CURRENT TRENDS IN THE LEGAL REGULATION OF THE PHARMACEUTICAL WORKERS ACTIVITIES

2021 ◽  
Vol 4 (3) ◽  
pp. 78-90
Author(s):  
Шолпан Валерьевна Тлепина
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Quality Standards ◽  
Legal Regulation ◽  
Pharmaceutical Services ◽  
Direct Impact ◽  
Current Trends ◽  
Legal Guidelines ◽  
And Training

The article considers modern trends in the development of the legal regulation of the pharmaceutical workers job. The practice of the International Pharmaceutical Federation, including in the context of continuing professional development, is of great importance in the activities and training of pharmacists (as in the case of OECD universities). International legal guidelines and quality standards for pharmaceutical services have been found to have a direct impact on various aspects of pharmaceutical law.

Professional Development In Kosovo – Research Of Training Programs And Tests

2021 ◽  
Author(s):  
Bekim Samadraxha ◽  
Veton Alihajdari ◽  
Besim Mustafa ◽  
Ramë Likaj
Keyword(s):  
Professional Development ◽  
Workforce Development ◽  
Teaching And Learning ◽  
Training Programs ◽  
Continuing Professional Development ◽  
Added Value ◽  
Factors Affecting ◽  
Career Structure ◽  
Teacher Professional ◽  
And Training

Vocational Education Teachers are one of the main important assets for workforce development. This study of the workforce of VET teachers in selected partner countries has two main goals. The aim of this research is to evaluate the level of teacher’s development and training programs and test as well, to inform national policymakers about the situation and the needs of the VET teachers and, secondly, to help monitoring the implementation and the change of the teacher professional development. The methodology to be used is based on qualitative research methods, including interviews und surveys. A major focus of the survey is to enable policy makers to understand what is required to bring along improvements in the Continuing Professional Development (CPD) quality, effectiveness and responsiveness, as well as factors affecting teacher effectiveness in general, such as their motivation and career structure. Professional development for teachers and trainers is widely recognized as a vital tool for the educational reform (Bicaj, 2013). Research shows that the professional development can enduring improve the quality of teaching and learning, enhancing the effectiveness of education and training and providing added value to students, teachers and employers. There is no doubt about the importance of the Continuing Professional Development of VET teachers. Kosovo has for many years developed extensive policies to address this issue, and currently these policies are being implemented.

Continuing professional development for physical education teachers in Europe

2020 ◽  
Vol 27 (1) ◽  
pp. 150-167
Author(s):  
Deborah Tannehill ◽  
Giyasettin Demirhan ◽  
Petra Čaplová ◽  
Züleyha Avsar
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
General Education ◽  
Comparative Education ◽  
Continuing Professional Development ◽  
European Countries ◽  
Current Status ◽  
Physical Education Teachers ◽  
Current Trends ◽  
Education Data

This paper reports on an investigation examining provision of physical education continuing professional development (CPD) in European countries undertaken to identify the types of practices being employed. We begin by providing a brief overview of what we currently know about CPD internationally in general education and physical education. Data are reported to reflect Parker and Patton’s (2017) key characteristics of CPD that highlight effective CPD, summarise current trends and issues in physical education, and are intended to serve as a guide to how teachers learn and how they might be better served in that learning in these European countries. Studying current practices in CPD provision identified in this study provided modest insight to inform teacher education programmes and CPD providers on the current status of physical education CPD currently being employed in Europe. We propose these findings might inform international and comparative education with respect to CPD and set the foundation for physical education colleagues in Europe to develop a CPD network where endeavours such as sharing of CPD practices, engaging in discussion of those practices, and the design of collaborative research on such CPD practices are based.

A Strategic Overview and Vision of Simulation-Based Education in Healthcare in England

2020 ◽  
pp. 1-36
Author(s):  
Richard Price ◽  
Sukie Shinn
Keyword(s):  
Professional Development ◽  
Good Practice ◽  
Continuing Professional Development ◽  
High Quality ◽  
Comprehensive Review ◽  
The United Kingdom ◽  
Healthcare Workforce ◽  
Simulation Based ◽  
And Training ◽  
Quality Provision

Simulation-based education (SBE) is an important modality for training a competent and safe healthcare workforce. It is also an important component of core training and continuing professional development for healthcare workers in the National Health Service (NHS) of the United Kingdom. A comprehensive review of SBE provision, led by NHS Health Education England (HEE), discovered many areas of good practice, but also identified inequalities in the access to and delivery of simulation. A framework was developed to help improve the quality, provision, and access to SBE. Case studies are provided in this chapter showcasing the different types of simulation which contributed to the good practice, how they are used in healthcare education, and how they link to the SBE framework. The chapter sets out some of the current challenges with equitable and high-quality provision, detailing plans to further enhance the education and training of the healthcare workforce through SBE through the delivery of a framework, strategic overview, and vision to support these plans.

Education, Training and Continuing Professional Development in Medical Acupuncture – a Contemporary Overview

2004 ◽  
Vol 22 (2) ◽  
pp. 75-82 ◽  
Author(s):  
Jo Tait ◽  
Mike Cummings
Keyword(s):  
Professional Development ◽  
National Health System ◽  
Continuing Professional Development ◽  
Initial Training ◽  
Department Of Health ◽  
Educational Implications ◽  
Recent Developments ◽  
The Government ◽  
Statutory Regulation ◽  
And Training

Most medical and complementary medicine practitioners will have some awareness of the government-driven requirement to set and maintain explicit standards for education and professional development. For many doctors, revalidation has become a concern because they worry that it will raise the requirements for practice and increase bureaucratic documentation in support of the process. For those who have integrated complementary practices into their work within the National Health System, issues of registration and regulation add a further complication. The publication of the Department of Health consultation document on proposals for statutory regulation of herbal medicine and acupuncture in March 2004 raises issues of particular significance for medically qualified practitioners (such as ‘medical acupuncturists’), and other health professionals whose practice includes complementary skills. This paper focuses on the educational implications of these recent developments and offers an informed perspective that includes a reflection on how education and training (as initial training and as continuing professional development) can best meet the needs of acupuncture practitioners in this fast-changing environment.

scholarly journals Assuring quality and improving competence in practice teaching

2012 ◽  
Vol 7 (1) ◽  
pp. 39-49
Author(s):  
Harry Douglas ◽  
Evelyn Magee
Keyword(s):  
Professional Development ◽  
Quality Assurance ◽  
Social Work ◽  
Social Services ◽  
Continuing Professional Development ◽  
Training And Development ◽  
Practice Teaching ◽  
Work Education ◽  
Practice Development ◽  
And Training

This article describes how the Education, Training and Development arm of one social services agency has responded to the twin imperatives of quality assurance and continuing professional development in relation to practice teaching. The framework which has been developed to meet the requirements of both imperatives is discussed. The model’s transferability to other spheres where social work education and training and practice development can converge is identified.

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