E-Simulations for the Purpose of Training Forensic (Investigative) Interviewers

2012 ◽  
pp. 71-86
Author(s):  
Belinda Guadagno ◽  
Martine Powell
Keyword(s):  
Professional Development ◽  
Best Practice ◽  
Financial Burden ◽  
Evaluation Research ◽  
Continuing Professional Development ◽  
Global Scale ◽  
Investigative Interviewing ◽  
Critical Issues ◽  
Practice Opportunities ◽  
Forensic Interviewers

One of the most critical issues facing investigative organisations is how best to administer effective practice opportunities in investigative interviewing on a global scale. Interviewer evaluation research across the world has highlighted inadequacies in the adherence to and maintenance of best-practice interview approaches, and insufficient opportunities for practice and feedback are the major reasons attributed by experts for poor interviewer competency. “Unreal Interviewing: Virtual Forensic Interviewing of a Child” (an e-simulation created at Deakin University, Australia) was developed as a way to ‘expand the reach’ of trainers in the investigative interviewing area. The simulation enables trainers to provide ongoing professional development for forensic interviewers in dispersed work environments, without the financial burden on organisations of extracting large numbers of professionals from the workplace to the classroom. This chapter provides readers with: an overview of the key stages involved in the development of Unreal Interviewing and the education and technical decisions that needed to be made; and a review of the application of “Unreal Interviewing” in the training and continuing professional development of trainees in their workplace.

An Evaluation of a Self-Initiated Practice Exercise for Investigative Interviewers of Children

2009 ◽  
Vol 11 (3) ◽  
pp. 366-376 ◽  
Author(s):  
Rebecca Wright ◽  
Belinda L. Guadagno ◽  
Martine B. Powell
Keyword(s):  
Best Practice ◽  
Monitoring And Evaluation ◽  
Investigative Interviewing ◽  
Use Of Self ◽  
Careful Monitoring ◽  
Complex Skills ◽  
Practice Opportunities ◽  
Ongoing Development ◽  
Qualitative Analyses

The current study extends debate and research on the important role of practice in promoting and sustaining complex skills in investigative interviewing. Specifically, we explored the use of self-initiated practice as one avenue for facilitating ongoing development of professionals who interview children about abuse. A group of 40 investigative interviewers were required to organise and administer their own practice opportunities and to document these sessions in a diary. The professionals were aware of the important role of practice and what constitutes best-practice interview guidelines; however no instruction was given about the desired format, structure and timing of the practice sessions. A combination of quantitative and qualitative analyses revealed poor adherence to self-initiated practice, and the practice (among those who adhered to this model) had negligible impact on performance. Overall, these findings highlight the need for careful monitoring and evaluation of all interviewer practice tasks.

Joint training for police and interpreters in specific scenarios

Babel ◽  
2020 ◽  
Vol 66 (2) ◽  
pp. 188-192
Author(s):  
Irina Norton
Keyword(s):  
Professional Development ◽  
Police Officers ◽  
Best Practice ◽  
Continuing Professional Development ◽  
Early Stages ◽  
Joint Training ◽  
Market Situation ◽  
The Uk ◽  
Learning Points

Abstract The article focuses on this pioneering project, which is still in the early stages but already shows great potential. In the present market situation in the UK when inexperienced, unqualified and frequently unvetted individuals are allowed to practice, it is crucial for interpreters to differentiate themselves as professionals, which entails Continuing Professional Development. Joint training offers a unique opportunity for police officers and interpreters to share experiences and have meaningful discussions on the daily challenges they face. It provides a number of learning points for police officers and enables best practice for interpreters.

Cognitive behavioural psychotherapy graduates in Ireland: a follow-up survey of graduates from an Irish university

2014 ◽  
Vol 32 (2) ◽  
pp. 187-195 ◽  
Author(s):  
Fionnula MacLiam
Keyword(s):  
Professional Development ◽  
United Kingdom ◽  
Clinical Supervision ◽  
Best Practice ◽  
Continuing Professional Development ◽  
Internet Survey ◽  
Trinity College Dublin ◽  
The United Kingdom ◽  
Cognitive Behavioural ◽  
The Republic

BackgroundTraining in cognitive behavioural psychotherapy (CBT) is expensive both for the students and their funding bodies.ObjectivesIt is important to know how graduates of CBT courses are putting their skills to use, and whether they are continuously updating those skills to achieve best practice. We also wanted to discover the similarities and differences between CBT trainees in the United Kingdom and in the Republic of Ireland (courses in the United Kingdom being analogous to those in Ireland in content and participants).MethodAn internet survey, derived from previous postal questionnaires, was used to enquire into the practice, experience, and continuing professional development of graduates from the CBT courses at Trinity College Dublin.ResultsMost MDT professions were represented in the graduates, preponderantly psychiatrists and mental health nurses, but also including social workers and occupational therapists. Most participants believed that the course had enhanced their careers, and almost half had changed job since graduating. Half said that CBT was now the main focus of their job, but others reported lack of resources, funding, time, and other duties impeded their ability to conduct CBT with clients. However, most participants engaged in continuous professional development regarding CBT, and received CBT clinical supervision.DiscussionThere was a difference in the proportion of the different professions undertaking this course compared with the United Kingdom and our response rate here was significantly lower. As in UK surveys, participants who may have been supported and funded to undertake the training may not afterwards be supported in implementing their skills in the workplace. The broader implications of this are discussed.

scholarly journals Continuing professional development requirements for UK health professionals: a scoping review

BMJ Open ◽  
2020 ◽  
Vol 10 (3) ◽  
pp. e032781
Author(s):  
Marek Karas ◽  
Nik J L Sheen ◽  
Rachel V North ◽  
Barbara Ryan ◽  
Alison Bullock
Keyword(s):  
Social Sciences ◽  
Professional Development ◽  
Scoping Review ◽  
Health Professionals ◽  
Personal Development ◽  
Best Practice ◽  
Continuing Professional Development ◽  
Health And Social Care ◽  
Professional Titles ◽  
The Uk

ObjectivesThis paper sets out to establish the numbers and titles of regulated healthcare professionals in the UK and uses a review of how continuing professional development (CPD) for health professionals is described internationally to characterise the postqualification training required of UK professions by their regulators. It compares these standards across the professions and considers them against the best practice evidence and current definitions of CPD.DesignA scoping review.Search strategyWe conducted a search of UK health and social care regulators’ websites to establish a list of regulated professional titles, obtain numbers of registrants and identify documents detailing CPD policy. We searched Applied Social Sciences Index and Abstracs (ASSIA), Cumulative Index to Nursing and Allied Health Literature (CINAHL), Medline, EMCare and Scopus Life Sciences, Health Sciences, Physical Sciences and Social Sciences & Humanities databases to identify a list of common features used to describe CPD systems internationally and these were used to organise the review of CPD requirements for each profession.ResultsCPD is now mandatory for the approximately 1.5 million individuals registered to work under 32 regulated titles in the UK. Eight of the nine regulators do not mandate modes of CPD and there is little requirement to conduct interprofessional CPD. Overall 81% of those registered are required to engage in some form of reflection on their learning but only 35% are required to use a personal development plan while 26% have no requirement to engage in peer-to-peer learning.ConclusionsOur review highlights the wide variation in the required characteristics of CPD being undertaken by UK health professionals and raises the possibility that CPD schemes are not fully incorporating the best practice.

The Ethical Use of Psychological Tests: Australia

1997 ◽  
Vol 13 (2) ◽  
pp. 132-139 ◽  
Author(s):  
Graham Davidson
Keyword(s):  
Professional Development ◽  
Psychological Assessment ◽  
Best Practice ◽  
Continuing Professional Development ◽  
Psychological Testing ◽  
Computerized Testing ◽  
Individual Group ◽  
Psychological Practice ◽  
Policy Statements ◽  
Recent Policy

Statements of ethics and related guidelines have been developed in Australia over the period since 1968, covering psychological testing in general, and practices of individual, group, ‘blind' and computerized testing in particular. Guidelines on the psychological testing of indigenous people of Australia also exist. Changes in regulatory statements and supplementary guidelines over this period reflect support for the following: the scientist-practitioner philosophy of psychological practice; multimethod approaches to psychological assessment; and the explication of ‘best practice' in testing. The concept of contextual competence, contained in the various guidelines, may be extended to include cultural competence. The statements and guidelines reflect the ethical precepts of fidelity, beneficence, nonmaleficence and justice, and are reinforced by recent policy statements on professional competencies and continuing professional development.

scholarly journals P001: Continuing professional development and faculty development: launching continuous practice enhancement for academic emergency physicians

CJEM ◽  
2019 ◽  
Vol 21 (S1) ◽  
pp. S63
Author(s):  
S. Addleman ◽  
M. Yeung ◽  
S. Yiu ◽  
G. Mastoras ◽  
S. Tse ◽  
...  
Keyword(s):  
Professional Development ◽  
Faculty Development ◽  
Best Practice ◽  
Career Planning ◽  
Clinical Skills ◽  
Academic Career ◽  
Low Frequency ◽  
Continuing Professional Development ◽  
Academic Learning ◽  
Departmental Leadership

Innovation Concept: Emergency medicine physicians must maintain a broad knowledge base and procedural skillset while fulfilling their academic roles as teachers, researchers and administrators. Most academic departments do not have a regular, affordable, formal continuing professional development (CPD) and faculty development (FD) curriculum for their staff. We set out to design and implement a novel continuous practice enhancement program to address this issue. Methods: Strategic planning by the Ottawa academic Department of EM identified CPD and FD as priorities. A program was created to support high quality, monthly CPD/FD courses provided by physicians. We had 5 goals: (1) enhance clinical and academic skills, (2) disseminate group best practices, (3) sustain skills in high impact/low frequency scenarios, (4) support physician academic careers, and (5) acquire new procedural skills. A CPD/FD Committee composed of local meded experts and experienced clinical teachers was tasked with overseeing the creation and evaluation of these sessions. Curriculum, Tool or Material: The longitudinal curriculum was informed by perceived needs (group survey), ascribed needs (M&M rounds, physician metrics and departmental leadership priorities) and participant feedback. The committee identified local experts to present on their areas of expertise in order to promote group best practice. Topics to-date have included clinical skills updates, teaching and coaching strategies and academic career planning. A comprehensive monthly simulation-based curriculum was rolled out simultaneously to give participants the opportunity to develop crisis resource management and critical care skills. Except for sessions requiring advanced equipment or cadavers, sessions are financed by academic funds and free for participants. Conclusion: Faculty academic learning and engagement is an important goal and participation in this curriculum is reviewed at each physician's annual reappointment. To-date, 18 physicians (21% of our group) have presented topics and 92% of physicians have participated in at least one session with 63% having attended three or more. Evaluations have been overwhelmingly positive, and a recent survey identified the CPD/FD program as a significant contributor to our physicians’ wellness. We introduced an innovative, structured CPD/FD program in response to perceived and ascribed needs of our physicians and departmental leadership. Our successful CPD/FD curriculum represents a model for other departments who are considering similar initiatives.

scholarly journals Standards for integrity and independence in accredited continuing education

2020 ◽  
pp. 7-13
Author(s):  
R.V. Marushko ◽  
Keyword(s):  
Professional Development ◽  
Medical Education ◽  
Continuing Education ◽  
Continuing Medical Education ◽  
Best Practice ◽  
Continuing Professional Development ◽  
Cost Effective ◽  
Medical Community ◽  
The Public ◽  
Effective Cost

The article highlights the report on the development of new standards «Standards for Integrity and Independence in Accredited Continuing Education» by Accreditation Council for Continuing Medical Education (ACCME, USA).These standards have evolved from the» Standards for Commercial Support: «Standards to Ensure Independence in CME Activities», which were first adopted in 1992 and updated in 2004. The goal of the revision process was to streamline, clarify, modernize the Standards, and ensure their continued relevance and effectiveness in the changing healthcare environment. Standards are designed to: ensure that accredited continuing education serves the needs of patients and the public; present learners with only accurate, balanced, scientifically justified recommendations; assure healthcare professionals and teams that they can trust accredited continuing education to help them deliver safe, effective, cost-effective, compassionate care that is based on best practice and evidence; create a clear, unbridgeable separation between accredited continuing education and marketing and sales. This information is presented to the medical community of Ukraine, it is of interest to all those directly involved in providing continuing medical education to medical professionals in the framework of continuing professional development, especially to accreditation bodies. No conflict of interest was declared by the author. Key words: accredited continuing education, continuous professional development, medical specialists.

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