Johnson
Keyword(s):  
Professional Development ◽  
Secondary Level ◽  
Faculty Training ◽  
Digital Learning ◽  
Research And Practice ◽  
Post Secondary ◽  
Digital Education ◽  
Annual Survey ◽  
Work Security ◽  
Training And Support

As digital education at the post-secondary level continues to grow, robust professional development that prepares faculty to teach in online and blended settings is necessary. In this study we analyze open-ended comments from the Canadian Digital Learning Research Association’s annual survey of Canadian post-secondary institutions (2017-2019) to deepen our understanding of faculty training and support for digital education as articulated by higher education institutions. We find that 1) digital education orientation or on-boarding processes for faculty vary widely; 2) institutions employ an extensive array of professional development practices for digital education; 3) institutions report culture change, work security, and unclear expectations as challenges in providing digital education training and support; and 4) institutions articulate aspirations and hopes around professional development investments in order to build digital education capacity. These findings have significant implications for research and practice and we describe these in the article.

The Professional Development School

2011 ◽  
pp. 99-108
Author(s):  
George W. Semich ◽  
Beatrice Gibbons
Keyword(s):  
Professional Development ◽  
Faculty Training ◽  
Additional Information ◽  
Implementing Change ◽  
Use Of Technology ◽  
Innovation In Education ◽  
Shared Information ◽  
Primary Focus ◽  
Technology In Classroom ◽  
Pennsylvania Department Of Education

In his recent text (2011), Educational Leadership and Planning for Technology, Picciano noted that “an important ingredient for implementing change, improvement, and innovation in education is a knowledgeable and vibrant staff “(p. 215). However, there is a body of research (Goodson,1991; Becker, 1994; U.S. Congress, 1995; Northrup & Little, 1996; Trotter, 1999;Cuban, 2001; Park & Staresina, 2004; Christensen, Horn, and Johnson, 2009;Hargreaves, Earl, & Schmidt, 2002), that clearly indicates that teachers are not making the best use of technology in classroom. To meet this challenge,the authors secured a professional development grant from the Pennsylvania Department of Education which provided an opportunity for them to hire a highly skilled workshop facilitator who conducted a full day workshop that covered smart board technologies, web quests, and synchroneyes software to a group of teachers from our local PDS school. In an earlier chapter, the authors shared information about the workshop. The primary focus of this chapter is to revisit our findings from the faculty training workshop and present additional information from the faculty perspective and the current relate literature.

scholarly journals Instructors’ Readiness to Teach Online: A Review of TPACK Standards in Online Professional Development Programmes in Higher Education

2021 ◽  
Vol 20 (7) ◽  
pp. 135-150
Author(s):  
Amjaad Mujallid
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Faculty Training ◽  
Instructional Materials ◽  
Learning Needs ◽  
Online Instructors ◽  
Materials Used

Online learning has been developed in higher education offering a flexible environment for learners. Faculty knowledge is among the most important domains required to be updated in order to ensure a successful integration of instructional technology and online learning in higher education. This update can be performed by providing faculty training on how to use technology. However, this should be integrated with pedagogical knowledge, which is represented in the Technological Pedagogical and Content Knowledge framework (TPACK). This paper reviewed the literature to find how higher education institutions support online instructors with professional development programmes and, moreover, to discover how these programmes are shaped by the TPACK framework. The paper also summarises the effective online teaching practices based on the TPACK framework presented in the literature. Teaching online is a challenge and does not mean having to move traditional instructions and activities into the online platform, but this does mean a shift might require building a whole new material to ensure the quality of online teaching and learning. Reviewing the previous literature regarding the available professional development programmes increases the need to integrate online teaching competence as a main objective into teacher education and professional development programmes to follow up with the skills of the 21st century students. The framework includes three main domains of teachers’ knowledge: Content (CK), which is related to the subject matter and answers the question “what will be taught?” such as concepts, theories and terms; Pedagogy (PK), which refers to teaching strategies required for addressing the students’ learning needs; and Technology (TK), which refers to the variety of technologies and instructional materials used, such as learning management systems.

Communication Disordered: Program Implementation in Long-Term Care

2016 ◽  
Vol 1 (15) ◽  
pp. 64-67
Author(s):  
George Barnes ◽  
Joseph Salemi
Keyword(s):  
Program Implementation ◽  
Long Term Care ◽  
Family Satisfaction ◽  
Regulatory Compliance ◽  
Care Staff ◽  
Term Care ◽  
Staff Members ◽  
Change Policy

The organizational structure of long-term care (LTC) facilities often removes the rehab department from the interdisciplinary work culture, inhibiting the speech-language pathologist's (SLP's) communication with the facility administration and limiting the SLP's influence when implementing clinical programs. The SLP then is unable to change policy or monitor the actions of the care staff. When the SLP asks staff members to follow protocols not yet accepted by facility policy, staff may be unable to respond due to confusing or conflicting protocol. The SLP needs to involve members of the facility administration in the policy-making process in order to create successful clinical programs. The SLP must overcome communication barriers by understanding the needs of the administration to explain how staff compliance with clinical goals improves quality of care, regulatory compliance, and patient-family satisfaction, and has the potential to enhance revenue for the facility. By taking this approach, the SLP has a greater opportunity to increase safety, independence, and quality of life for patients who otherwise may not receive access to the appropriate services.

Sign in / Sign up

Export Citation Format

Share Document