scholarly journals Continuing Professional Development (CPD) Program for English Teachers’ Professional Competence in Secondary Subject' Forum of Serang Regency

2019 ◽  
Author(s):  
Azkiyyatus Syariifah ◽  
Yudi Juniardi ◽  
Syafrizal
Keyword(s):  
Professional Development ◽  
Professional Competence ◽  
Continuing Professional Development ◽  
English Teachers

scholarly journals Advancing the Adoption of Continuing Professional Development (CPD) in the United States

Pharmacy ◽  
2020 ◽  
Vol 8 (3) ◽  
pp. 157
Author(s):  
James A. Owen ◽  
Jann B. Skelton ◽  
Lucinda L. Maine
Keyword(s):  
Professional Development ◽  
United States ◽  
Patient Care ◽  
Professional Competence ◽  
Care Delivery ◽  
Continuing Professional Development ◽  
The United States ◽  
Pharmacy Education ◽  
Development Plans ◽  
Patient Care Delivery

Over the last four decades, the expanded patient care roles of pharmacists in the United States (U.S.) have increased focus on ensuring the implementation of processes to enhance continuing professional development within the profession. The transition from a model of continuing pharmacy education (CPE) to a model of continuing professional development (CPD) is still evolving. As pharmacists assume more complex roles in patient care delivery, particularly in community-based settings, the need to demonstrate and maintain professional competence becomes more critical. In addition, long-held processes for post-graduate education and licensure must also continue to adapt to meet these changing needs. Members of the pharmacy profession in the U.S. must adopt the concept of CPD and implement processes to support the thoughtful completion of professional development plans. Comprehensive, state-of-the-art technology solutions are available to assist pharmacists with understanding, implementing and applying CPD to their professional lives.

scholarly journals Blending learning: The preferred choice of clinical nurse educators to provide continuing professional development

2019 ◽  
Vol 10 (1) ◽  
pp. 58
Author(s):  
Antonia Arnaert ◽  
Hamza Ahmad ◽  
Norma Ponzoni ◽  
Catherine Oliver ◽  
Adriana Grugel-Park
Keyword(s):  
Professional Development ◽  
Nurse Educators ◽  
Professional Competence ◽  
Video Clip ◽  
Continuing Professional Development ◽  
Structured Interviews ◽  
Clinical Nurse ◽  
Human Contact ◽  
E Learning ◽  
Traditional Pedagogy

Introduction and objective: A clinical nurse educators’ (CNE) work is primarily focused on ensuring that fellow registered nurses have the skills and training to improve their clinical practice and maintain their professional competence. In recent years, resource limitations and a growing emphasis on self-directed learning have increased the pressure on nurse-educators to integrate e-learning into their teaching methods. While research has evaluated the experiences of nurses on this topic, limited understanding is known of CNEs’ experiences. Purpose: This qualitative study explored the CNEs’ experiences in facilitating continuing professional development for their nurses and the integration of e-learning in a University Health Center in Quebec, Canada.Methods: The sample consisted of 7 CNEs, who had more than one to 15 years of experience in their current position. Their experiences with e-learning varied: it ranged from incorporating a video-clip in their presentations, to providing input into the learning management system they tested. Semi-structured interviews were thematically analyzed. Results: Despite participants varied levels of knowledge towards e-learning, all were convinced that this method could be used complementarily alongside hands-on training. Though they recognized the importance of human contact in teaching, they also understood the limitations of the traditional pedagogy; lacking the addition of interactive features. Despite some criticism, CNEs were able to identify opportunities where e-learning could be useful: during nursing orientation, tracking, evaluation and accreditation purposes, content refreshment, and to standardize protocols.Discussion and conclusions: More research is needed, and cooperative efforts are required from nurses and nurse-management to engage in the promotion of professional development.

Building Veterinarians beyond Veterinary School: Challenges and Opportunities for Continuing Professional Development in Veterinary Medicine

2021 ◽  
pp. e20190148
Author(s):  
M. Carolyn Gates ◽  
Iain McLachlan ◽  
Seton Butler ◽  
Jenny F. Weston
Keyword(s):  
Professional Development ◽  
Professional Competence ◽  
Animal Health ◽  
Continuing Professional Development ◽  
Well Being ◽  
Veterinary Profession ◽  
Challenges And Opportunities ◽  
Minimum Number ◽  
Veterinary School ◽  
Based Medicine

Continuing professional development (CPD) is an important mechanism for veterinarians to acquire, maintain, and enhance their capability to perform competently in their chosen practice area over their career. Although most licensing bodies require veterinarians to complete a minimum number of CPD hours each registration cycle, there are known issues with verifying that these activities are having the desired effects of ensuring professional competence and improving outcomes for patients, owners, and veterinarians. In this review, we summarize the literature across different health care professions to highlight three key challenges for veterinary CPD programs. These are (a) defining what it means to be professionally competent across different career stages from graduation to retirement, (b) delivering CPD activities that are effective in promoting evidence-based medicine and behavioral change in practice, and (c) developing reliable and sustainable systems to formally assess the continued professional competence of veterinarians. A common theme across all challenges was the importance of interacting with colleagues as an opportunity to receive external feedback on their professional strengths and weaknesses and to develop stronger support networks for managing common stressors in clinical practice. There was also a recognized need to develop more transparent outlines of the available and acceptable options for managing different animal health concerns as a first step toward identifying new opportunities for the veterinary profession to elevate the level of care provided. Based on these findings, we propose a new framework for defining, delivering, and evaluating CPD that promotes stronger collaboration between veterinarians to improve professional and personal well-being.

An Investigation into Objective-based English Listening and Speaking Instruction

2017 ◽  
Vol 7 (5) ◽  
pp. 371
Author(s):  
Ying Pan
Keyword(s):  
Professional Development ◽  
Classroom Instruction ◽  
Professional Competence ◽  
Effective Instruction ◽  
English Teachers ◽  
Current Situation ◽  
College English ◽  
Instructional Objectives ◽  
Teachers Professional Development ◽  
Listening And Speaking

Based on the theories of instructional objectives, this research investigates the current situation of teachers’ attitude toward objectives, how English teachers design objectives and how they facilitate the attainment of objectives in College English listening and speaking class. This research aims to arouse teachers’ awareness of objectives in College English listening and speaking classroom instruction and restate the importance of objectives for effective instruction. Meanwhile, the investigation also aims to presents problems existing in teachers’ professional competence, especially in objective design before class and promotion in classroom instruction to provide clues for teachers’ professional development.

scholarly journals Professional Development of English Teachers at a State Islamic Senior High School in Palembang

2020 ◽  
Vol 5 (2) ◽  
pp. 471
Author(s):  
Rizki Fadhliyah ◽  
Soni Mirizon ◽  
Ismail Petrus
Keyword(s):  
Professional Development ◽  
Qualitative Case Study ◽  
Continuing Professional Development ◽  
English Teachers ◽  
The Internet ◽  
Scientific Publications ◽  
Case Study Design ◽  
The Poor ◽  
Teachers Professional Development

The objectives of this study were to investigate teachers’ professional development, the obstacles faced by the teachers, teachers’ efforts to resolve the obstacles, and school support for the teachers in continuing professional development. To reveal the phenomenon, qualitative case study design was used. This study combined observation, questionnaires, and interviews in data collection. English teachers, vice-principal of the curriculum, teachers who taught other subjects, and students who had been taught by the English teachers were the participants of this study. Findings revealed that English teachers’ professional development was good. The results also revealed that teachers’ scientific publications were in the poor category. Innovative works for both English teachers were in the average category. Lack of time and information were the obstacles faced by the English teachers in continuing professional development. Teachers attempted to resolve the obstacles by looking for information needed through the internet. They also had discussions with other teachers to gain information for their knowledge. The school frequently conducted some programs related to teachers’ professional development and allowed them to attend professional development activities held by other institutions.

scholarly journals Doctors’ engagement with a formal system of continuing professional development in Ireland: a qualitative study in perceived benefits, barriers and potential improvements

BMJ Open ◽  
2021 ◽  
Vol 11 (11) ◽  
pp. e049204
Author(s):  
Holly Rose Hanlon ◽  
Lucia Prihodova ◽  
Thelma Russell ◽  
Deirdre Donegan ◽  
Ann O'Shaughnessy ◽  
...  
Keyword(s):  
Professional Development ◽  
Thematic Analysis ◽  
Online Survey ◽  
Professional Competence ◽  
Formal System ◽  
Continuing Professional Development ◽  
Cross Sectional ◽  
Wide Range ◽  
Workplace Challenges ◽  
Cross Sectional Design

ObjectivesTo examine experiences of participation in a mandatory system of continuing professional development (CPD) among doctors in Ireland, in order to identify areas for improvement.DesignA qualitative cross-sectional design was used.Participants1408 participants (701 male, 707 female) were recruited via email from a population of 4350 doctors enrolled on a Royal College of Physicians of Ireland Professional Competence Scheme (PCS) for the 2017/2018 year, and completed an online survey as part of a larger study examining experiences and attitudes towards participation in PCS. A subset of the sample (434 participants) responded to an optional open-ended question about PCS participation. Responses to the open-ended question were analysed using thematic analysis.ResultsThematic analysis resulted in five main themes relating to perceived barriers to PCS participation across a wide range of areas: ‘Evidence of participation’, ‘The structure of PCS’, ‘Questioning the benefits of formal CPD’, ‘Workplace challenges’ and ‘Access issues’.ConclusionsTaken together, the five themes outlined in this study give a wide-ranging, in-depth picture of the challenges faced by Irish doctors, which expand on well-documented factors such as time constraints, to illustrate a series of complex, interacting factors. Some barriers, such as difficulty obtaining evidence of participation, may be relatively easily addressed. Others, such as issues with the way the PCS is structured, are more intractable, and require further research to understand more fully and develop appropriate solutions.

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