Continuing professional development: appraisal and training

2003 ◽  
pp. 107-120
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
And Training

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.

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.

scholarly journals The Development and Evaluation of a Structured Continuing Professional Development Programme for Pharmacists in Kuwait: A Feasibility Study

Pharmacy ◽  
2020 ◽  
Vol 8 (4) ◽  
pp. 207
Author(s):  
Asmaa Al-Haqan ◽  
Shahad Al-Baghli ◽  
Al-Bandari Al-Enizi ◽  
Hailah Al-Dosari ◽  
Salah Waheedi
Keyword(s):  
Professional Development ◽  
Online Survey ◽  
Critical Role ◽  
Continuing Professional Development ◽  
Training Programme ◽  
Education And Training ◽  
Healthcare Needs ◽  
Starting Point ◽  
Pharmacy Workforce ◽  
And Training

Continuous education and training play a critical role in preparing a competent pharmacy workforce to meet the healthcare needs of the public. This study aimed to evaluate the effectiveness and feasibility of implementing a structured Continuing Professional Development (CPD) training programme for pharmacists in Kuwait. Twenty-one practicing pharmacists participated in the programme. This study evaluated the programme’s effectiveness and feasibility by analysing data from three sources: (1) two focus group interviews, (2) CPD records collected in May and November 2019, and (3) online survey responses collected at the middle and end of the programme. Findings from this study showed that implementing a structured CPD programme is feasible and could positively impact pharmacists’ practice. A guiding competency framework and continuous feedback from programme instructors added valuable support for pharmacists during the programme, and facilitated an impactful translation of education into practice. This study provides the first data on pharmacists’ CPD in Kuwait and serves as a starting point for future education plans, studies, and transformational actions pertaining to pharmacy workforce education and training.

scholarly journals Professional Development of Teachers Under the Conditions Lifelong Learning: Foreign Experience

2018 ◽  
Vol 8 (2) ◽  
pp. 67-75 ◽  
Author(s):  
Nataliia Sysko
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Educational Institution ◽  
Continuing Professional Development ◽  
Foreign Experience ◽  
Foreign Countries ◽  
Professional Development Of Teachers ◽  
Key Factor ◽  
Teachers Professional Development ◽  
And Training

AbstractThe article analyzes foreign experience in continuing professional development of teachers. It has been found that the system of continuing professional development of teachers in foreign countries has its own conceptual peculiarities determined by relevant contextual factors. It has been specified that all systems are characterized by personality-oriented approach to professional development of teachers, available organizational and pedagogical conditions for development, flexibility, diversity of forms and training content. Such an approach can enhance professionalism of teachers, their ability to provide students with high-quality and effective teaching in accordance with the needs of a market economy. It has been outlined that professional development of teachers is the most effective at the level of an educational institution in the course of daily teaching activities, provided the forms of this process organization are diverse. The key factor, which influences effectiveness of continuing professional development is the teacher’s ability to reflect, motivation, responsibility and academic mobility within professional development. It has been clarified that a number of countries apply national mechanisms for recognizing the results of teachers’ professional development, their certification. We believe it necessary to creatively use foreign innovative experience to enhance continuing professional development of teachers in Ukraine, namely, to create a multi-level system of continuing professional development of vocational education teachers and introduce motivational mechanisms for stimulating their professional growth.

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