Evaluation of Interactive Television Continuing Education Programs for Health-Care Professionals

1996 ◽  
Vol 24 (3) ◽  
pp. 259-270 ◽  
Author(s):  
David L. Byers ◽  
Cheryl S. Hilgenberg ◽  
Dent M. Rhodes
Keyword(s):  
Health Care ◽  
Adult Learning ◽  
Continuing Education ◽  
Professional Education ◽  
Health Care Professionals ◽  
Participant Observation ◽  
Interactive Television ◽  
Education Programs ◽  
Education Needs ◽  
Adult Continuing Education

Although many reports have evaluated interactive technology in distance learning, there is a lack of reports focused on utilizing interactive television to meet adult continuing education needs of professionals. This study describes the evaluation of live two-way interactive television (ITV) continuing education programs for health-care professionals. The programs were evaluated using adult learning characteristics as the evaluative framework. Data collection consisted of surveys, interviews, and participant observation. Results indicate that these continuing education programs delivered through interactive television technology met the adult learning requirements of the healthcare professionals who participated. The overwhelming majority of those in the sample indicated the interactivity of the system enhanced their learning and they would be likely to attend future professional education programs offered via ITV.

Health care professionals' knowledge of procedural issues in transplantation: the need for continuing education programs

2004 ◽  
Vol 36 (1) ◽  
pp. 14-16 ◽  
Author(s):  
İ Tokalak ◽  
Ö Başaran ◽  
R Emiroğlu ◽  
A Kut ◽  
H Karakayali ◽  
...  
Keyword(s):  
Health Care ◽  
Continuing Education ◽  
Health Care Professionals ◽  
Education Programs

Interprofessional Curriculum for Regulated Health Care Professions in Ontario: Continuing Education Scoping Review

2017 ◽  
Author(s):  
Jennifer Day
Keyword(s):  
Health Care ◽  
Continuing Education ◽  
Scoping Review ◽  
Health Care Professionals ◽  
Interprofessional Education ◽  
Grey Literature ◽  
Healthcare Providers ◽  
Health Care Team ◽  
Provider Education ◽  
Education Programs

The Queen’s University Interprofessional Working Team, as part of the Interprofessional Education (IPE) Curricula Models for Healthcare Providers in Ontario (IPECM) working group, has been tasked to present a scoping review of existing national and international interprofessional education programs and to develop a guiding curriculum framework for pre‐registration, continuing education and post‐ registration health provider education. Achieving this project’s aims will ultimately provide a foundation that promotes collaborative, patient‐centred practice by utilizing the skills, knowledge and scope of practice of all members of the health care team. The current scoping review of interprofessional continuing education programs for the 21 regulated health professions and social work in Ontario will be presented here.  A comprehensive scoping review of voluntary and suggested IPE continuing‐education programs available for registered health care professionals was investigated. Both peer, and non‐peer reviewed literature, as well as grey literature, from sources such as university/ college websites and professional organizations, were examined. Identified gaps in research include a widespread lack of IPE curriculum documentation in research as well as few available IPE continuing education programs. Some barriers enabling these shortfalls may include lack of funding, lack of human resources, and lack of support, experience and knowledge in developing interdisciplinary programs.  Next steps include synthesizing and summarizing the current available training courses and modules for each regulated health profession. These summaries will be integrated with the pre‐ and post‐registration scoping review and guiding curricula framework.

Advancing Public Health Through Continuing Education of Health Care Professionals

2011 ◽  
Vol 31 ◽  
pp. S60-S66 ◽  
Author(s):  
Karen Suchanek Hudmon ◽  
Robert L. Addleton ◽  
Frank M. Vitale ◽  
Bruce A. Christiansen ◽  
George C. Mejicano
Keyword(s):  
Public Health ◽  
Health Care ◽  
Continuing Education ◽  
Health Care Professionals

scholarly journals Impact of Diabetes Continuing Education on Knowledge and Practice of Diabetes Care among Health Care Professionals in Yemen

2021 ◽  
pp. 221-230
Author(s):  
Salmeen D. Babelgaith ◽  
Mansour Almetwazi ◽  
Syed Wajid ◽  
Saeed Alfadly ◽  
Ahmed M Shaman ◽  
...  
Keyword(s):  
Health Care ◽  
Continuing Education ◽  
Diabetes Care ◽  
Health Care Professionals ◽  
Diabetes Management ◽  
Knowledge Score ◽  
General Knowledge ◽  
Significant Difference ◽  
Knowledge And Practice ◽  
The Impact

Background: This study aimed to evaluate the Impact of diabetes continuing education on knowledge and practice of diabetes care among health care professionals in Yemen. Methods: A quasi-experimental study was carried out among health care professionals. The original questionnaire consisted of 22 multiple choice questions. A total of 73 HCPs received continuing education (CE) intervention.  Knowledge attitude and practice (KAP) was assessed using a validated questionnaire.  Results: The result showed that majority of the HCPs has a good general knowledge on diabetes and its managements prior to the CE program. Evaluation of the general knowledge score of the HCPs found some improvement in the knowledge score, however the improvement was not significant (p=0.31). The result of this study found that HCPs has good knowledge on monitoring the sign, symptoms and laboratory parameters. Conclusion: Evaluation of the knowledge score on Goal of Diabetes Management of HCPs found significant (p=0.024) improvement in the knowledge score. The results indicated that the lab values were rated as the most important in the goal for the treatment of diabetes patients.  The study also found no significant difference in practice score after CE program among HCPs.

Need and opportunities for professional education of nursing specialists

2021 ◽  
pp. 25-37
Author(s):  
Larisa Arkadievna Karaseva
Keyword(s):  
Health Care ◽  
Medical Care ◽  
Professional Education ◽  
Health Care Professionals ◽  
Professional Growth ◽  
Nursing Practice ◽  
Theory Development ◽  
Management Research ◽  
Education Management ◽  
Experimental Base

The task of educating health care professionals is to create an educational and experimental base to support practice, education, management, research, and theory development in order to preserve and improve the health of the population. The article summarizes the principles of education that contribute to the professional growth of specialists, ensuring the safety and competence of medical care by improving nursing practice.

scholarly journals Educational Resources and Curriculum on Lactation for Health Undergraduate Students: A Scoping Review

2020 ◽  
pp. 089033442098069
Author(s):  
Suzanne Hetzel Campbell ◽  
Nicole de Oliveira Bernardes ◽  
Thayanthini Tharmaratnam ◽  
Flaviana Vely Mendonça Vieira
Keyword(s):  
Health Care ◽  
Health Professional ◽  
Scoping Review ◽  
Professional Education ◽  
Health Care Professionals ◽  
Grey Literature ◽  
Educational Resources ◽  
Inclusion Criteria ◽  
Breastfeeding Support ◽  
Support Skills

Background Breastfeeding is a fundamental component of health care, and health professionals need to be adequately prepared. As part of the system, health care professionals have the ability to influence the establishment and maintenance of breastfeeding. The global literature regarding the curricular approach or established best practices for health professional education in lactation is inconclusive and lacking in rigor. Research aim To explore the literature for the educational resources, methods, and curriculum used in the education of undergraduate health students related to lactation. Methods A scoping review examining the curricular programs of health professional students in lactation was undertaken exploring and summarizing evidence from peer reviewed and grey literature. A scoping review with a five-stage review process was followed. The database search between 1982–2018 generated 625 results, 79 full-text articles were reviewed, and 29 articles published in English met the inclusion criteria. Results In general, educational resources, methods, curricular approaches, and foundational topics were based on best practice standards. Some authors incorporated a variety of learning methods and provided experiential learning, with evidence of translation of knowledge into clinical practice. In the studies examined, researchers reported that students had improved their: knowledge and attitudes (59%); breastfeeding support skills (45%); and confidence (10%). However, even in programs that focused on developing students’ breastfeeding support skills, authors reported a lack of change in students’ confidence. Conclusions Although only English articles met the inclusion criteria, this review was unique in its search of multidisciplinary, multilingual, and international studies. Consistency in teaching across disciplines is key and not evident in the studies reviewed.

scholarly journals Adult Learning Theories in Context: A Quick Guide for Healthcare Professional Educators

2019 ◽  
Vol 6 ◽  
pp. 238212051984033 ◽  
Author(s):  
Banan Abdulrzaq Mukhalalati ◽  
Andrea Taylor
Keyword(s):  
Healthcare Professional ◽  
Adult Learning ◽  
Professional Education ◽  
Relevant Literature ◽  
Learning Theories ◽  
Education Programs ◽  
Learning And Teaching ◽  
Professional Educators ◽  
Adult Learning Theories ◽  
Healthcare Professional Education

Background: Adult learning theories play a pivotal role in the design and implementation of education programs, including healthcare professional programs. There is a variation in the use of theories in healthcare professional education programs and this is may be in part due to a lack of understanding of the range of learning theories available and paucity of specific, in-context examples, to help educators in considering alternative theories relevant to their teaching setting. This article seeks to synthesize key learning theories applicable in the learning and teaching of healthcare professionals and to provide examples of their use in context. Method and results: A literature review was conducted in 2015 and 2016 using PubMed, Scopus, Web of Science, and ERIC academic databases. Search terms used identified a range of relevant literature about learning theories, and their utilization in different healthcare professional education programs. The findings were synthesized and presented in a table format, illustrating the learning theory, specific examples from health and medical education, and a very brief critique of the theory. Outcome: The literature synthesis provides a quick and easy-to-use summary of key theories and examples of their use to help healthcare professional educators access a wider range of learning theories to inform their instructional strategies, learning objectives, and evaluation approaches. This will ultimately result in educational program enhancement and improvement in student learning experiences.

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