continuous professional development
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2022 ◽  
Vol 20 (1) ◽  
Author(s):  
Jorge P. B. Batista ◽  
Carla Torre ◽  
José Manuel Sousa Lobo ◽  
Bruno Sepodes

Abstract Background The Portuguese Pharmaceutical Society (PPS) implemented a system of Continuous Professional Development (CPD) for pharmacists in 2004. This system has evolved throughout the years, and currently all active pharmacists in Portugal are required to participate in the CPD program. Each CPD cycle takes 5 years. In each cycle, pharmacists must collect 15 CPD points, through participation in educational activities. The PPS accreditation process is managed via an online platform, where education/training providers, as well as pharmacists themselves, can submit educational activities for accreditation. Pharmacists may access their CPD status and assess their development at any point. The objective of this study was to analyze and review the educational activities submitted by providers over a 11-year period (2009–2019). Methods Data from activities were retrieved from the PPS CPD online platform. All educational activities were labeled according to the area of pharmaceutical professional focus, type of promoter, and activity type. Results During the study 3685 activities were analyzed. Over the last decade, submitted activities for accreditation increased in 52.6%. A significantly high proportion (98.9%) of these activities has been accredited. Promoters of activities were mostly pharmacies sectoral associations (29.6%), consultancy/training companies (19.6%), the PPS (18.5%), pharmaceutical industry (17.7%) and wholesalers’ consortia (9.0%). Academia represented only 2.3% of the total amount of educational activities. The most frequent topics were related to “pharmacology & pharmacotherapy” (9.9%), followed by “counselling” (9.8%) and “management & administration” (7.2%). The most accredited type of activities was face-to-face (68.9%) and e-learning trainings (13.1%). Conclusions This study shows increasing interest in submitting CPD activities for accreditation between 2009 and 2019, but it also demonstrates that Academia could play a more interventive role in the lifelong learning education of Portuguese pharmacists.


2022 ◽  
Vol Publish Ahead of Print ◽  
Author(s):  
David A. Cook ◽  
Christopher R. Stephenson ◽  
V. Shane Pankratz ◽  
John M. Wilkinson ◽  
Stephen Maloney ◽  
...  

2022 ◽  
pp. 314-324
Author(s):  
Mildred Vanessa López Cabrera ◽  
Christian Pérez-Villalobos ◽  
Mauricio Alberto Cortes Cely

The context in which health professionals practice is constantly evolving. The entry of new technologies in medicine has put more than one specialist to the test. It is worth noting that these technologies are rapidly updated, generating new solutions every year. While this contributes to offering quality programs for the training of new professionals, how can a professional even aspire to keep up to date with all these developments? This chapter provides some proposals and reflections to develop professional development goals for health professionals based on a continuous professional development mindset.


2022 ◽  
pp. 95-130
Author(s):  
Sanna Brauer ◽  
Anne-Maria Korhonen

This chapter describes alternative credentialing practices related to competence-based open badges and their different audiences. The authors provide insights into different theoretical approaches to digital badging practices that could potentially support a competence orientation in continuous professional development and enhance lifelong learning. One aim of this chapter is to summarise the first European doctoral dissertation to address digital open badges and digital open badge-driven learning. The authors offer novel insights into reforms in education aimed at addressing students' individual interests and meeting the recognised needs of working life. They also present a set of innovative Finnish applications of digital open badge-driven learning in the context of educational research. Moreover, they describe the potential of badges as a tool to build ePortfolios. This chapter draws attention to the motivational effects of digital badging and the use of ePortfolios as an informative and interesting way to demonstrate competences in different contexts.


2021 ◽  
pp. 124-128
Author(s):  
A. B. Kostyshyn ◽  
Z. T. Kostyshyn ◽  
U. R. Lukach ◽  
O. G. Boychuk-Tovsta ◽  
O. M. Repetska ◽  
...  

One of the main tasks of modern higher education is to train specialists with a high level of competence who can constantly work on themselves. The relevance of the research topic is due to the need for continuous professional development of future dentists and the motivation of their training, and the development of an active life position in modern society. The purpose of our work is to study aspiration peculiarities of IFNMU students and interns to the successful and versatile improvement of personality. The personal qualities of the doctor provide comfortable psychological contact with the patient and maintain professional activities dedication. Communicative competence is the subject of special research in the field of future doctors' training. Professional communication is considered to be one of the components of the general culture of relations and contributes to the successful career of a specialist in any sphere of activity, especially the medical one. The problem of forming and maintaining educational interest to master the future specialty of students and interns continues to exist. Motivational components and factors that affect the professional and personal development of the future doctor increase with each year of study, and this process should not stop for life. It’s effectiveness depends on the forms of the material presentation. The presence or absence of positive motives in students and interns have a significant impact on educational activities. Insufficient motivation cannot contribute to the formation of their high professional realization. Therefore, a genuine and persistent desire to acquire knowledge and skills should be the starting point in the formation of a highly qualified healthcare professional. The main factor influencing the interest in the education of students and interns is the acquisition of knowledge, skills, and abilities, which will form the foundation of professional activity in the future. The following factors contribute to increase the motivation of learning: the method of learning the material, its content, teaching methods; usage of problem tasks at each stage of the class; application of interactive technologies. Our analysis showed that gaining knowledge among students and interns is dominated by professional motives: to become a highly qualified dentist and to find a job that meets personal desires in the occupation of their choice. Thus, learning is more effective when it is motivated, and the activities of students coincide in direction and purpose. As a result, the graduate's professional training becomes successful. The effectiveness of the educational process depends on the variety of forms and methods of presenting scientific and practical material. The directions of increasing motivation are as follows: constant improvement and updating of material, the use of interdisciplinary links to understand the importance and practical necessity of each subject in a higher educational establishment, the use of multimedia presentations during practical and lecture classes, work in simulation centers, implementation in the educational process of situational tasks "patient-doctor and doctor-patient" with further discussion and recognition of the flaws of each participants' work. The usage of the latest information technologies and simulation centers helps not only to memorize a large amount of theoretical material but also to obtain practical and communication skills which are necessary for a modern doctor.


Author(s):  
Olena V. MATVEYEVA ◽  
Tetiana M. SHYTIKOVA ◽  
Victoriia V. YUNAKOVSKA ◽  
Olha V. VOITOVYCH

Objective. The article aims to familiarize with online resources, useful to librarians, scientists, teachers, and students. Methods. Overview of online resources for distance learning, qualification upgrade, scientific, educational and professional activities. Results. The description and characteristics of Internet resources for scientific, educational and professional activities is given. Conclusions. Distance learning is an important component of continuous professional development, a convenient modern format of professional improvement. The advantage of distance learning is the opportunity to learn at a convenient time and in any place. The use of modern Internet tools (including author identifiers) in your activities opens up new opportunities.


2021 ◽  
Vol 21 (3) ◽  
pp. 464-474
Author(s):  
Syamsurijal Basri ◽  
Andi Nurochmah ◽  
K Syamsu

Tujuan penelitian untuk mengetahui: (1) Gambaran Pelaksanaan Pengembangan Keprofesian Berkelanjutan (PKB) bagi guru Sekolah Dasar (2) Faktor pendukung dan penghambat dalam Pelaksanaan Pengembangan Keprofesian Berkelanjutan bagi guru Sekolah Dasar. Jenis penelitian ini adalah jenis penelitian kualitatif. Hasil penelitian menunjukkan bahwa (1) Pelaksanaan Pengembangan Keprofesian Berkelanjutan bagi guru Sekolah Dasar melalui proses perencanaan program sepenuhnya dilaksanakan melalui forum Kelompok Kerja Guru. Pelaksanaan program dilakukan dengan keikutsertaan para guru dalam berbagai pelatihan, diimplementasikan ke dalam karya inovatif seperti media pembelajaran dan pembuatan video pembelajaran. Evaluasi program dilakukan dengan pembuatan evaluasi diri guru dan laporan yang terkait dengan program. (2) Faktor pendukung pelaksanaan Pengembangan Keprofesian Berkelanjutan adalah kemudahan sumber informasi yang diperoleh dari berbagai pihak yang terpusat pada forum Kelompok Kerja Guru dan sikap antusiasme guru yang tinggi mengikuti program, dukungan kepala sekolah. Sedangkan faktor penghambat adalah belum adanya anggaran khusus yang disiapkan dalam pelaksanaan Pengembangan Keprofesian Berkelanjutan , waktu guru yang terkadang bertabrakan dengan kegiatan lain, dan keterbatasan jaringan internet yang dimiliki untuk melaksanakan Pengembangan Keprofesian Berkelanjutan. The purposes of the study are to discover: (1) an overview of the Implementation of Continuous Professional Development (PKB) for primary School Teachers (2) Supporting and inhibiting factors in the Implementation of Continuous Professional Development (PKB) for primary School Teachers. This type of research is qualitative research using descriptive methods. The results of the study reveal that (1) an Overview of the Implementation of Continuous Professional Development (PKB) for primary school teachers of planning the program PKB fully implemented through the forum of the KKG. The implementation of the program PKB carried out with the participation of teachers in various training then implemented into the innovative work as a medium of learning and the making of the video learning. Program evaluation of PKB is also done with the manufacture of self-evaluation and teacher reports. (2) the supporting Factors in the implementation of PKB among them is the ease of the source of the information obtained from the various parties centralized on the forum of KKG and the attitude of the enthusiasm teachers is high when received information associated with the PKB, especially the support provided by head master of the school. While the inhibiting factors are not yet available funds, time teacher sometimes located in other activities, and the limitations of the internet network for PKB activities.


2021 ◽  
Vol 4 (4) ◽  
pp. 42-46
Author(s):  
Tamara Vasilevna Andrushchenko ◽  
Olga Leonidovna Bogatyreva

The purpose of the article is to present the practical experience of the regional center for continuing professional skills of pedagogical workers in the framework of the national project "Education", to describe the algorithm for the development and implementation of an individual educational route of pedagogical workers and management teams in the Chuvash Republic. Methods. In order to effectively organize the process of continuous improvement of professional skills of teaching staff, monitoring studies and analysis of professional skills of teachers at various levels of the education system - primary, general and secondary vocational - were carried out. Results. Based on the data obtained, advanced training courses for teachers with a focus on the practical part and individual work were reformatted. The practice-oriented component of the courses has been expanded by increasing the number of hours allocated for internships, practical classes and master classes by leading teachers. The methodological work of the Center is inextricably linked with the activities of professional communities, subject associations and methodological services. There is a constant exchange of experience and best practices to solve the problems of professional growth, in the process of discussing significant professional problems. Conclusions. The application of these techniques allows us to build an effective system of continuous professional development, which ultimately contributes to the development and strengthening of education in the region.


Author(s):  
Tetiana Palko

The article deals with the new opportunities for teachers’ creative self-realization and self-improvement in the context of educational reform with the application of the Framework for Continuous Professional Development of Teachers. The relevance of this topic is caused by the search for mechanisms of self-reflection, self-actualization, and self-development of the teacher. This is encouraged by the Teacher Framework for Continuing Professional Development, which is a guideline for creating innovative models of professional development of teachers. The purpose of the article is to reveal new opportunities for teachers’ creative self-realization and self-improvement in terms of educational reform with the application of the Framework for Continuous Professional Development of Teachers. We have used the analysis of scientific developments and the sources on the problem of continuous professional development of a teacher, psychological and pedagogical, educational and methodological literature, information sources on the problem of research. As a result of the study we have found out that supporting the continuous professional development of teachers using the Framework for Continuing Professional Development of Teachers is an effective tool for reflective analysis and reconstruction of their professional path, and therefore − a necessary condition for professional growth. So, an important component of the roadmap of professional development of the teacher is awareness of the teachers of his\her professional role as a facilitator of learning. A motivated teacher, who uses the Framework for Continuing Professional Development, can anticipate and design the trajectory of their growth, success in teaching, opportunities and obstacles to achieving goals The analysis of scientific literature, information sources on the research problem shows that self-reference acquires special significance for teachers of all levels from a novice teacher who has just chosen this profession to a creative professional.


Author(s):  
Pavlo Chervonyi ◽  
Svitlana Alieksieieva ◽  
Nadiia Senchylo-Tatlilioglu ◽  
Oleksandr Chastnyk ◽  
Nataliia Diomidova

Since the early 2000s, the potential of blended learning has been recognized worldwide as a promising trend due to the active technology development and its integration into higher education. Blended learning in higher education is at the development stage, which explains the relevance of research into the problems of higher education transformation through the introduction of technology in pedagogy. This article aims to identify the peculiarities of the higher education pedagogy transformation through the blended learning model. The methodology was based on a statistical, correlational analysis by using The Teaching and Learning International Survey (TALIS) database containing the survey results of 7,823 educators in France and the Netherlands. Results. The study revealed an average level of teacher preparation for blended learning (50.5%) and preparation for ICT use in student learning (48.4%) components inclusion. A significant level of teachers' professional development of ICT skills was revealed (44% take courses). An average level of teachers' unpreparedness both for blended learning (28.9% not ready, 36.6% not prepared enough) and ICT use in practice was established (30.3% - almost not ready, 34.25 - not prepared enough). A positive correlation was established between the components of teachers' preparation for the blended learning environment and the subsequent passage of professional ICT skills development courses. It means that formal education does not guarantee the absence of the need for continuous professional development and the formation of a wide range of ICT skills. Teachers need continuous professional development and new ICT skills. The research identified a synergy of positive effects of ICT skills professional development (interaction of educators united by common problems related to blended learning, technology, etc.; borrowing new ideas, innovations, and practices during professional development; updating professional knowledge; using active shared learning; integrity of professional development structure). Teachers noted that professional development courses were specifically adjusted to their needs.


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