scholarly journals Continuing professional development in the largest scientific laboratory in the world: perspectives and needs for a science communicator @ CERN

2016 ◽  
Vol 15 (04) ◽  
pp. C07
Author(s):  
Paola Catapano
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
The World ◽  
Scientific Laboratory ◽  
Parallel Growth

A short outline of the evolution of communications at CERN since 1993 and the parallel growth of the need both for professional communications and, at the same time, the need for training in more and more complex competencies for the new profession.

scholarly journals Coress feedback

2013 ◽  
Vol 95 (2) ◽  
pp. 152-154
Author(s):  
Frank CT Smith
Keyword(s):  
Professional Development ◽  
General Practitioner ◽  
Continuing Professional Development ◽  
Clinical History ◽  
Discharge Summary ◽  
World Health ◽  
Time Out ◽  
The World ◽  
Health Organization

Three of the cases in this issue of CORESS Feedback relate to failure of either giving or taking of information. A good clinical history underpins management decisions and emphasis on providing the general practitioner (and patient) with a comprehensive written discharge summary, describing treatment, is paramount. The final case illustrates once again that the role of the World Health Organization checklist and the ‘time-out’ cannot be overestimated in facilitating safe surgery. We are grateful to the clinicians who have provided the material for these reports. The online reporting form is on our website ( www.coress.org.uk ), which also includes all previous Feedback Reports. Published contributions will be acknowledged by a ‘Certificate of Contribution’, which may be included in the contributor’s record of continuing professional development.

Equipping Teacher Educators for Digital Teaching and Learning

2019 ◽  
pp. 119-139
Author(s):  
Pradeep Kumar Misra
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Continuing Professional Development ◽  
Good Teacher ◽  
Policy Documents ◽  
Good Education ◽  
Innovative Strategies ◽  
The World

Considering that teachers are central to good education and teacher educators are central to good teacher education, it is logical that due care must be taken to equip teacher educators for digital teaching and learning. In fact, continuing professional development of teacher educators in terms of digital teaching and learning is a necessity of our times. Extending these arguments, the chapter, that is mainly based on the review and analysis of policy documents and practices as well as other available literature and statistics related to teacher educators, begins with discussions on role and importance of teacher educators, details the need and promises of preparing teacher educators for digital teaching and learning, delves upon practices of and challenges before teacher educators to master digital teaching and learning, and ends with presenting innovative strategies to empower teacher educators for the world of digital teaching and learning.

scholarly journals Impact of the COVID-19 pandemic in Mexican residency programs: Implications and Experiences for the Continuing Professional Development of Residents

2021 ◽  
Author(s):  
Irving Armando Domínguez-Varela ◽  
Alejandra Celina Esparza-Sandoval ◽  
Irving Augusto Palomares-Ramos ◽  
María José García-Madrigal ◽  
Jorge Eugenio Valdez-García
Keyword(s):  
Professional Development ◽  
Medical Students ◽  
Residency Program ◽  
Health Workers ◽  
Continuing Professional Development ◽  
Routine Activities ◽  
Residency Programs ◽  
Medical Specialists ◽  
Learning Modalities ◽  
The World

Abstract Introduction: The COVID-19 pandemic has forever changed the way to evaluate and teach residents, fellows, and medical students by means of new demanding learning modalities and alternatives to leverage from this new lifestyle without affecting our training as medical specialists. As of January, 24 2021, the number of confirmed cases and deaths by COVID-19 both in Mexico and around the world have been continuously growing (1,752,347 and 149,084 vs. 99,596,451 and 2,135,068, respectively). Mexico registers the world’s highest number of deaths from coronavirus among health workers, with 1,320 deaths confirmed. Methods: Four residents of different specialties analyzed and described how the pandemic affected and benefited the ongoing residency program and exposed some recommendations for each specialty. Results/Discussion: In Mexico, residents from all specialties are rotating in the COVID-designated area working as general practitioners exclusively for hospitalized COVID-19 patients. Our residency program has had to put a stop to routine activities such as academic sessions, specialty consultations, practices, and surgeries. Conclusion: Nothing will replace the insights of the training from real surgical practices, but new and forgotten resources can be used to help assess surgical proficiency.

scholarly journals Systems of continuing medical education in the world: practices, problems, and paths of development

2020 ◽  
pp. 6-14
Author(s):  
I. A. Krasnopolskiy
Keyword(s):  
Professional Development ◽  
Medical Education ◽  
Continuing Medical Education ◽  
Continuing Professional Development ◽  
Medical Specialists ◽  
The World ◽  
Competency Based ◽  
Standard Learning ◽  
Wide Usage

The Continuing Medical Education (CME) is one of the forms of post-diploma medical specialists’ education, is gradually becoming a standard in Russia. The article focuses on CME practices in various countries, as much as ways of its development or alternatives. The article observes the established CME systems and emphases the complex Continuing Professional Development (CPD) as far as successful examples of CME absence. Some changes in traditional CME/CPD formats are described. The most actual problems of the nowadays CME are pointed out. The examples of Japan, Iran, and Germany are illustrating how the effectiveness issue has stated and solved. The main directions of CME development are as following: competency-based approach, feedback wide usage, non-standard learning formats, unified system of accreditation.

scholarly journals A Glossary in Support of Physicians' Continuing Professional Development Across the World

2018 ◽  
Vol 104 (1) ◽  
pp. 17-22 ◽  
Author(s):  
Amy L. Smith ◽  
Kate Regnier ◽  
Mindi K. McKenna ◽  
Mark L. Staz ◽  
Mya A. Warken
Keyword(s):  
Professional Development ◽  
Health Professionals ◽  
Continuing Professional Development ◽  
Common Language ◽  
The Public ◽  
Practice Performance ◽  
The World ◽  
Physician Learning ◽  
International Academy

ABSTRACT As the physician learning environment becomes more global, the importance of a common language for CME/CPD is becoming increasingly important in order that physicians, the regulatory community, and the public may grasp the meaning of particular terms and understand the context in which they are being used. Establishment of a common language for continuing professional development is essential for developing substantive equivalency agreements among regulatory jurisdictions and improving the quality of CME/CPD systems worldwide. The International Academy for CPD Accreditation (IACPDA) developed a glossary of commonly used terms and consensus-based definitions of those terms. There is not an expectation that accrediting bodies must change their terminology to conform to the glossary. Rather, the intent is for the glossary to facilitate greater understanding and potential for harmonization of standards among CME/CPD accreditors, certifying boards, medical regulatory authorities and other stakeholders, thus enabling improvement worldwide in the quality of CME/CPD activities in which health professionals participate, and therefore improvement in their competence and practice performance. This article highlights synergies created by a standardization in CME/CPD terminology and summarizes the methodology used, and design of, the new glossary of terminology by the IACPDA. While the IACPDA has identified modifications and enhancements to be incorporated into future updates, the current glossary is already publicly accessible. The IACPDA welcomes comments from all stakeholders, including the medical regulatory community.

scholarly journals Status of Continuing Professional Development in Education Sector: A Global Study

2021 ◽  
Vol 04 (08) ◽  
Author(s):  
Aravind B R ◽  
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Teaching And Learning ◽  
Continuing Professional Development ◽  
Phenomenological Approach ◽  
Education Sector ◽  
Mutual Support ◽  
Wide Range ◽  
The World ◽  
Global Study

The art of learning, unlearning and relearning is the need of the hour, and these are indispensable in any field for professional growth. Especially in the educational sector, change leads to development initiatives and raising standards in teaching and learning. Interestingly, the existing opportunities provide more options for Continuing Professional Development (CPD) activities and programmes for teachers and professors. The present study analyses teachers and professors’ responses to CPD activities and offers a wide range of information and opinions on CPD programmes and activities. A phenomenological approach was employed to study 257 participants’ perspectives from 48 countries through a questionnaire. This research will also be a resource for teachers and professors seeking professional development in the field. The responses revealed that teachers and professors were eager to take responsibility for participating in CPD activities with mutual support and guidance from the management. The institutions are responsible for ensuring faculty opportunities, particularly for young teachers in their early stages of teaching, and they must be assisted in acquiring the necessary knowledge and exposure. This research paper presents the state of CPD activities, programmes, challenges and awareness across the world.

scholarly journals Continuing Professional Development of Teacher Educators: Challenges and Initiatives

2021 ◽  
Vol 9 (2) ◽  
pp. 117-126
Author(s):  
Chanchal Tyagi ◽  
Pradeep Kumar Misra
Keyword(s):  
Professional Development ◽  
Lifelong Learning ◽  
Instructional Practices ◽  
Professional Learning ◽  
Learning Process ◽  
Teacher Educators ◽  
Continuing Professional Development ◽  
Learning Opportunities ◽  
The World ◽  
Different Parts

Continuing Professional Development (CPD) is a prerequisite for teacher educators. The importance of CPD for teacher educators lies in the fact that it helps them to improve their professional and instructional practices. Teacher educators usually begin their CPD after joining the profession and continue it as a lifelong learning process. There are two popular routes of CPD for teacher educators: programs planned and mandated by external agencies and their self-initiatives. Researchers conducted in different parts of the world reveal that, like external initiatives, selfinitiative also play an important role in the professional development of teacher educators. As part of their self-initiatives for CPD, teacher educators themselves act as the developers and creators of their professional learning opportunities and activities. Researches also depict that some factors may negatively affect teacher educators’ attitude and capacity to initiate his/her CPD activities. Extending all these arguments, the present study aimed to study teacher educators’ self-initiatives of CPD and the challenges they face in this journey. Data to conduct the study was collected from a sample of 120 teacher educators’ by using ‘Teachers’ CPD Initiatives Scale’ & ‘Teachers’ CPD Challenges Scale’, and analyzed by using percentage and product-moment r.

scholarly journals Continuing professional development of a Mathematics teacher

2020 ◽  
Vol 11 (07) ◽  
pp. 64-80
Author(s):  
Celi Espasandin Lopes ◽  
Arthur Belford Powell ◽  
Rogério Marques Ribeiro ◽  
Vinícius Pazuch
Keyword(s):  
Professional Development ◽  
Teacher Learning ◽  
Mathematics Teacher ◽  
Life Experience ◽  
Continuing Professional Development ◽  
Statistical Education ◽  
The World ◽  
Teacher Researcher ◽  
Holistic Analysis ◽  
Interdisciplinary Projects

This paper discusses the Continuing Professional Development (CPD) of a mathematics teacher involved in a FAPESP research project that studies the potential of implementing teaching through interdisciplinary projects that have statistical education as an integrating axis. It seeks to answer these questions: what teacher learning was evidenced by the teacher in her narratives, and which perspective of Continuing Professional Development generated such learning? To answer those two questions, a narrative investigation is taken not only as a methodology but also as a way to construct reality since it is anchored as an ontology. The narrative favors evidence about the experience perceived and seen as an account, capturing the details and richness of human affairs’ meanings, based on evidence from the world and life. Experience is reconstructed by reflecting on what was lived and giving sense to what happened. Holistic analysis of the form will help find the best expression for the plots expressed in the accounts. The results reveal the practice of a teacher-researcher who autonomously exercises her teaching to include actions of creativity, self-criticism, collaboration, self-ethics, and reflexivity brought about by continuing professional development based on reimagination.

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