scholarly journals Evaluation of a Continuing Professional Development program for first year student pharmacists undergoing an Introductory Pharmacy Practice Experience

2011 ◽  
Vol 2 (2) ◽  
Author(s):  
Toyin Tofade ◽  
Brianna Franklin ◽  
Bennett Noell ◽  
Kim Leadon
Keyword(s):  
Professional Development ◽  
Professional Practice ◽  
Continuing Professional Development ◽  
Online Training ◽  
Learning Objectives ◽  
Learning Activity ◽  
First Year ◽  
Smart Learning ◽  
Practice Experience ◽  
The Mean

Objectives: The purpose of the study was to evaluate a live and online training program for first year pharmacy students in implementing Continuing Professional Development (CPD) principles (Reflect, Plan, Act, and Evaluate), writing SMART learning objectives, and documenting learning activities prior to and during a hospital introductory professional practice experience. Design: Cohort Study. Setting: Introductory professional practice experience. Participants: First year (PY1) students at the University of North Carolina Eshelman School of Pharmacy. Intervention: Live training or online training to introduce the concept of Continuing Professional Development in practice. Main Outcomes: Implementation of CPD principles through 1) completed pre-rotation education action plans with specific, measurable, achievable, relevant and time-bound (SMART) learning objectives; and 2) completed learning activity worksheets post-rotation indicating stimuli for learning, resources used and accomplished learning. objectives; and 3) documented suggestions and content feedback for future lectures and pharmaceutical care lab experiences. Results:Out of the whole cohort (N=154), 14 (87.5%) live (in person) trainees and 122 (88%) online trainees submitted an education action plan. Objectives were scored using a rubric on a scale of 1-5. A rating of 5 means "satisfactory", 3 means "work in progress" and 1 means "unacceptable". There were significant differences between the mean live trainee scores and the mean online trainee scores for the following respective section comparisons: Specific 4.7 versus 3.29 (p Conclusion: Live trainees performed significantly better than online trainees in writing SMART learning objectives. With focused training, students are more capable of implementing principles of CPD.   Type: Original Research

scholarly journals The virtual hallway consult as an effective means of continuing professional development in physiatry

2017 ◽  
Vol 8 (4) ◽  
pp. e60-64
Author(s):  
Karen Ethans ◽  
Tim Deutscher ◽  
Mayur Nankar
Keyword(s):  
Professional Development ◽  
Professional Practice ◽  
Effective Means ◽  
Continuing Professional Development ◽  
Learning Activity ◽  
Physical Medicine ◽  
Medical Expert ◽  
Personal Learning ◽  
Cord Injury ◽  
Set Up

Background: A personal learning project (PLP) is an accredited form of Continuing Professional Development (CPD) in Canada, and is a self-initiated learning activity that is stimulated by a question, issue or dilemma in one’s professional practice. Many complex cases or issues have no answers that are readily available. Many physicians rely day to day on other physician colleagues that they may consult in their institution. Given the paucity of same specialty Physical Medicine and Rehabilitation colleagues in Canadian centres, the idea of Virtual Spinal Cord Injury (SCI) Hallway germinated, to provide a simple tool to extend our hallways to reach colleagues with similar interests across the country.Methods: The Virtual SCI Hallway is a service set up on Yahoo Groups, with no cost to the users. On this invite-only site, members may post a question, and then all members receive the post by email. Any member may respond.Results: The SCI Hallway has been running successfully for over 13 years. As of January 2017, there were 38 members, with 2124 messages within approximately 324 conversations. Activity has been consistent since 2003. Questions and posts are not always medical expert related; there are also advocacy, professional, and scholar-role related posts.Discussion: Communication amongst specialists about practice and management of complicated problems is important for CPD, yet is difficult in subspecialized areas of medicine. Although there are many chat-pages in different areas of medicine on the internet, to our knowledge, there is not another secure, invite-only site that is low-maintenance and no cost.

scholarly journals The College

2005 ◽  
Vol 29 (4) ◽  
pp. 154-156
Author(s):  
Joe Bouch ◽  
Robert Jackson
Keyword(s):  
Professional Development ◽  
Quality Assurance ◽  
Personal Development ◽  
Peer Group ◽  
Continuing Professional Development ◽  
General Medical Council ◽  
Learning Objectives ◽  
Medical Council ◽  
Minimum Requirement ◽  
Development Plans

In April 2001 the College introduced personal development plans (PDPs) as the mechanism for achieving continuing professional development (CPD) objectives. We moved from an individual, retrospective points counting exercise to a prospective peer-group based activity centring on individuals' learning objectives (Royal College of Psychiatrists, 2001). The current CPD policy is due for review in 2005. It is largely in line with General Medical Council guidance, Continuing Professional Development (April 2004) and the Academy of Medical Royal Colleges, CPD: The Ten Principles. A Framework for Continuing Professional Development (February 2002), and major revision will not be necessary. Two significant changes will be incorporated in the new policy. The first is an audit procedure whereby a random 5% of returns will be subject to further scrutiny. This is a process audit and necessary for the quality assurance of the system as a whole (Bouch & Jackson, 2004). The second will allow us to complete up to 10 h of our 50-h minimum requirement for attending meetings, by engaging in online CPD activities.

scholarly journals PROFESSIONAL ETHICS AND A CALL FOR PHILOSOPHICAL LITERACY

Think ◽  
2019 ◽  
Vol 19 (54) ◽  
pp. 37-47
Author(s):  
Andrew Knight
Keyword(s):  
Professional Development ◽  
Professional Practice ◽  
Professional Education ◽  
Professional Ethics ◽  
Ethical Reasoning ◽  
Codes Of Conduct ◽  
Continuing Professional Development ◽  
The Uk ◽  
Professional Workplace

It could be argued that there is now a crisis of confidence in the professions. Although many professionals individually undertake their roles with care and diligence, there have been so many systematic failures involving professionals across a range of sectors, both in the UK and globally, that the special status enjoyed by the professions is being widely questioned. In this article, I argue that recent cases are symptomatic of a lack of ethical reasoning in professional practice, yet professions enjoy an elevated status based on claims that ethics, typically communicated in codes of conduct, are central to their purpose. I argue that to help solve this crisis, philosophical literacy needs to be promoted in school, initial professional education and continuing professional development. Passing tests to superficially demonstrate an understanding of a code is quite different from reasoning through practical dilemmas in the professional workplace with judgements informed by philosophical ideas.

scholarly journals The impact of CPD workshops on library professional practice

2020 ◽  
Author(s):  
Jennifer Campbell-Meier ◽  
Anne Goulding
Keyword(s):  
Professional Development ◽  
Professional Practice ◽  
Continuing Professional Development ◽  
Library Services ◽  
Knowledge And Skills ◽  
The Impact

This paper focuses on the impact that the flow and exchange ideas during Continuing Professional Development (CPD) Workshops has on the professional practice of librarians. Participants in four CPD workshops were invited to participate in surveys at three and six month intervals after attending CPD workshops. Most participants implemented the ideas gained from the workshop in ways that benefited personal practice, library services, and the organisation, transferring the knowledge and skills from the workshops into their professional practice.

Deliberate Supervision: Practical Strategies for Success

2020 ◽  
Vol 5 (1) ◽  
pp. 206-215
Author(s):  
Kelly A. Kleinhans ◽  
Christina Brock ◽  
Lauren E. Bland ◽  
Bethany A. Berry
Keyword(s):  
Professional Development ◽  
Graduate Students ◽  
Professional Practice ◽  
Clinical Education ◽  
Clinical Skills ◽  
Speech Language Pathology ◽  
Clinical Supervisors ◽  
Practice Experience ◽  
Certification Standards ◽  
Language Pathology

Purpose Clinical supervisors play a fundamental role in enabling students to transform knowledge into clinical skills. The 2020 changes to Speech-Language Pathology Certification Standards will require speech-language pathologists who want to serve as clinical supervisors of applicants for certification to complete a minimum of 9 months of practice experience postcertification and 2 hr of professional development in the professional practice domain of supervision postcertification prior to overseeing a student in a clinical supervisor capacity. Conclusion This article describes a framework for clinical supervisors of graduate students to use based on the premise that supervision should be an intentional reflective activity. The authors describe how to plan for clinical education across practice settings, provide appropriate feedback, and use questions effectively. Supplemental Material https://doi.org/10.23641/asha.11528250

scholarly journals Innovations in the continuing professional development of foreign language teachers: from blended learning to visual-based learning, choices of emotional and instructional designs

2016 ◽  
Vol 8 (1) ◽  
pp. 44-52
Author(s):  
Valentina Toci
Keyword(s):  
Professional Development ◽  
Foreign Language ◽  
Continuing Professional Development ◽  
Online Training ◽  
Training Model ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Technical Feasibility ◽  
Blended Training ◽  
Teacher Trainees

Abstract In this study, starting from the profile of our trainees and from the risks highlighted by some studies in terms of the use of video in education, we will analyse the motivations and choices behind the development of the online training model for Foreign Language teachers. We will show how, in order to cope with the impossibility of continuing with blended training, we were directed to a model more closely linked with visual-based learning. We explain our instructional and emotional design choices to support and direct our teacher trainees to flexible learning and the use of media and Web 2.0 in their classrooms. Finally, we investigate the possible problems in terms of sustainability and technical feasibility, comparing the development of two prototypes of videos made using the techniques of video scribing and whiteboard animation: a video interview and a video animation.

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