Unified in Learning – Separated by Space

2009 ◽  
Vol 23 (4) ◽  
pp. 331-341 ◽  
Author(s):  
Martin Rehm
Keyword(s):  
Transformative Learning ◽  
Reflective Practice ◽  
Virtual Communities ◽  
International Organization ◽  
Global Organizations ◽  
Knowledge And Skills ◽  
Community Of Learning ◽  
Wide Range ◽  
Global Training ◽  
And Training

The growth of available online learning programmes has created a wide range of new ways for global organizations to train their staff effectively. Previously, global training entailed substantial costs for organizations – costs that had to be endured if the knowledge and skills of the workforce were to be updated. In this context, virtual ‘communities of learning’, defined as groups of people engaging in the collaborative learning and reflective practice involved in transformative learning, are of increasing interest for global organizations because of their potential usefulness in workplace practice and training. This article examines how a community of learning has been developed and implemented for 174 staff from 81 offices worldwide of a large international organization by facilitating the collaborative exchange of knowledge and experience. Based on the participants' perceptions, several key insights are provided that should be taken into account when engaging in community of learning initiatives.

Reflective Practice in Advising: Introduction to the Column

Relay Journal ◽  
2018 ◽  
pp. 293-295
Keyword(s):  
Professional Development ◽  
Transformative Learning ◽  
Reflective Practice ◽  
Case Studies ◽  
Professional Community ◽  
Great Success ◽  
Global Community ◽  
Potential Growth ◽  
Community Of Learning ◽  
Reflection On Action

Welcome to the second reflective practice column where we are pleased to share another series of active advisors’ voices with our professional community. The first column of Reflective Practice in Advising in Volume 1(1) became a prelude for creating a global community of learning advisors with the aim of building a platform to share our professional development experiences and further seek opportunities for growth. As in Issue 1, in this issue of Relay Journal, all the contributors are engaged in a different advising context with various sociocultural backgrounds, but each of the case studies illustrates how their reflective practice enables learning advisors to continue exploring potential growth at any point in their career. In other words, the journey of becoming a learning advisor is ever-lasting, as long as the learning advisor is willingly seeking an opportunity for transformative learning. The post-publication reflective dialogues in Issue 1, although experimental, were a great success. They triggered active discussions among learning advisors, which lead to further reflection-on-action and reflection-for-action (Farrell, 2015) among the contributors. These open and collaborative dialogues across the sociocultural boundaries exemplify professional development for learning advisors.

The CONTACT Continuing Professional Development Award scheme

1989 ◽  
Vol 3 (1) ◽  
pp. 48-49 ◽  
Author(s):  
John Entwisle
Keyword(s):  
Professional Development ◽  
Business School ◽  
Continuing Professional Development ◽  
Knowledge And Skills ◽  
The Public ◽  
Wide Range ◽  
Contact Hours ◽  
Short Courses ◽  
Award Scheme ◽  
And Training

The greater Manchester Consortium for Advanced Continuing Education and Training (CONTACT) – a partnership of Manchester and Salford Universities, Manchester Polytechnic, UMIST and Manchester Business School – has recently introduced a novel Continuing Professional Development (CPD) Award scheme which aims to help in meeting the national need for the continuous updating of the knowledge and skills of individuals in industry, commerce and the public sector. The scheme is based on the wide range of post-experience short courses offered by these five institutions. The Award is obtained by accumulating credit from a series of courses attended at any of the five. The Award certificate is given when 120 contact hours have been successfully completed and lists the courses accredited.

scholarly journals How, why and under what circumstances does a quality improvement collaborative build knowledge and skills in clinicians working with people with dementia? A realist informed process evaluation

2021 ◽  
Vol 10 (2) ◽  
pp. e001147
Author(s):  
Lenore de la Perrelle ◽  
Monica Cations ◽  
Gaery Barbery ◽  
Gorjana Radisic ◽  
Billingsley Kaambwa ◽  
...  
Keyword(s):  
Quality Improvement ◽  
Reflective Practice ◽  
Process Evaluation ◽  
Aged Care ◽  
Dementia Care ◽  
Quality Improvement Collaborative ◽  
Programme Theory ◽  
Post Intervention ◽  
Knowledge And Skills ◽  
People With Dementia

In increasingly constrained health and aged care services, strategies are needed to improve quality and translate evidence into practice. In dementia care, recent failures in quality and safety have led the WHO to prioritise the translation of known evidence into practice. While quality improvement collaboratives have been widely used in healthcare, there are few examples in dementia care.We describe a recent quality improvement collaborative to improve dementia care across Australia and assess the implementation outcomes of acceptability and feasibility of this strategy to translate known evidence into practice. A realist-informed process evaluation was used to analyse how, why and under what circumstances a quality improvement collaborative built knowledge and skills in clinicians working in dementia care.This realist-informed process evaluation developed, tested and refined the programme theory of a quality improvement collaborative. Data were collected pre-intervention and post-intervention using surveys and interviews with participants (n=28). A combined inductive and deductive data analysis process integrated three frameworks to examine the context and mechanisms of knowledge and skill building in participant clinicians.A refined program theory showed how and why clinicians built knowledge and skills in quality improvement in dementia care. Six mechanisms were identified: motivation, accountability, identity, collective learning, credibility and reflective practice. These mechanisms, in combination, operated to overcome constraints, role boundaries and pessimism about improved practice in dementia care.A quality improvement collaborative designed for clinicians in different contexts and roles was acceptable and feasible in building knowledge, skills and confidence of clinicians to improve dementia care. Supportive reflective practice and a credible, flexible and collaborative process optimised quality improvement knowledge and skills in clinicians working with people with dementia.Trial registration numberACTRN12618000268246.

Abstract TP132: Selection and Activation of Sites in a Large Multi-Center Randomized Clinical Trial

Stroke ◽  
2017 ◽  
Vol 48 (suppl_1) ◽  
Author(s):  
Bart M Demaerschalk ◽  
Robert D Brown ◽  
Virginia J Howard ◽  
MeeLee Tom ◽  
Mary E Longbottom ◽  
...  
Keyword(s):  
Site Selection ◽  
Performance Metrics ◽  
Interventional Neuroradiology ◽  
Interquartile Range ◽  
Carotid Revascularization ◽  
Training Requirements ◽  
Medical Centers ◽  
Wide Range ◽  
The Times ◽  
And Training

Introduction: Careful selection and timely activation of clinical sites in multicenter clinical trials is critical for successful enrollment, subject safety, and generalizability of results. Methods: In the Carotid Revascularization and Medical Management for Asymptomatic Carotid Stenosis Trial (CREST-2), a multidisciplinary Site Selection Committee evaluated applicants referred via participation in CREST, CREST principal investigators (PIs) and other investigators, StrokeNet and industry partners. Data for consideration included performance metrics in CREST and other carotid trials and a site selection questionnaire containing information on the investigators as well as quantitative data on carotid procedures performed. Any FDA warning letters were reviewed. Results: The Committee met bi-weekly for 36 months (n=64 meetings). Applications from 176 sites between March 2014 and July 2016 were evaluated: 153 were approved, 7 are under Committee review, 5 were approved but withdrew, 5 were placed on a waiting list, and 6 were rejected. One-hundred-four sites have completed the regulatory and training requirements to randomize: 51 (49%) academic medical centers, 31 (30%) private hospital-based centers, 16 (15%) private office-based practices, and 6 (6%) Veterans Administration medical centers. The mean times from application-to- approval was 5.2 weeks (interquartile range, 1.9, 6.2), and from approval-to-randomization status was 46.7 weeks (interquartile range, 35.4, 51.7). Specialties of the 104 site PIs are vascular surgery for 35 (33.7%), cardiology for 30 (28.8%), neurology for 25 (24%), neurosurgery for 8 (7.7%), interventional radiology for 4 (3.8%), and interventional neuroradiology for 2 (1.9%). Conclusions: Careful site selection is time-consuming for prospective sites and for trial leadership. Times from application-to-site-approval were modest (mean = 5.2 weeks), in contrast to the times for completing regulatory and training requirements (mean = 46.7 weeks). However, subject enrollment by teams from a wide range of medical centers led by a multi-disciplinary cohort of PIs will promote the generalizability of trial results.

Enhancing clinical practice: reducing health inequalities – reflections on a clinical education and training partnership

2016 ◽  
Vol 10 (6) ◽  
pp. 342-348
Author(s):  
Karina Marshall-Tate
Keyword(s):  
Intellectual Disabilities ◽  
Health Inequalities ◽  
Positive Impact ◽  
Education And Training ◽  
Health Staff ◽  
Significant Group ◽  
Content Type ◽  
Knowledge And Skills ◽  
People With Intellectual Disabilities ◽  
And Training

Purpose The purpose of this paper is to outline a two-year project designed to reduce health inequalities and improve health outcomes of people with intellectual disabilities using health services in South London by raising awareness and increasing health staff confidence and capability. Design/methodology/approach The project was conducted in two stages. In stage 1, a mapping exercise was undertaken to establish existing intellectual disabilities education and training availability. In stage 2, a network of stakeholders was formed and education and training materials were developed and delivered. Findings A formal evaluation of the project is underway and this paper seeks to share information about the project. That said prima facie data appear to indicate that health staff who attended education and training events learned new knowledge and skills that they could implement in their practice, increasing confidence and capability. Research limitations/implications Health staff who attended the events appeared to have an interest in intellectual disabilities and wanted to increase their knowledge and skills base. This means that there is a significant group of health staff that the project was unable to reach or who may not know that they need to know about intellectual disabilities. The results of the project have not yet been formally analysed. Practical implications Work-based education and training events can have a positive impact on health staff capability and confidence, however, it would appear that only those who already have an interest in the field or recognise its value to their own practice attend such events. To truly capture all health staff intellectual disabilities needs to be visibly included in all health curricula. Originality/value This project has not focussed on one profession or one aspect of healthcare and has embraced the values of inter professional and inter agency learning; this has enabled health staff to learn from each other and think in a “joined up” way replicating the realities of providing healthcare to people with intellectual disabilities.

scholarly journals Training vascular access surgeons: technicians or specialists?

2018 ◽  
Vol 19 (2) ◽  
pp. 117-118
Author(s):  
Nicholas Inston ◽  
Tej M. Singh
Keyword(s):  
Surgical Training ◽  
Vascular Access ◽  
Vascular Access Surgery ◽  
Technical Aspects ◽  
Knowledge And Skills ◽  
Traditional Training ◽  
Access Surgery ◽  
Future Practice ◽  
And Training

Internationally, vascular access (VA) surgery is delivered in a varied and diverse fashion and subsequently, training in vascular access is poorly defined. Experience of VA during surgical training has implications on future practice. The scope of VA procedures is increasing, yet the focus in vascular training remains largely in the technical aspects of surgery rather than the more comprehensive aspects of surgery applied to dialysis and renal care. To achieve special skills in vascular access surgery may require a change to traditional training with an additional focus on developing an extended portfolio of knowledge and skills. A small number of specialized courses and training facilities are developing to address these issues.

scholarly journals Critical theory and the implementation of lifelong learning in Vietnam

2020 ◽  
Vol 9 (2) ◽  
pp. 17-30
Author(s):  
Phan Thi Tra Khuc
Keyword(s):  
Critical Theory ◽  
Lifelong Learning ◽  
Education And Training ◽  
College Level ◽  
Ministry Of Education ◽  
Policy Makers ◽  
Knowledge And Skills ◽  
Full Development ◽  
Purpose Of Education ◽  
And Training

Lifelong learning is the continuous acquisition of knowledge and skills which occurs throughout life with an emphasis on the full development of personality. Despite the increasing interest of Vietnamese policy makers in promoting lifelong learning, the implementation of lifelong learning at universities is still limited. This research delineated and critiqued the policies and the current practices of lifelong learning at the college level of the Ministry of Education and Training in Vietnam (MOET) under the perspective of critical theory. From the discussion of the policies and practices that the MOET was implementing, recommendations for the policy makers were made with the aim of helping Vietnamese students embrace their right to lifelong learning and fulfill the personal and democratic purpose of education.

scholarly journals International Vocational Education and Training Research: An Introduction to the Special Issue

2021 ◽  
Vol 8 (4) ◽  
pp. 1-15
Author(s):  
Michael Gessler ◽  
Sandra Bohlinger ◽  
Olga Zlatkin-Troitschanskaia
Keyword(s):  
Vocational Education ◽  
Comparative Research ◽  
Recipient Country ◽  
Education And Training ◽  
Policy Transfer ◽  
Social Representation ◽  
Vocational Education And Training ◽  
Special Issue ◽  
Wide Range ◽  
And Training

The seven articles in this special issue represent a wide range of international comparative and review studies by international research teams from China, Germany, India, Russia, Switzerland and Mexico. The presented projects are part of the national program "Research on the Internationalisation of Vocational Education and Training", funded by the German Federal Ministry of Education and Research (BMBF).  An adapted version of Urie Bronfenbrenner’s ecological systems theory forms the conceptual framework of the special issue. The four system levels (micro, meso, exo and macro) are addressed by one article each. The article on the microsystem level focuses on the intended and implemented curricula in a cross-country comparison of China and Russia. The article on the mesosystem level aims at the development of a quality management model for vocational education and training (VET) institutions in India. At the exolevel, the regional structures of the education and employment systems in Mexico, particularly the cooperation between schools and companies in the hotel industry, are investigated. At the macrosystem level, the social representation of non-academic labour in Mexico is examined in terms of cultural artefacts. Furthermore, three overarching review studies systematise relevant research developments and approaches. The topics of the three review studies are European VET policy, transfer of VET and VET research. The scope ranges from the development of a comparative research tool to a summary analysis of over 5,000 individual publications. Given the broad scope and heterogeneity of the findings, a summative conclusion would hardly be appropriate. Nevertheless, with regard to the model of the ‘triadic conception of purposes in comparative VET research’ that represents a heuristic for describing the purposes of international VET research, we conclude with an emphasis on a need of more criticality. In this context, one finding can be pointed out as an example: One review study found that most studies (here, with reference to VET transfer) refer to the recipient country without a comparative perspective. Thus, there is a clear demand for more comparative research following a critical-reflective approach. 

scholarly journals Health inequalities within professional health education at the University of Malta

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
C Copperstone ◽  
M Bonello
Keyword(s):  
Public Health ◽  
Health Professional ◽  
Health Inequalities ◽  
Health Professionals ◽  
Professional Training ◽  
Mesh Terms ◽  
Wide Range ◽  
Professional Health ◽  
The University ◽  
And Training

Abstract Background Addressing health inequalities is a crucial public health issue. It is thus imperative that health professionals are equipped with explicit competences to recognise and address health inequalities. Methods This is a multi-phase mixed-methods study exploring health inequalities and training within professional health curricula at the University of Malta. Phase One consists of a scoping study which explores whether and how health inequalities feature within the health professions' undergraduate curricula. This involved a systematic search of undergraduate health professional curricula, including competency profiles in each programme of study, using information available in the public domain. Academic year reviewed was 2019-2020. To ensure harmonisation, the two independent reviewers used the following search strategy: a) using a keyword descriptive approach (MeSH terms divided into two levels: direct, level one, and more general keywords, level two) and b) a more subjective approach to assess wider topic elements. Results Preliminary results emanating from mapping of 19 different programmes of study will be presented. A wide range of occurrences, from zero occurrences in some programmes to a maximum of one occurrence for level one and 12 for level two keywords in other programmes, was observed. Conclusions There is a wide disparity between the awareness of and training of inequalities across different professional training programmes. This provides the groundwork for Phase Two of this research during which public health stakeholders' attitudes and perceptions on health professional training and current practices will be explored. Findings from this study will provide the evidence and the impetus for possible interdisciplinary modules and/or continuous professional development programmes in health inequalities. Key messages The need for developing short courses/reviewing health curricula to incorporate health inequalities is encouraged. Public health professionals have a responsibility to address health inequalities in their professional practice.

scholarly journals Quantification and Analysis of Offensive Situations in Different Formats of Sided Games In Soccer

2014 ◽  
Vol 44 (1) ◽  
pp. 193-201 ◽  
Author(s):  
Jorge Diaz-Cidoncha Garcia ◽  
Ignacio Refoyo Román ◽  
Julio Calleja-González ◽  
Alexandre Dellal
Keyword(s):  
Positive Impact ◽  
Age Groups ◽  
Practical Applications ◽  
Professional Soccer ◽  
Wide Range ◽  
Game Format ◽  
Complex Solutions ◽  
And Training ◽  
Substantial Degree ◽  
Two Age Groups

Abstract There has been a lot of research that enabled soccer to improve: its technique, tactics and strategy through analysis and training. Nevertheless, players’ need to interact with each other turns any defending or attacking situation into complex solutions with a wide range of variables to be considered, in which the player is never isolated and must make the move that has the most positive impact on play. Fifty-four sided games played in three different formats (5v5, 7v7 and 9v9) and with two age groups (U9 and U14) were filmed at three soccer clubs in Spain in order to identify the most relevant attacking moves, from a technical and tactical perspective. This study used the observational method; it is descriptive and is applied through well-prepared systematic quantitative observation in a natural environment. A key part of the method involved viewing the match recordings and logging moves that had been categorised beforehand. Cohen’s Kappa analysis showed that the results for the most representative variables presented a substantial degree of concordance (0.61-0.80). The results show that there were significant variations depending on the game format, and the following study will present a description and analysis of the aspects that had considerable influence on attacking moves in different formats of sided games (5v5, 7v7 and 9v9). The study also presents various practical applications for the area of training and analysing both youth and professional soccer.

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