scholarly journals Faculty Members’ Experiences about Participating In Continuing Education Programs In 2016- 2017: a Qualitative Study

2018 ◽  
Vol 10 (1) ◽  
pp. 20-10
Author(s):  
P Pourghane ◽  
AH Emamy Sigaroudy ◽  
A Salary ◽  
◽  
◽  
...  
Keyword(s):  
Qualitative Study ◽  
Continuing Education ◽  
Faculty Members ◽  
Education Programs

scholarly journals Views of General Practitioners and Clinical Medical School Faculty to Adapt the Educational needs of Continuing Medical Education programs

2020 ◽  
Author(s):  
N Broomand ◽  
A Arash ◽  
Z Hesari
Keyword(s):  
Continuing Education ◽  
General Practitioners ◽  
Work Experience ◽  
Educational Needs ◽  
Educational Programs ◽  
Faculty Members ◽  
Education Programs ◽  
School Faculty ◽  
Therapeutic Measures ◽  
Emergency Measures

Introduction: Continuing education is a necessity in the world. To develop educational programs in the first step, educational needs must be properly identified. To train general practitioners (GPs), the present study was conducted at Golestan University of Medical Sciences in order to assess the needs of continuing education programs in view of general practitioners participating in the programs as well as the clinical faculty members’ instructor of these programs. Methods: The present study is a descriptive study. To achieve the objectives of the study and considering the necessity of these groups of educational programs and work experience of the subjects, the opinions were examined based on a 4-part questionnaire consists of “clinical examinations”, “paraclinical measures”, ”therapeutic measures”, “emergency measures in treating patients” topics. The results were evaluated by SPSS-18 software. Result: According to the results, general practitioners (n=410) and faculty members’ instructors of workshops (n=204) had the same oponion on 2 topics: “therapeutic measures” and “emergency measures in treating patients”. The common issues related to the mentioned topics are included “logical prescribing of antibiotics” and “cardiopulmonary resuscitation”, respectively. Based on Spearman's test, it was shown that there was a significant positive correlation between the opinions of these two groups only in the following issues: “interpretation of radiological stereotypes”, “emergency measures in ear, nose and throat diseases” and “emergency measures in burns”. Conclusion: Based on the results, in order to determine the actual educational needs, continuing education planners should consider the opinions of the GPs in addition to the opinions of experts.

scholarly journals Barriers in the implementation of interprofessional continuing education programs – a qualitative study from Germany

2014 ◽  
Vol 14 (1) ◽  
Author(s):  
Sibel V Altin ◽  
Ralf Tebest ◽  
Sibylle Kautz-Freimuth ◽  
Marcus Redaelli ◽  
Stephanie Stock
Keyword(s):  
Qualitative Study ◽  
Continuing Education ◽  
Education Programs

scholarly journals Exploration of the Experiences and Viewpoints of Faculty Members on Continuing Education Webinars: A Qualitative Study

2019 ◽  
Author(s):  
Fatemeh Jafarzadeh-Kenarsari ◽  
Kobra Abouzari-Gazafroodi ◽  
Fatemeh Zaersabet
Keyword(s):  
Qualitative Study ◽  
Continuing Education ◽  
Work Experience ◽  
High Speed ◽  
Qualitative Content Analysis ◽  
Faculty Members ◽  
Academic Rank ◽  
Educational Design ◽  
Face To Face ◽  
E Learning

Continuing education is necessary to improve the professional knowledge and skills of graduates of medical sciences, which may be implemented via e-learning. This qualitative study aimed to explore the experiences and viewpoints of faculty members participating in continuing education webinars. The participants consisted of 15 faculty members selected purposefully and with maximal variation regarding their sex, age, the field of specialization, academic rank, and work experience. Data were collected through semi-structured individual face-to-face interviews. Data analysis of these transcripts using a qualitative content analysis approach revealed 3 themes and 9 sub-themes. The main themes included “Moving across the boundaries of knowledge,” Virtual education challenges,” and “Motivators and facilitators.” These data suggest that the main prerequisites for holding successful and effective continuing education webinars are the existence of the necessary software and hardware infrastructures, high-speed and accessible Internet, purposeful educational design, as well as empowering, motivating, and encouraging faculty members to participate in such educational programs. The technical infrastructures and human elements remain critical in effective implementation of continuing education webinars.

Reasons for Student Behavior Codes: A Qualitative Study at Two Christian Liberal Arts Institutions

NASPA Journal ◽  
2005 ◽  
Vol 42 (4) ◽  
Author(s):  
Brad A. Lau
Keyword(s):  
Higher Education ◽  
Qualitative Study ◽  
Liberal Arts ◽  
Student Behavior ◽  
Codes Of Conduct ◽  
Faculty Members ◽  
Christian Higher Education ◽  
Liberal Arts Institutions ◽  
Institutional Values

One of the great challenges facing Christian higher education is the role and impact of student behavior codes in furthering institutional values and inculcating those values in the students served by such institutions. The perspectives of administrators, faculty members, and students regarding the rationale for codes of conduct at their institution are examined. To obtain data, administrators, faculty members, and students at two Christian liberal arts institutions completed questionnaires and participated in follow-up interviews based on individual responses to the questionnaire. The views of all three groups are described as they see behavior codes relating to institutional purpose and the development and implementation of such codes.

scholarly journals Cross-Campus Collaboration

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 539-539
Author(s):  
Claudia Oakes
Keyword(s):  
Adult Learners ◽  
Continuing Education ◽  
Graduate School ◽  
Private University ◽  
Faculty Members ◽  
Health Science ◽  
Career Services ◽  
Department Of Health ◽  
Equity And Inclusion ◽  
Collaborative Efforts

Abstract This presentation will describe collaborative efforts on the campus of a mid-sized, private university to carry out activities consistent with the Age-Friendly University philosophy. In one program, staff from Career Services and a faculty member from the Department of Health Science coordinated with the President’s College (a continuing education program for adult learners), the Emeriti Association (a group of retired faculty members), and alumni to offer mock interviews for students preparing for graduate school. In another program, steps were taken to coordinate with the office of Diversity, Equity and Inclusion to address Ageism in the Workplace. The presentation will conclude with advice for identifying allies across campus and fostering support for the AFU principles.

Continuing Education: Improving Perceived Competence in School Nurses

2002 ◽  
Vol 18 (6) ◽  
pp. 360-363 ◽  
Author(s):  
Linda F. C. Bullock ◽  
M. Kay Libbus ◽  
Suzanne Lewis ◽  
Debra Gayer
Keyword(s):  
Continuing Education ◽  
Diabetes Management ◽  
Clinical Skills ◽  
Perceived Competence ◽  
School Nurses ◽  
School Age Children ◽  
Education Programs ◽  
Specific Content ◽  
Content Areas ◽  
Significant Difference

An investigator-designed survey was used to determine if attendance at specific continuing education programs increased the perceived competence of school nurses who enrolled and completed the programs. Respondents were queried about the general content of six courses offered by the Missouri Department of Health and Senior Services in conjunction with the University of Missouri—Columbia Sinclair School of Nursing. Specific content areas were mental health concerns, suicide prevention, diabetes management, asthma management, seizure disorders, and developing clinical skills as they pertained to school-age children. Comparing a sample of school nurses who had attended the programs with a group whom had not, a statistically significant difference was found in the participant group who reported higher self-perceived competence than the nonparticipant group in all content areas. Results of the study suggest that school nurses who attend specific continuing education programs feel more competent in practice than nurses who do not attend.

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