scholarly journals Incorporating a Continuing Professional Development Process into Residency Training

2014 ◽  
Vol 5 (3) ◽  
Author(s):  
Toyin Tofade ◽  
Kelly L. Scolaro ◽  
Lina Bjerke ◽  
Meghan Crum ◽  
Stefanie P. Ferreri
Keyword(s):  
Professional Development ◽  
Lifelong Learning ◽  
Development Process ◽  
Continuing Professional Development ◽  
Lessons Learned ◽  
Important Process ◽  
Certificate Program ◽  
Approach To Learning ◽  
Life Long Learning ◽  
American Society

Continuing Professional development (CPD) has been defined as a "self-directed, ongoing, systematic and outcomes-focused approach to learning and professional development." CPD is an important process that can be used to achieve a habit of lifelong learning and competence in the profession. The CPD process includes 5 steps - reflect, plan, act, evaluate and document. It has been postulated that introducing CPD early in a pharmacist's career encourages the development of life-long learning habits. Pharmacy residents are an ideal cohort to implement CPD into their program, since their accrediting body, the American Society of Health System Pharmacists (ASHP) already encourages the use of deliberate goal identification and evaluation throughout the resident's training. We describe here the process of integrating a continuing professional development (CPD) model into a residency teaching certificate program, subsequent lessons learned and recommendations for the future.   Type: Idea Paper

Knowledge Management in Higher Education and Professional Development in the Construction Industry

2011 ◽  
pp. 2355-2368
Author(s):  
Fung Fai Ng
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Knowledge Management ◽  
Lifelong Learning ◽  
Construction Industry ◽  
Business Processes ◽  
Knowledge Society ◽  
Continuing Professional Development ◽  
Lessons Learned ◽  
Design And Implementation

Development of a ‘knowledge society’ affects not only enterprises and organisations, but also individuals. Lifelong learning and continuing professional development are essential for graduates and workers to remain competent and competitive. Hence, knowledge management is not only important in business processes, but also in education. As the importance of knowledge management in the construction industry is growing, competence in knowledge management is essential for graduates of curricula related to the construction industry. Design and implementation of such curricula should take into account methods for enriching the knowledge management competences of students in higher education. This chapter reports on lessons learned from the design and implementation of a particular module where principles of knowledge management are integrated into the learning activities.

Knowledge Management in Higher Education and Professional Development in the Construction Industry

2011 ◽  
pp. 150-165 ◽  
Author(s):  
Fung Fai Ng
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Knowledge Management ◽  
Lifelong Learning ◽  
Construction Industry ◽  
Business Processes ◽  
Knowledge Society ◽  
Continuing Professional Development ◽  
Lessons Learned ◽  
Design And Implementation

Development of a ‘knowledge society’ affects not only enterprises and organisations, but also individuals. Lifelong learning and continuing professional development are essential for graduates and workers to remain competent and competitive. Hence, knowledge management is not only important in business processes, but also in education. As the importance of knowledge management in the construction industry is growing, competence in knowledge management is essential for graduates of curricula related to the construction industry. Design and implementation of such curricula should take into account methods for enriching the knowledge management competences of students in higher education. This chapter reports on lessons learned from the design and implementation of a particular module where principles of knowledge management are integrated into the learning activities.

Classroom Observation for the Professional Development of Myanmar University Lecturers in a Singapore Cross-Cultural Context: Perception of Abilities and Learning Based on ‘Nine Events of Instruction’

2018 ◽  
Vol 5 (2) ◽  
pp. 40-49
Author(s):  
Siew Hong Lam
Keyword(s):  
Professional Development ◽  
Cultural Context ◽  
Classroom Observation ◽  
Continuing Professional Development ◽  
Educational Background ◽  
Cross Cultural ◽  
Lessons Learned ◽  
Potential Applicability ◽  
Pedagogical Framework ◽  
Events Of Instruction

Abstract Continuing professional development is important for improving and reforming teaching.Classroom observation of others’ teaching has been used for the professional development of eight lecturers from three Myanmar universities who visited the Department of Biological Sciences, National University of Singapore over a period of three weeks.To bridge the socio-cultural and educational background differences, Gagné’s ‘Nine events of instruction’ was used as a pedagogical framework to guide and evaluate the classroom observation and learning as it is well-established for instructional design and resonate well with educators.This study aimed to evaluate the participants’ abilities and their learning through classroom observation based on their perceptions of the ‘nine events of instruction’.The study found that most of the participants have positive views of their abilities in relation to the ‘nine events’, especially in practicing the early events of instruction. The classroom observation has benefitted them with respect to the ‘nine events’, particularly ‘Informing the Students of the Objective/Outcome’, ‘Stimulating Recall of the Prior Knowledge’ and ‘Presenting Information/Content/Stimulus’.Notably, ‘Assessing Performance’ was the most perceived ‘event of instruction’ that the participants wanted to improve on and that the participants perceived will benefit Myanmar lecturers the most.Qualitative feedbacks by the participants revealed lessons learned, their potential applicability and desires to reform and share.The study further demonstrated that the ‘nine events of instruction’ is a useful pedagogical framework for guiding and evaluating perception of abilities and learning in classroom instruction and observation for continuing professional development in a cross-cultural context.

Continuing Professional Development: Views and Barriers Toward Participation Among Malaysian Pharmacists

2013 ◽  
Vol 4 (1) ◽  
pp. 45-55
Author(s):  
Zoriah Aziz ◽  
Chong Nyuk Jet ◽  
Sameerah Shaikh Abdul Rahman
Keyword(s):  
Professional Development ◽  
Continuing Education ◽  
Lifelong Learning ◽  
Response Rate ◽  
Continuing Professional Development ◽  
Cross Sectional Study ◽  
Learning Approach ◽  
Sectional Study ◽  
Cross Sectional ◽  
Current Role

Continuing professional development (CPD) is a lifelong learning approach to maintain and enhance professional competencies. This cross-sectional study aimed to examine the pharmacists’ preferred CPD activities and barriers to CPD participation. A survey instrument was distributed to all government pharmacists (N=3876) in Malaysia. The response rate was 29.2 %. The majority of the pharmacists (92%) believed that engaging in CPD would improve their performances in their current role. Almost 90% of the respondents preferred to participate in CPD activities associated with continuing education such as workshops and conferences attendance. Barriers to CPD participation were current job constraints, lack of time, and accessibility in terms of travel and cost. It is important to address these issues before the implementation of mandatory CPD for pharmacists in Malaysia.

scholarly journals Situating Continuing Professional Development in Life Long Learning in Qatar

2016 ◽  
Vol 11 (11) ◽  
pp. 81 ◽  
Author(s):  
Vishanth Weerakkody ◽  
Mohamad Osmani ◽  
Paul Waller ◽  
Nitham Hindi ◽  
Rajab Al-Esmail
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Developed Countries ◽  
The Past ◽  
Life Long Learning ◽  
The Us ◽  
Local Contexts ◽  
The Uk ◽  
High Level

<p>Continued professional development (CPD) has been at the centre of capacity building in most successful organisations in western countries over the past few decades. Specialised professions in fields such as Accounting, Finance and ICT, to name but a few, are continuously evolving, which is necessitating certain standards to be followed through registration and certification by a designated authority (e.g. ACCA). Whilst most developed countries such as the UK and the US have well established frameworks for CPD for these professions, several developing nations, including Qatar (the chosen context for this article) are only just beginning to adopt these frameworks into their local contexts. However, the unique socio-cultural settings in such countries require these frameworks to be appropriately modified before they are adopted within the respective national context. The purpose of this paper is to examine the role of CPD in Qatar through comparing the UK as a benchmark and drawing corresponding and contrasting observations to formulate a roadmap towards developing a high level framework.</p>

scholarly journals Learning portfolios in psychiatric training

2007 ◽  
Vol 31 (8) ◽  
pp. 310-312 ◽  
Author(s):  
Kitty Seed ◽  
Lisa Davies ◽  
Ronan J. McIvor
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Psychiatric Training ◽  
Junior Doctors ◽  
Personal Learning ◽  
Learning Plan ◽  
Life Long Learning ◽  
Medical Careers ◽  
Training Programmes ◽  
Personal Learning Plan

Major changes are taking place in the way doctors are trained and assessed. A new curriculum, devised by the Academy of Medical Royal Colleges on behalf of Modernising Medical Careers, will be implemented for current junior doctors as part of the foundation and specialist training programmes. Every junior doctor will be expected to have a ‘personal learning plan’ to guide professional development and assist appraisal, and to build a portfolio to document their experiences. This marks a shift from traditional summative (i.e. examinations-based) evaluation to the use of more formative methods based on experience and workplace assessment. It reflects greater emphasis on continuing professional development and life-long learning (Wilkinson et al, 2002).

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