scholarly journals Analysis of Dentists’ Participation in Continuing Professional Development Courses from 2001-2006

2010 ◽  
Vol 4 (1) ◽  
pp. 179-184 ◽  
Author(s):  
Paul Abbott ◽  
Kate Burgess ◽  
Eric Wang ◽  
Kang Kim
Keyword(s):  
Professional Development ◽  
Western Australia ◽  
Dental Education ◽  
Continuing Professional Development ◽  
Education Committee ◽  
The University ◽  
Participation Pattern

Currently in Western Australia (WA) there is no requirement for dentists to participate in continuing professional development (CPD). The aim of this study was to determine the participation pattern of dentists in WA in CPD activities. Data was collated regarding registrants for courses conducted by the University Continuing Dental Education Committee. Information concerned number of courses attended by each dentist, location of work and year of graduation from university. Details of subject, length and type of courses conducted were also gathered. Most courses were half to one day in duration with many subjects covered. Between 10.1-24.4% of dentists registered in WA attended at least one course each year. Low numbers of recently graduated and older dentists attended courses. Similar percentages of metropolitan and rural dentists attended courses. Participation in CPD activities of dentists in WA was low. Half day or evening courses appear to be favoured by dentists.

Teaching and Continuing Professional Development: an Italian experience

2006 ◽  
Vol 44 (6) ◽  
Author(s):  
Giovanni Putoto
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Clinical Governance ◽  
University Hospital ◽  
New Paradigm ◽  
Italian Experience ◽  
Key Factor ◽  
Development Of Competencies ◽  
Knowledge Competencies ◽  
The University

AbstractContinuing Professional Development (CPD) is a key factor for effective implementation of Clinical Governance. The development of a quality system is, in fact, strictly related to the development of competencies of healthcare professionals. Lifelong learning has emerged as a new paradigm that underlines the need to maintain and continuously improve knowledge, competencies and attitudes in the changing scenario of healthcare systems. CPD accreditation is another fundamental issue and a variety of voluntary and compulsory approaches can be recognised at an international level. The experience of the University Hospital of Padova may be useful to demonstrate that CPD can be addressed to implement a Clinical Governance project.

scholarly journals Evaluating the use of electronic networking for continuing professional development.

2013 ◽  
Vol 19 (63) ◽  
pp. 22-25 ◽  
Author(s):  
Kathryn Leach
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Computer Conferencing ◽  
British Library ◽  
Course Materials ◽  
European Collaboration ◽  
Information Professionals ◽  
The University ◽  
Electronic Networking ◽  
Information Networking

This article reports on the British Library funded research project 'The use of information networking for continuing professional development' in progress at the University of Brighton. The project aims to survey and review the current extent of, and promote interest in, the delivery of programmes of continuing professional development (CPD) for information professionals by means of computer networks, network-based course materials and computer conferencing. it will assess the degree of professional demand for programmes of this nature and evaluate the opportunities for, and barriers to, future development in this area with a particular emphasis on the support of European collaboration.

scholarly journals Konsep Continuing Professional Development (CPD) dalam Pengembangan Profesionalisme Pustakawan Universitas Negeri Semarang

2016 ◽  
Vol 12 (1) ◽  
pp. 31
Author(s):  
M. Z. Eko Handoyo
Keyword(s):  
Professional Development ◽  
Human Resources ◽  
Continuing Professional Development ◽  
International Federation ◽  
State University ◽  
International University ◽  
University Leaders ◽  
The University ◽  
Library Profession ◽  
Made In

Universitas Negeri Semarang (UNNES) has the vision to become a healthy, excellent, and prosperous international university in healthy, superior, and prosperous. To achieve its vision, the university has to develop human resources, including librarians as professionals in the field of libraries, documentation, and information. The efforts in developing the professionalism of librarians can be made by improving their competence. One of the concepts of developing library profession outlined by International Federation of Library Associations and Institutions (IFLA) is Continuing Professional Development (CPD). However, in general the implementation of CPD concept in library profession has not got much attention. The objective of the study is to find out the implementation of CPD concept in efforts to develop library profession at Semarang State University. Respondents consisted of 40 librarians, comprising those working at the main library (22 librarians) and at the departemental or faculty libraries. The study used quantitative method the result showed that (1) the librarians were not yet familiar with CPD concept; (2) UNNES Library has not implemented CPD concept in developing its professional librarians, (3) UNNES has not had a clear policy commitment in developing its professional librarians, (4) Continuous efforts have to be made in order to develop professional librarians at UNNES with the support of the university leaders.

The role of digital technology in providing education, training, continuing professional development and support to the rural health workforce

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Robyn Ramsden ◽  
Richard Colbran ◽  
Ellice Christopher ◽  
Michael Edwards
Keyword(s):  
Professional Development ◽  
Rural Health ◽  
Health Professionals ◽  
Digital Technology ◽  
Continuing Professional Development ◽  
Rural And Remote ◽  
Content Type ◽  
Rural Health Workforce ◽  
Education Training ◽  
The University

PurposeEducation, training and continuing professional development are amongst the evidence-based initiatives for attracting and retaining rural and remote health professionals. With rapidly increasing access to and use of digital technology worldwide, there are new opportunities to leverage training and support for those who are working in rural and remote areas. In this paper we determine the key elements associated with the utility of digital technologies to provide education, training, professional learning and support for rural health workforce outside the University and tertiary sector.Design/methodology/approachA scoping review of peer-reviewed literature from Australia, Canada, US and New Zealand was conducted in four bibliographic databases – Medline complete, CINAHL, Academic Search complete and Education Complete. Relevant studies published between January 2010 and September 2020 were identified. The Levac et al. (2010) enhanced methodology of the Arksey and O'Malley (2005) framework was used to analyse the literature.FindingsThe literature suggests there is mounting evidence demonstrating the potential for online platforms to address the challenges of rural health professional practice and the tyranny of distance. After analysing 22 publications, seven main themes were found – Knowledge and skills (n = 13), access (n = 10), information technology (n = 7), translation of knowledge into practice (n = 6), empowerment and confidence (n = 5), engagement (n = 5) and the need for support (n = 5). Ongoing evaluation will be critical to explore new opportunities for digital technology to demonstrate enhanced capability and retention of rural health professionals.Originality/valueTo date there has been limited examination of research that addresses the value of digital platforms on continuing professional development, education and support for rural health professionals outside the university and tertiary training sectors.

scholarly journals Analysis of readiness of medical university graduates for labor activity

2020 ◽  
Vol 24 (3) ◽  
pp. 180-185
Author(s):  
M. V. Alekseeva ◽  
A. I. Nikolaev ◽  
Victoria R. Shashmurina
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
University Graduates ◽  
Educational Work ◽  
Young Professionals ◽  
Legal Advice ◽  
Medical Standards ◽  
In The Beginning ◽  
The University ◽  
Medical University

Purpose of work orders to study the readiness of the Medical University graduates for work, a survey of 90 students of the dental and pediatric faculties of Smolensk State Medical University was conducted.Material and methods. Characteristics common to graduates were revealed: lack of confidence in the beginning of work, difficulties in communicating with patients, colleagues, employers, desire to work in budget medical organizations. The specifics of the faculty did not play a significant role in the choice of answers. Students in the pediatric faculty are more knowledgeable in continuing professional development, medical standards and clinical guidelines than dentistry students. Dentists are more practical in professional path choosing. For faculty of pediatrics graduates the last year of study escalates the problem of further professional choice, literally introducing young professionals into a stressful state who declare complete disappointment in choosing a profession.Results of the survey emphasize the need for vocational guidance, educational work with students of a medical university.Conclusion. Adaptation to work improving should be reflected in the content of work programs, activities to promote the employment of graduates, the possibility of obtaining legal advice at the university, the creation of a portal for posting resumes, and the widespread use of internships at workplaces.

scholarly journals Continuing Professional Development for Lecturers at the National University of Lesotho: Milestones and Challenges

2019 ◽  
Vol 5 (1) ◽  
Author(s):  
Tebello Tlali
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Academic Development ◽  
Continuing Professional Development ◽  
Formation Professionnelle ◽  
National University ◽  
Constructivist Perspective ◽  
The University ◽  
Development Center ◽  
Roll Out

This article appraises efforts by the National University of Lesotho (NUL) to provide continuing professional development for lecturers. The findings of a previous study suggested that the majority of lecturers at this university were not trained as teachers and that this could negatively impact on their teaching. The establishment of a staff academic development center was long overdue. In April 2014, the university established the Centre for Teaching and Learning (CTL). Drawing on a constructivist perspective, a qualitative approach was adopted to explore the current situation. The findings indicate that efforts to roll out continuing professional development for lecturers have not borne any significant results. The problem is exacerbated by a lack of support from the university community as well as lecturers’ poor attendance at the staff academic development workshops hosted by the CTL. It is thus recommended that management put mechanisms in place to support the center and ensure compulsory staff participation.  Cet article vise à évaluer les moyens mis en place par l’Université Nationale du Lesotho (National University of Lesotho ou NUL) pour offrir une formation professionnelle continue aux Maîtres de conférence. Une précédente recherche a démontré que la majorité des Maîtres de conférence de cette université ne recevait pas de formation en tant qu’enseignants, ce qui pouvait avoir un impact négatif sur leur activité d’enseignement. Il était donc grand temps de créer un centre de formation pour le personnel universitaire. En avril 2014, l’université a inauguré un Centre d’Enseignement et d’Apprentissage (Centre for Teaching and Learning ou CTL). A partir d’un point de vue constructiviste, la situation actuelle a été examinée selon une approche qualitative. Les résultats de cette recherche indiquent que les moyens mis en place pour proposer aux Maîtres de conférence une formation professionnelle continue n’ont pas été concluants. Le problème est accentué par un manque de soutien de la part de la communauté universitaire et par les absences répétées des Maîtres de conférence aux ateliers de formation organisés par le CTL pour le personnel universitaire. Il serait pertinent que la direction mette en place des mécanismes permettant de soutenir le Centre et de rendre la participation du personnel obligatoire.

Investigating Greek EFL Coordinators’ Involvement in Online Elteachers Communities of Practice as a Means of Professional Development

2018 ◽  
Vol 5 (3) ◽  
pp. 41-55
Author(s):  
Katerina Kourkouli
Keyword(s):  
Professional Development ◽  
Communities Of Practice ◽  
Situated Learning ◽  
Continuing Professional Development ◽  
Development Project ◽  
Perceived Benefit ◽  
Before And After ◽  
Teachers Professional Development ◽  
The University

Abstract This paper examines Greek EFL Coordinators’ involvement in online ELTeachers Communities of Practice (CoPs) and its impact on their own and their trainees’/teachers’ professional development. The study focuses on four (4) Greek EFL School Advisors who acted as Coordinators of four online CoPs training fourty-nine (49) EFL teachers using an online platform named 2gather developed by the University of Athens in the context of a national in-service professional development project in Greece. Founded on the theory of situated learning, CoPs have been defined as “groups of people who share a concern, a set of problems, or a passion about a topic, and who deepen their knowledge and expertise in this area by interacting on an ongoing basis” (Wenger et al., 2002). The study involved monitoring the development of four online ELTeachers CoPs and their respective Coordinators’ patterns of involvement and response using a mixed-methods approach which combined quantitative data and qualitative research of collective case studies (Dornyei, 2007) of the four groups of teachers. A comparison of the Coordinators’ implementation of meaningful professional development (Franke et al., 2001) activities “before” and “after” their involvement in the online CoPs was carried out. Findings delineate the extent of the Coordinators’ “reformed” training practice in terms of professional development activities provided to the teachers “before” and “after” their CoP involvement as well as their report on their teachers’ and their own perceived benefit. Results also highlight the role of the Coordinators’ attitude towards the innovative model of teacher education for its feasibility and viability in Greece and contribute to furthering our understanding of effective implementation of online CoPs in the context of continuing professional development.

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